LOMA LINDA UNIVERSITY
Catalog of Loma Linda University
2019-2020
This is a one-year CATALOG, effective beginning Summer Quarter 2018.
Volume 109, Number 1, July 2019
Published once a year, July 2019
Loma Linda, CA 92350
UPSPS 0-74-440
LLUPS
Legal Notice
This CATALOG is the definitive statement of Loma Linda University on
the requirements for admission, enrollment, curriculum, and graduation.
The University reserves the right to change the requirements and policies
set forth in this CATALOG at any time upon reasonable notice. In the
event of conflict between the statements of this CATALOG and any other
statements by faculty or administration, the provisions of this CATALOG
shall control, unless express notice is given that the CATALOG is being
modified.
The information in this CATALOG is made as accurate as is possible
at the time of publication. Students are responsible for informing
themselves of and satisfactorily meeting all requirements pertinent
to their relationship with the University. The University reserves the
right to make such changes as circumstances demand with reference
to admission, registration, tuition and fees, attendance, curriculum
requirements, conduct, academic standing, candidacy, and graduation.
This CATALOG contains the operating policy statements for Loma Linda
University's educational programs. Any deviation from these policies
must be approved by University administration.
TABLE OF CONTENTS
Introduction .................................................................................................. 8
President's Welcome ............................................................................ 9
Programs, Degrees, and Certificates ................................................. 10
Accreditation Overview ....................................................................... 12
Affirmative Action ............................................................................... 12
Accommodation for Disability ........................................................... 13
Nondiscrimination Policy ................................................................... 13
The Academic Calendar ..................................................................... 14
About the University .................................................................................. 18
Vision and Mission ............................................................................. 18
University Philosophy ......................................................................... 19
Core Values of Loma Linda University .............................................. 19
Institutional Learning Outcomes ....................................................... 19
University Mace, Coat of Arms, and Seal .......................................... 20
A Unique University ............................................................................ 20
Spiritual Life ........................................................................................ 21
Learning Environment ......................................................................... 21
Admission Policies and Information ................................................. 24
Division of General Studies ................................................................ 27
Student Life ......................................................................................... 29
Academic Policies and Information ................................................... 35
Financial Policies and Information .................................................... 43
School of Allied Health Professions ......................................................... 46
Department of Allied Health Studies ................................................. 57
Health-Care Administration — B.S. (Online) ............................... 58
Health Professions Education — Certificate, M.S. ..................... 60
Health Professions Education — Certificate ........................ 61
Health Professions Education — M.S. ................................. 61
Rehabilitation Science — Ph.D. ................................................... 61
Department of Cardiopulmonary Sciences ....................................... 64
Emergency Medical Care — B.S. ................................................. 64
Polysomnography — Certificate .................................................. 67
Respiratory Care — B.S., M.S.R.C. .............................................. 68
Respiratory Care (Traditional) — B.S. .................................. 68
Respiratory Care (Postprofesional) — B.S. .......................... 71
Respiratory Care — M.S.R.C. ................................................ 72
Department of Clinical Laboratory Science ....................................... 74
Clinical Laboratory Science — B.S. ............................................. 74
Cytotechnology — B.S. ................................................................ 77
Phlebotomy — Certificate ............................................................ 79
Department of Communication Sciences and Disorders .................. 80
Communication Sciences and Disorders — B.S. ........................ 80
Communication Sciences and Disorders — M.S. ....................... 82
Communication Sciences — M.S. ........................................ 84
Communication Sciences — M.S. (Transitional) ................. 85
Communication Sciences — M.S., M.S. (Transitional)
Comparison ........................................................................... 86
Communication Sciences — S.L.P.D .................................... 87
Department of Health Informatics and Information Management
............................................................................................................... 88
Coding Specialist — Certificate ................................................... 88
Health Informatics — M.S. .......................................................... 89
Health Information Administration — B.S., Certificate ............... 90
Health Information Administration — B.S. .......................... 92
Heath Information Administration — Certificate ................. 93
Department of Nutrition and Dietetics .............................................. 94
Nutrition and Dietetics (Prior RD) — MS ..................................... 94
Nutrition and Dietetics — Coordinated Programs ...................... 95
Nutrition and Dietetics (DPD) — M.S. .................................. 96
Nutrition and Dietetics (Prior B.S.) — M.S. .......................... 97
Nutrition and Dietetics — B.S. .............................................. 98
Nutrition and Dietetics — B.S. and M.S. .............................. 99
Nutrition and Dietetics — B.S., B.S. and M.S., M.S. (Prior B.S.),
M.S. DPD, M.S. for RDs Comparison ................................. 101
Department of Occupational Therapy ............................................. 103
Occupational Therapy (entry level) — M.O.T. ............................ 103
Occupational Therapy — O.T.D. ................................................. 105
Department of Orthotics and Prosthetics ....................................... 107
Orthotics and Prosthetics — M.S.O.P. (Entry-Level) ................. 107
Department of Physical Therapy ..................................................... 110
Physical Therapist Assistant — A.S. ........................................ 110
Physical Therapy — D.P.T. (Entry Level), D.P.T. (Postprofessional),
D.Sc. ............................................................................................ 112
Physical Therapy — D.P.T. (Entry-Level) ............................. 113
Physical Therapy — D.P.T. (Postprofessional) ................... 114
Physical Therapy — D.Sc. (Postprofessional) ................... 116
Physical Therapy — Ph.D. ................................................... 117
Department of Physician Assistant Sciences ................................. 120
Physician Assistant — M.P.A. .................................................... 120
Department of Radiation Technology .............................................. 123
Cardiac and Vascular Imaging (CVI) — Certificate ................... 123
Cardiac Electrophysiology Technology — A.S. ......................... 125
Diagnostic Medical Sonography — B.S. and Certificate .......... 126
Diagnostic Medical Sonography — B.S. ............................ 126
Diagnostic Cardiac Sonography — Certificate ................... 128
Medical Dosimetry — Certificate (B.S. in Physics Track, Radiation
Therapist Track) ......................................................................... 128
Certificate in Medical Dosimetry (Radiation Therapist Track)
............................................................................................... 129
Certificate in Medical Dosimetry (B.S. in Physics/
Mathematics Track) ............................................................ 129
Medical Dosimetry — Certificate (B.S. in Physics Track,
Radiation Therapist Track) Comparison ............................ 130
Medical Radiography — A.S. ..................................................... 130
Nuclear Medicine Technology — B.S. ....................................... 132
Nuclear Medicine Technology B.S. — ARRT Certified, Non-
ARRT Certified Comparison ................................................ 136
Radiation Sciences — B.S. ........................................................ 137
Radiation Sciences — M.S.R.S. (Online Program) .................... 140
Radiation Therapy Technology — B.S. ...................................... 141
Radiography Advanced Placement — Certificate ..................... 143
Radiology Assistant — M.S.R.S. ............................................... 144
Special Imaging CT and MRI — Certificates ............................. 145
Special Imaging CT — Certificate ....................................... 146
Special Imaging CT/MRI — Certificate .............................. 146
Special Imaging MRI — Certificate .................................... 146
Special Imaging — CT, MRI, CT and MRI Comparison ....... 147
School of Behavioral Health ................................................................... 148
Department of Counseling and Family Sciences ............................ 156
Child Life Specialist — M.S. ...................................................... 156
Clinical Mediation — Certificate ................................................ 158
Counseling — M.S. ..................................................................... 158
Drug and Alcohol Counseling — Certificate .............................. 161
Marital and Family Therapy — M.S., D.M.F.T. ........................... 162
Marital and Family Therapy — M.S. ................................... 163
Marital and Family Therapy — D.M.F.T. .............................. 167
School Counseling — Certificate ............................................... 170
Systems, Families and Couples - Ph.D. .................................... 172
Department of Psychology ............................................................... 175
Psychology — Ph.D. ................................................................... 175
Psychology — Psy.D. ................................................................. 177
Psychology — Ph.D., Psy.D. Comparison .................................. 179
Department of Social Work and Social Ecology ............................. 182
Criminal Justice — M.S. ............................................................ 182
Gerontology — M.S. ................................................................... 184
Play Therapy — Certificate ........................................................ 185
Social Welfare and Social Research — Ph.D. ........................... 186
Social Work — M.S.W. ............................................................... 187
School of Dentistry .................................................................................. 192
Undergraduate .................................................................................. 203
Dental Hygiene — B.S. ............................................................... 205
Professional ...................................................................................... 209
Dentistry — D.D.S. ...................................................................... 209
Dental Anesthesiology ........................................................ 218
Dental Education Services ................................................. 218
Division of General Dentistry ............................................. 218
Endodontics ........................................................................ 219
Oral Diagnosis, Radiology, and Pathology ......................... 219
Oral and Maxillofacial Surgery ........................................... 219
Orthodontics ........................................................................ 220
Pediatric Dentistry .............................................................. 220
Periodontics ........................................................................ 220
International Dentist Program — D.D.S. .................................... 220
Advanced Dental Education ............................................................. 225
Endodontics — Certificate (post-D.D.S.), M.S.D., M.S. .............. 230
Endodontics Certificate — 27-month, 36-month Comparison
............................................................................................... 232
Implant Dentistry — Certificate (post-D.D.S.), M.S.D., M.S. ...... 233
Oral and Maxillofacial Surgery — Certificate (post-D.D.S.), M.S.D.,
M.S .............................................................................................. 234
Orthodontics and Dentofacial Orthopedics — Certificate (post-
D.D.S.), M.S. ................................................................................ 235
Pediatric Dentistry — Certificate (post-D.D.S.), M.S.D., M.S ..... 237
Periodontics — Certificate (post-D.D.S.), M.S.D., M.S ............... 238
Prosthodontics — Certificate (post-D.D.S.), M.S.D., M.S .......... 239
Dual Major — Periodontics, Prosthodontics Comparison ........ 242
Dual Major — Periodontics, Implant Dentistry Comparison ..... 243
Dual Major — Prosthodontics, Implant Dentistry Comparison
...................................................................................................... 244
School of Medicine .................................................................................. 246
Graduate ............................................................................................ 251
Department of Basic Sciences ................................................. 252
Cancer, Developmental, and Regenerataive Biology — M.S.,
Ph.D. ..................................................................................... 253
Cancer, Developmental, and Regenerataive Biology —
M.S., Ph.D., Comparison .............................................. 255
Infection, Immunity and Inflammation — M.S., Ph.D. ........ 256
Infection, Immunity and Inflammation — M.S., Ph.D.
Comparison .................................................................. 258
Neuroscience, Systems Biology and BioEngineering — M.S.,
Ph.D. ..................................................................................... 259
Neuroscience, Systems Biology and BioEngineering —
M.S., Ph.D. Comparison ............................................... 262
Department of Earth and Biological Sciences ......................... 264
Biology — M.S., Ph.D. ......................................................... 265
Biology — M.S. ............................................................. 265
Biology — Ph.D. ............................................................ 267
Earth Science — Ph.D. ........................................................ 269
Environmental Sciences — B.S. ......................................... 271
Geology — B.S. .................................................................... 274
Geology — M.S. ................................................................... 277
Natural Sciences — M.S. .................................................... 279
Department of Pathology and Human Anatomy ...................... 281
Anatomy — M.S. ................................................................. 282
Anatomy — Ph.D. ................................................................ 282
Anatomy — M.S., Ph.D. Comparison .................................. 283
Pathologist's Assistant — M.H.S. ...................................... 284
Biomedical Sciences — M.M.S ................................................. 285
Professional ...................................................................................... 287
Medical Scientist — M.D./Ph.D. ................................................ 289
Medicine — M.D. ........................................................................ 290
Anesthesiology .................................................................... 295
Basic Sciences .................................................................... 296
Cardiohoracic Surgery ........................................................ 298
Dermatology ........................................................................ 298
Emergency Medicine .......................................................... 298
Family Medicine .................................................................. 300
Gynecology and Obstetrics ................................................ 301
Medical Education .............................................................. 302
Medicine .............................................................................. 302
Neurology ............................................................................ 306
Neurosurgery ....................................................................... 306
Ophthalmology .................................................................... 307
Orghopaedic Surgery .......................................................... 307
Otolaryngology and Head and Neck Surgery .................... 308
Pathology ahd Human Anatomy ........................................ 308
Pediatrics ............................................................................. 309
Physical Medicine and Rehabilitation ............................... 313
Plastic and Reconstructive Surgery .................................. 313
Preventive Medicine ........................................................... 313
Psychiatry ............................................................................ 314
Radiation Medicine ............................................................. 315
Radiology ............................................................................. 315
Surgery ................................................................................ 317
Urology ................................................................................ 318
School of Nursing .................................................................................... 319
Undergraduate .................................................................................. 325
Nursing — BS (generic) ............................................................. 328
Nursing — RN to B.S. ................................................................ 329
Nursing — LVN to B.S. ............................................................... 330
Graduate ............................................................................................ 332
Nursing — M.S. .......................................................................... 333
Nurse Educator: Adult Gerontology Concentration ........... 335
Nurse Educator: Obstetrics Pediatrics Concentration ....... 335
Nursing Administration Concentration .............................. 337
Doctor of Nursing Practice ....................................................... 338
Clinical Nurse Specialist: Adult-Gerontology Concentration
............................................................................................... 339
Clinical Nurse Specialist: Pediatrics Concentration .......... 341
Family Nurse Practitioner Concentration .......................... 342
Nurse Anesthesia ................................................................ 343
Primary Care Adult Gerontology Nurse Practitioner
Concentration ...................................................................... 344
Primary Care Pediatric Nurse Practitioner Concentration
............................................................................................... 345
Psychiatric Nurse Practitioner Concentration ................... 346
M.S. to D.N.P. ...................................................................... 347
Nursing — Ph.D. ......................................................................... 348
School of Pharmacy ................................................................................ 350
Pharmacy — Pharm.D. ...................................................................... 361
School of Public Health .......................................................................... 364
Certificates ........................................................................................ 372
Health-Care Administration — Certificate ................................. 373
Health Geoinformatics — Certificate ........................................ 373
Lifestyle Intervention — Certificate ........................................... 375
Maternal and Child Health — Certificate .................................. 375
Master's Degrees .............................................................................. 375
Epidemiology — M.P.H. .............................................................. 378
Global Health — M.P.H. .............................................................. 378
Health-Care Administration — M.H.A. ....................................... 379
Health Education — M.P.H. ........................................................ 381
Health Education M.P.H. — On Campus, Online Comparison
............................................................................................... 384
Lifestyle Management — M.P.H. ............................................... 384
Nutrition with coordinated program in dietetics — M.P.H. ....... 384
Nutrition — M.P.H. ...................................................................... 385
Nutrition — M.S. ......................................................................... 386
Population Medicine — M.P.H. .................................................. 387
Doctoral Degrees .............................................................................. 388
Epidemiology — Ph.D. ................................................................ 391
Health Education — Dr.P.H. ....................................................... 392
Health Policy and Leadership — Dr.P.H. .................................... 393
Nutrition — Ph.D. ........................................................................ 394
Preventative Care — Dr.P.H. ....................................................... 396
School of Religion ................................................................................... 398
Bioethics — M.A., Certificate ............................................................ 400
Chaplaincy — M.S.Chap. .................................................................. 401
Denominational Studies for Chaplains — Certificate ...................... 403
Religion and Society — M.A. ............................................................ 404
Faculty of Graduate Studies ................................................................... 406
The Combined Degrees Programs of the University .............................. 409
Counseling — M.S. with Marital and Family Therapy — M.S. with
School Counseling — Certificate ...................................................... 409
Bioethics — M.A. with Psychology — Psy.D. or Ph.D. ..................... 410
Dentistry — D.D.S. with Bioethics — M.A. ........................................ 411
Medicine — M.D. with Bioethics — M.A. .......................................... 412
Medicine — M.D. with Religion and Society — M.A. ........................ 413
Oral and Maxillofacial Surgery — Certificate with Medicine — M.D.
............................................................................................................. 413
Pharmacy — Pharm.D. with Bioethics — M.A. ................................. 415
Pharmacy — Pharm.D. with Health Informatics — M.S. ................. 416
Social Policy and Social Research — Ph.D. with Bioethics — M.A.
............................................................................................................. 417
Social Work — M.S.W. with Criminal Justice — M.S. ...................... 418
Social Work — M.S.W. with Gerongology — M.S. ............................ 419
Courses ..................................................................................................... 422
Allied Health — Conjoint (AHCJ) ...................................................... 422
Allied Health Research Methods (AHRM) ....................................... 427
Anatomy (ANAT) ............................................................................... 428
Anesthesiology (ANES) .................................................................... 429
Anthropology (ANTH) ....................................................................... 429
Behavioral Health — Conjoint (BHCJ) .............................................. 429
Biochemistry (BCHM) ....................................................................... 429
Biology (BIOL) ................................................................................... 430
Cardiac Electrophysiology Technology (CEPT) ............................... 432
Child Life Specialist (CHLS) ............................................................. 433
Clinical Laboratory Science/Cytotechnology (CLSC) ...................... 435
Clinical Laboratory Science/Medical Technology (CLSM) .............. 436
Coding Specialist (HLCS) ................................................................. 438
Communication Sciences and Disorders (CMSD) ........................... 438
Counseling and Family Science Global (CFSG) .............................. 441
Counseling (COUN) ........................................................................... 442
Criminal Justice (CRMJ) .................................................................. 444
Dental Anesthesiology (ANDN) ........................................................ 444
Dentistry (DENT) ............................................................................... 445
Dental Educational Services (DNES) ............................................... 446
Dental Hygiene (DNHY) .................................................................... 447
Dermatology (DERM) ........................................................................ 448
Dietetics (DTCS) ................................................................................ 448
Emergency Medical Care (EMMC) ................................................... 451
Emergency Medicine (EMDN) .......................................................... 453
Emergency Preparedness and Response (EMPR) .......................... 453
Endodontics (ENDN) ......................................................................... 453
English (ENGL) .................................................................................. 454
Environmental Health (ENVH) .......................................................... 454
Environmental Sciences (ENVS) ...................................................... 455
Excellence in STEM Experiential Education (EXSD) ....................... 456
Epidemiology (EPDM) ....................................................................... 456
Family Medicine (FMDN) .................................................................. 457
Family Studies (FMST) ..................................................................... 458
Geology (GEOL) ................................................................................. 458
Gerontology (GERO) .......................................................................... 461
Global Health (GLBH) ....................................................................... 461
Graduate Dentistry (GRDN) .............................................................. 462
Gynecology and Obstetrics (GYOB) ................................................. 463
Health Administration (HADM) ........................................................ 463
Health-Care Administration (HCAD) ................................................. 466
Health-Care Business and Leadership (HCBL) ................................ 467
Health Geoinformatics (HGIS) ......................................................... 467
Health Informatics (HLIF) ................................................................ 468
Health Information Administration (HLIN) ...................................... 470
Health Professions Education (HPED) ............................................ 472
Health Promotion and Education (HPRO) ....................................... 473
Implant Dentistry (IMPD) .................................................................. 475
Instructional Design and Media Technology (IDMT) ....................... 476
Integrated Biomedical Graduate Studies (IBGS) ............................. 477
International Dentist Program/Clinics (IDPC) ................................. 478
International Dentist Program/General (IDPG) ............................... 478
International Dentist Program/Oral Pathology (IDPO) .................... 478
International Dentist Program/Periodontics and Pediatric Dentistry
(IDPP) ................................................................................................. 479
International Dentist Program/Restorative (IDPR) ......................... 479
Marital and Family Therapy (MFTH) ................................................ 479
Marriage and Family (MFAM) .......................................................... 482
Mathematics (MATH) ....................................................................... 485
Medical Education Services (MNES) ............................................... 485
Medicine — Conjoint (MDCJ) ........................................................... 485
Medicine (MEDN) .............................................................................. 486
Maternal Newborn Child Health (MNCH) ........................................ 486
Microbiology (MICR) ......................................................................... 486
Natural Sciences (NSCI) ................................................................... 487
Neurology (NEUR) ............................................................................. 487
Neuroscience, Systems Biology and Bioegineering (NSBB) ........... 487
Neurosurgery (NEUS) ....................................................................... 489
Nursing (NRSG) ................................................................................. 489
Nursing - Graduate (NGRD) .............................................................. 492
Nutrition (NUTR) ............................................................................... 497
Occupational Therapy (OCTH) ......................................................... 499
Occupational Medicine (OMED) ....................................................... 502
Ophthalmology (OPHM) ................................................................... 502
Oral and Maxillofacial Surgery (OMFS) ........................................... 502
Oral Diagnosis, Radiology and Pathology (ODRP) .......................... 503
Oral Pathology (ORPA) ..................................................................... 504
Orthodontics (ORDN) ........................................................................ 504
Orthopaedic Surgery (ORTH) ........................................................... 505
Orthotics and Prosthetics (ORPR) ................................................... 505
Otolaryngology (OTOL) ..................................................................... 508
Pathology (PATH) ............................................................................. 508
Public Health Core (PCOR) ............................................................... 508
Pediatric Dentistry (PEDN) ............................................................... 509
Pediatrics (PEDS) .............................................................................. 510
Periodontics (PERI) ........................................................................... 510
Pharmaceutical Sciences (RXPS) .................................................... 511
Pharmacology (PHRM) ..................................................................... 512
Pharmacy Conjoint (RXRX) .............................................................. 513
Pharmacy Practice/Drug Information (RXDI) .................................. 513
Pharmacy Practice/Experiential Education (RXEE) ........................ 513
Pharmacy Practice/Pharmaceutical Care (RXPC) .......................... 514
Pharmacy Practice/Therapeutics (RXTH) ....................................... 514
Pharmacy/Social and Administrative Sciences (RXSA) ................. 516
Philosophy (PHIL) ............................................................................. 517
Physical Education Activity (PEAC) ................................................. 517
Physical Medicine and Rehabilitation (PMRH) ............................... 517
Physical Therapist Assistant (PTAS) ............................................... 517
Physical Therapy (PHTH) ................................................................. 518
Physical Therapy — Graduate (PTGR) ............................................. 522
Physicians Assistant (PAST) ............................................................ 526
Physiology (PHSL) ............................................................................ 528
Play Therapy (PLTH) ......................................................................... 528
Polysomnography (RSPS) ................................................................ 529
Population Medicine (PMED) ........................................................... 530
Preventive Medicine (PRVM) ........................................................... 531
Prosthodontics (PROS) .................................................................... 531
Psychiatry (PSYT) ............................................................................. 532
Psychology (PSYC) ........................................................................... 532
Public Health — Conjoint (PHCJ) ..................................................... 535
Radiation Medicine (RDMN) ............................................................ 537
Radiation Technology Advanced Medical Imaging (RTAM) ........... 537
Radiation Technology Education (RTED) ........................................ 537
Radiation Technology/Imaging Informatics (RTII) .......................... 538
Radiation Technology/Medical Dosimetry (RTMD) ........................ 538
Radiation Technology/Medical Radiography (RTMR) .................... 540
Radiation Technology/Medical Sonography (RTMS) ...................... 541
Radiation Technology/Nuclear Medicine (RTNM) .......................... 542
Radiation Technology/Radiation Sciences (RTRS) ......................... 543
Radiation Technology/Radiation Therapy (RTTH) .......................... 543
Radiation Technology/Radiologist Assistant (RTRA) ..................... 544
Radiation Technology (RTCH) .......................................................... 545
Radiation Technology/Special Imaging (RTSI) ............................... 546
Radiologic Technology Advanced Placement (RTAP) .................... 547
Radiology (RADS) ............................................................................. 548
Rehabilitation Science (RESC) ......................................................... 548
Religion/Ethical Studies (RELE) ....................................................... 548
Religion/General Studies (RELG) ..................................................... 550
Religion/Relational Studies (RELR) ................................................. 550
Religion/Theological Studies (RELT) ............................................... 552
Respiratory Therapy (RSTH) ............................................................ 554
Restorative Dentistry (RESD) ........................................................... 558
School of Behavioral Health Global (SBHG) .................................... 559
School of Dentistry — Clinical (SDCL) ............................................. 560
School of Dentistry — Conjoint (SDCJ) ........................................... 560
Social Policy (SPOL) ......................................................................... 560
Social Work (SOWK) ......................................................................... 562
Speech-Lang Path Doctorate (SLPD) .............................................. 564
Statistics (STAT) ............................................................................... 565
Surgery (SURG) ................................................................................. 566
Urology (UROL) ................................................................................. 567
Faculty ............................................................................................... 567
General Information ................................................................................. 645
University Board and Administration ...................................................... 646
School Administrations, Committees, and Affiliations ................... 648
Accreditation Status ......................................................................... 659
Accrediting and Approving Agencies .............................................. 661
Alumni Associations ......................................................................... 664
To Communicate with LLU ............................................................... 665
Index .................................................................................................. 669
8 Introduction
INTRODUCTION
Loma Linda University (LLU) (http://www.llu.edu) is a Seventh-day
Adventist educational health sciences institution located in Southern
California. With more than 4,400 students, its eight schools comprise the
University organization. More than 105 academic degree programs are
offered by the Schools of Allied Health Professions (http://www.llu.edu/
allied-health),Behavioral Health, (http://www.llu.edu/behavioral-health)
Dentistry (http://www.llu.edu/dentistry), Medicine (http://www.llu.edu/
medicine), Nursing (http://www.llu.edu/nursing), Pharmacy (http://
www.llu.edu/pharmacy), Public Health (http://www.llu.edu/public-health),
and Religion (http://www.llu.edu/religion) . Curricula offered range from
certificates of completion and Associate in Science degrees to Doctor
of Philosophy and professional doctoral degrees. Students from more
than 80 countries around the world and virtually every state in the nation
are represented in Loma Linda University's student body. The University
also offers distance education. For a list of programs, see <https://
home.llu.edu/education/office-of-provost/educational-effectiveness/
online-programs>.
Loma Linda University 2019-2020 9
President's Welcome
It is a privilege to welcome you to Loma Linda University. This is a unique
place—one that balances on the twin foundations of faith and science.
Being a student here will expose you to a group of faculty and staff
members who have chosen to be part of this experience we call Loma
Linda. They have chosen to work here because they share in the belief
that this is a special place.
We emphasize what we call mission-focused learning. This means
that what we offer centers on more than producing knowledgeable
professionals because we believe that who you are is even more
important than what you know. To assist in this lifelong process, we
are encouraging the enculturation of our seven core values, known by
the acronym JCHIEFS. These values are Justice, Compassion, Humility,
Integrity, Excellence, Freedom, and Self-Control/Purity. I encourage each
of you to search your own heart and find ways to strengthen these virtues
in everything you do.
You also will find an incredible mixture of cultural diversity on our
campus. Revel in our similarities and differences, and use each
interaction to help you understand the issues that separate us. With
understanding comes acceptance. And with acceptance come peace
and fellowship. Use your time at Loma Linda to seek out those from
other countries and cultures from whom you can learn and gain greater
understanding. We will all be better as we tear down those barriers that
often separate us.
All this uniqueness is centered on the profound belief that God is here,
active in the lives and experiences of each of us. Through our weekly
University at Worship, the prayers of faculty members in class, and the
daily interchanges across campus, I invite you to join me in getting to
know Him better. Place your future in His hands. Have confidence in His
leading. Seek out opportunities to fellowship and grow in His love.
Thank you for joining our campus family. I hope it will become as special
to you as it has for so many of our 46,000 alumni.
Cordially yours,
Richard H. Hart, M.D., Dr.P.H.
President
Loma Linda University
10 Programs, Degrees, and Certificates
Programs, Degrees, and Certificates
The degree and certificate curricula at Loma Linda University are under
continuous review and are, therefore, subject to change and improvement
without prior notice, as the need occurs. The University also offers
nondegree and short courses throughout the United States and globally
to meet the continuing education and extension program needs of
alumni, health professionals, and lay persons in the church and in the
community. Most degree courses are approved for continuing education
credit.
School-specific certificates are awarded upon completion of organized
programs of study at the postsecondary level. Students register for
courses through the Office of University Records; but certificates are
issued by the school, which maintains records of the certificates and their
awarding. Financial aid is not available to students registered in school-
specific programs. See school programs in each school for a listing of
school-specific certificates available.
The Faculty of Graduate Studies oversees Ph.D. and research master's
degrees, as well as combined degrees programs.
KEY TO CODES
AH School of Allied Health Professions
BH School of Behavioral Health
PH School of Public Health
SD School of Dentistry
SM School of Medicine
SN School of Nursing
SP School of Pharmacy
SR School of Religion
FGS Faculty of Graduate Studies
IS Interdisciplinary Studies (LLU diploma, across schools/
faculties)
UG Undergraduate
PB Postbaccalaureate
PD Post-D.D.S. or Post-D.M.D.
PM Post-master's
PMD Post-M.D.
PP Postprofessional
Program School Degrees/Certificates Offered
Anatomy SM M.S., Ph.D.
Biology SM M.S., Ph.D.
Bioethics SR M.A., PB certificate
Biomedical Sciences SM M.M.S.
Cancer,
Developmental and
Regenerative Biology
SM M.S., Ph.D
Cardiac
Electrophysiology
Technology
AH A.S. (online)
Chaplaincy SR M.S.Chap.
Child Life Specialist BH M.S.
Clinical Laboratory
Science
AH B.S. (formerly: Medical Technology)
Coding Specialist AH Certificate
Communication
Sciences and
Disorders
AH B.S., M.S., Transitional M.S.
Counseling BH M.S.
Counseling, School BH PM certificate (See: School
Counseling)
Criminal Justice BH M.S.
Cytotechnology AH B.S.
Denominational
Studies for Chaplains
SR Certificate (online)
Dental Hygiene SD B.S.
Dentistry, General SD D.D.S.
Dentist Program,
International
SD D.D.S.
Diagnostic Cardiac
Sonography
AH Certificate
Diagnostic Medical
Sonography
AH B.S.
Drug and Alcohol
Counseling
BH PB certificate
Earth Science SM Ph.D.
Emergency Medical
Care
AH B.S.
Endodontics SD M.S., M.S.D., PD certificate
Environmental
Sciences
SM B.S.
Epidemiology PH M.P.H., Ph.D.
Geology SM B.S., M.S.
Gerontology BH M.S.
Global Health PH M.P.H.
Health-Care
Administration
AH B.S. (online)
Health-Care
Administration
PH M.H.A.
Health Education and
Wellness Coaching
PH M.P.H. (on campus and online),
Dr.P.H. (on campus and online)
Health
Geoinformatics
PH PB certificate (online)
Health Informatics AH M.S. (on campus and online)
Health Information
Administration
AH B.S. (on campus and online), PB
certificate (on campus ans online)
Health Policy and
Leadership
PH Dr.P.H.
Health Professions
Education
AH M.S. (on campus and online), PB
certificate (on campus and online)
Implant Dentistry,
Advanced
SD M.S., M.S.D., PD certificate
Infection, Immunity,
and Inflammation
SM M.S., Ph.D.
International Dentist
Program
SD (See: Dentist Program,
International)
Marital and Family
Therapy
BH M.S., D.M.F.T. (online)
Maternal and Child
Health
PH PB certificate
Medical Dosimetry AH Certificate
Loma Linda University 2019-2020 11
Medical Radiography AH A.S.
Medical Scientist SM M.D./Ph.D.
Medicine SM M.D.
Natural Sciences SM M.S.
Neuroscience,
Systems Biology, and
BioEngineering
SM M.S., Ph.D.
Nuclear Medicine
Technology
AH B.S.
Nursing SN B.S. (RN to B.S. online), M.S. (on
campus and off-campus Thailand),
D.N.P., Ph.D.
Nutrition PH M.P.H., M.S., Ph.D.
Nutrition and
Dietetics
AH B.S., M.S.
Occupational
Therapy
AH M.O.T., O.T.D. (online)
Oral and
Maxillofacial Surgery,
Advanced
SD M.S., M.S.D., PD certificate
Orthodontics
and Dentofacial
Orthopedics
SD M.S., PD certificate
Orthotics and
Prosthetics
AH M.S.O.P.
Pathologists'
Assistant
SM M.S.
Pediatric Dentistry,
Advanced
SD M.S., M.S.D., PD certificate
Periodontics,
Advanced
SD M.S., M.S.D., PD certificate
Pharmacy SP Pharm.D.
Physical Therapist
Assistant
AH A.S.
Physical Therapy AH D.P.T. (entry-level on campus,
postprofessional on campus and
off-campus Puerto Rico), D.Sc.,
Ph.D.
Physician Assistant AH M.P.A.
Play Therapy BH PM certificate
Polysomnography AH Certificate
Population Medicine PH M.P.H. (on campus and online)
Preventive Care PH Dr.P.H.
Prosthodontics,
Advanced
SD M.S., M.S.D., PD certificate
Psychology BH M.A.
Psychology, Clinical BH Psy.D., Ph.D.
Radiation Sciences AH B.S. (online), M.S.R.S. (online)
Radiation Therapy
Technology
AH B.S.
Radiologist Assistant AH M.S.R.S. (online)
Rehabilitation
Science
AH Ph.D.
Religion and Society SR M.A.
Respiratory Care AH B.S. traditional (on campus), B.S.
postprofessional (online), M.S.R.C.
(on campus and online)
School Counseling BH PM certificate, PPS credential
Social Policy and
Social Research
BH Ph.D.
Social Work BH M.S.W. (on campus, online, and off-
campus Riverside County)
Special Imaging: CT AH Certificate (on campus and online)
Special Imaging: CVI AH Certificate
Special Imaging: MRI AH Certificate
Speech-Language
Pathology
AH S.L.P.D. (online)
Systems, Families,
and Couples
BH Ph.D.
12 Accreditation Overview
Accreditation Overview
The University is accredited as a degree-granting institution by the
Western Association of Schools and Colleges (WASC) Senior College
and University Commission (WSCUC). Schools' programs are accredited
by appropriate accrediting agencies, and graduates are eligible to take
qualifying examinations of the respective state and national licensing
or registration bodies and to join professional organizations. Details of
accreditations are given in the individual programs and in Section VI of
this CATALOG.
Founded as College of Evangelists in 1905-06, the University was
chartered as College of Medical Evangelists by the state of California
on December 13, 1909; and was accredited by Northwest Association
of Secondary and Higher Schools on April 7, 1937. Accredited by WASC
(prior to January 1962, Western College Association) on February 24,
1960, it became Loma Linda University on July 1, 1961.
Accrediting agencies
Loma Linda University is fully accredited by WSCUC, which may be
contacted at:
WASC Senior College and University Commission (WSCUC)
985 Atlantic Avenue, Suite 100
Alameda, CA 94501
Phone: 510/748-9001
FAX: 510/748-9797
website: <https://www.wascsenior.org>
e-mail: <wascsr@wascsenior.org>
WSCUC is an institutional accrediting agency recognized by the
U.S. Secretary of Education and the Commission on Recognition of
Postsecondary Accreditation.
Loma Linda University is also accredited by the Adventist Accrediting
Association (AAA) of the Seventh-day Adventist Church Department of
Education.
In addition to WSCUC and AAA, the following organizations accredit
specific University schools or programs:
Accreditation Council for Education in Nutrition and Dietetics (ACEND) of
the Academy of Nutrition and Dietetics
Accreditation Council for Occupational Therapy Education (ACOTE)
Accreditation Council for Pharmacy Education (ACPE)
Accreditation Review Commission on Education for the Physician
Assistant, Inc. (ARC-PA)
American Registry of Radiologic Technology (ARRT)
Commission on Accreditation for Health Informatics and Information
Management Education (CAHIIM)
Commission on Accreditation for Marriage and Family Therapy Education
(COAMFTE) of the American Association for Marriage and Family Therapy
(AAMFT)
Commission on Accreditation for Respiratory Care (CoARC)
Commission on Accreditation of Allied Health Education Programs
(CAAHEP)
Commission on Accreditation in Physical Therapy Education (CAPTE)
Commission on Accreditation (CoA) of the American Psychological
Association (APA)
Commission on Accreditation (COA) of the Council on Social Work
Education (CSWE)
Commission on Collegiate Nursing Education (CCNE) of the American
Association of Colleges of Nursing (AACN)
Commission on Dental Accreditation (CODA) of the American Dental
Association (ADA)
Committee composed of the American Society of Cytopathology (ASC),
College of American Pathologists (CAP), American Society for Clinical
Pathology (ASCP), and American Society of Cytotechnology (ASCT),
in collaboration with the Commission on Accreditation of Allied Health
Education Programs (CAAHEP)
Council on Academic Accreditation in Audiology and Speech-Language
Pathology (CAA) of the American Speech-Language-Hearing Association
(ASHA)
Council on Accreditation (COA) of Nurse Anesthesia Educational
Programs
Council on Education for Public Health (CEPH)
Joint Review Committee on Education in Diagnostic Medical Sonography
(JRC-DMS), in collaboration with the Commission on Accreditation of
Allied Health Education Programs (CAAHEP)
Joint Review Committee on Education in Radiologic Technology
(JRCERT)
Liaison Committee on Medical Education (LCME), sponsored by the
Association of American Medical Colleges (AAMC) and the Council on
Medical Education ofthe American Medical Association (AMA)
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
National Commission on Orthotic and Prosthetic Education (NCOPE),
in collaboration with the Commission on Accreditation of Allied Health
Education Programs (CAAHEP)
The following organizations also approve specific University schools or
programs:
Approval Committee for Certificate Programs (ACCP), a joint committee
established by the Association for Healthcare Documentation Integrity
(AHDI) and the American Health Information Management Association
(AHIMA)
California Department of Public Health (CDPH) Laboratory Field
Services(LFS)
California Department of Public Health (CDPH) Radiologic Health Branch
(RHB)
California Board of Registered Nursing (BRN)
Commission on Teacher Credentialing (CTC)
For a current list of accrediting agencies, please contact the Office of the
Provost.
Affirmative Action
The University routinely monitors its educational and employment
practices regarding women, minorities, and the disabled to ensure
compliance with the law and University policy. The University's
affirmative action policy is to provide equal access to admissions,
educational programs and activities, financial aid, student services, and
employment.
In compliance with Title IX of the Educational Amendments of 1972 and
Section 504 of the Rehabilitation Act of 1973, a grievance procedure
has been established to process student complaints alleging violation
of these regulations or of the University's policy of nondiscrimination
based on gender or disability. Inquiries concerning Title IX may be
directed to the Title IX coordinator. Employment-related discrimination
complaints, including those filed by student employees, are processed
in conformity with the provisions outlined in existing staff personnel
policies. Complaints related to discrimination in academic areas are
Loma Linda University 2019-2020 13
reviewed in conformity with the procedures established by the academic
administration.
Accommodation for Disability
Loma Linda University is in compliance with the Americans with
Disabilities Act, Sec. 504 of the Rehabilitation Act; as well as with
local and state requirements. The University is committed to providing
education—including support services and reasonable accommodations
for disabilities—to qualified applicants for whom such accommodation
does not fundamentally alter the chosen program or create an undue
burden.
For information regarding accommodation for disability, the student
should consult the office of the dean of the school to which application
for admission is being made.
Following acceptance, the student may be asked if he or she has
a disability requiring accommodation. A student who desires
accommodation for a disability (e.g., physical, learning, or psychological)
identified after acceptance should consult the office of the dean
regarding a request for accommodation. The accommodation request
must be submitted in writing on the designated form. The completed
form and the required supporting documentation will be evaluated by
appropriate University entities to determine whether or not the applicant
can be expected to perform the essential functions of the program. All
discussions will remain confidential.
Nondiscrimination Policy
Loma Linda University was established by the Seventh-day Adventist
church as an integral part of its teaching ministry. The University
affirms that Christian principles are incompatible with various forms
of discrimination that have divided societies; and that all persons are
of equal worth in the sight of God and should be so regarded by all His
people. Therefore, the University is committed to equal education and
employment opportunities for men and women of all races; and does not
unlawfully discriminate on the basis of veteran status, handicap, gender
identity, sexual orientation, race, color, or national origin in its educational
or admissions policies, financial affairs, employment programs, student
life and services, or any University-administered program.
To this end, the University is in compliance with Titles VI and VII of the
Civil Rights Act of 1964 as amended; and is in substantial compliance
with Title IX of the Education Amendments of 1972 (34 CFR 106 et seq.),
Sections 503 and 504 of the Rehabilitation Discrimination in Employment
Act of 1967, and Section 402 of the Vietnam Era Veterans Adjustment Act
of 1974; and does not discriminate against any employees or applicants
for employment on the basis of age or because they are disabled
veterans or veterans of the Vietnam era. In addition, the University
administers student programs without discrimination on the basis
of age—except in those programs where age is a bona fide academic
qualification for admission—in accordance with the provisions of the Age
Discrimination Act of 1975.
The University reserves constitutional and statutory rights as a religious
institution and employer to give preference to Seventh-day Adventists
in admissions and employment, including but not limited to 42 U.S.C.
Secs. 2000e-1, 2000e-2; Sec. 6-15 of Federal Executive Orders 11246
and 13279; 41 CFR Sec. 60-1.5(5); 20 U.S.C. Sec. 1681 (a)(3); 34 CFR
Secs. 106.12 (a)(b), 106.21, 106.31, 106.39, 106.40, 106.51, and 106.57;
California Government Code Sec. 12926 (d)(1); Title II, Division 4, Chapter
2, Sec. 7286.5 of the California Code of Regulations; the First Amendment
to the United States Constitution; and Article 1, Sec. 4, of the California
Constitution. The University believes that Title IX regulations are subject
to constitutional guarantees against unreasonable entanglement with or
infringements on the religious teachings and practices of the Seventh-day
Adventist Church.
14 The Academic Calendar
The Academic Calendar
Academic dates for Faculty of Graduate Studies (FGS) and the Schools
of:
AH Allied Health Professions
BH Behavioral Health
SD Dentistry
SM Medicine
SN Nursing
SP Pharmacy
PH Public Health
SR Religion
For the most current event information, visit the University's Event
Calendar (https://home.llu.edu/events).
2019
January
1 – 4 SR Offices closed for Christmas/New Year holidays
2 SD Winter Quarter begins (all programs)
3 SP Winter Quarter begins
7 U Winter Quarter Begins (standard term programs)
7 SP Spring block begins
9 U Wil Alexander Wholeness: Exploring America's
Wilderness (5:00-5:50 p.m. Damazo Amphitheater
14 U Last day to register with a late fee (Winter Quarter
standard term))
14 – 18 U Week of Renewal
21 U Martin Luther King, Jr. holiday
22 U Last day to drop without a "W" (standard term
courses)
23 U Wil Alexander Wholeness: Food for Thought
(5:00-5:50 p.m., Damazo Amphitheater)
February
2 SN Dedication Service
15 SM First-year family day and dedication
18 U President's Day holiday
25 –
March 1
SP Exam week
27 U Wil Alexander Wholeness: Student Film Festival
(5:00-5:50 p.m., Damazo Amphitheater)
28 –
March 4
U University-wide homecoming convention
March
1 – 5 U One LLU Homecoming
4 U Last day to drop with a "W" (standard term
courses)
6 U Wil Alexander Wholeness: Unhurried Living
(5:00-5:50 p.m., Damazo Amphitheater)
11 U Spring registration begins (standard term
programs)
11 – 14 SD Winter Quarter final examinations
14 SD Winter Quarter ends (DDS, DH, IDP)
14 SP Honors & Awards ceremony
15 SM Senior Match Day
15 SD Faculty advance seminar
19 – 20 SD IDP orientation
21 SP Honors and Awards ceremony
22 U Winter Quarter ends (standard term programs)
23 – 31 U Spring recess
25 SD Spring Quarter begins (all programs)
25 – 29 SP Spring recess
27 U Standard term grades due at 4:00 p.m.
28 U Last day to register without late fee (standard term
programs)
29 U First day of $200 late registration fee (standard
term programs)
April
1 U Spring Quarter begins (standard term programs)
8 U Last day to register with a late fee (Spring Quarter
standard term programs)
8 – 12 U Week of Renewal
15 U Last day to drop without a "W" (standard term
courses)
29 – May
3
SP Spring block final examination week
May
3 SP PY1-PY3 academic year ends
9 U School Awards chapel
15 SM Second-year academic year ends
15 SD DDS graduation banquet
15 SN Graduation kick-off
20 SP APPE begins
23 SD IDP graduation banquet
23 SP Senior banquet
24 SM Consecration and hooding ceremony
24 SP Hooding Ceremony
25 SD/SM/
SP
Baccalaureate services
26 SD/SM/
SP
Commencement services
27 U Memorial Day holiday
28 U Last day to drop with a "W" (standard term
courses)
June
3 U Summer registration opens (standard term
programs)
3 – 6 SD Spring Quarter final examinations
6 SD Spring Quarter ends (DDS, IDP, DH)
7 SD Faculty advance seminar
9 SR Graduate banquet
14 AH/BH/
PH/SN/
SR
Focus on Graduates vespers service
Loma Linda University 2019-2020 15
14 U Spring Quarter ends (standard term programs)
15 AH/BH/
PH/SN/
SR
Baccalaureate service
16 AH/BH/
PH/SN/
SR
Commencement services
18 SM Third-year academic year begins
18 SM Fourth-year orientation; academic year begins
19 U Standard term grades due at 4:00 p.m.
19 SP Spring Quarter graduates list to be submitted to
University Records
20 U Last day to register without late fee (standard term
programs)
21 U First day of $200 late registration fee (standard
term programs)
24 U Summer Quarter begins (standard term programs)
24 SM Third year academic year ends
24 – 25 SD IDP orientation
July
1 SD Summer Quarter begins (DDS, IDP, DH)
1 U Last date to register with a late fee (standard term
programs)
4 U Fourth of July holiday
8 U Last day to drop without a "W" (standard term
courses)
14 SD Minorities in Dentistry workshop
14 – 17 SD Careers in Dentistry workshop
30 U First 5-week summer session ends
August
1 U Second 5-week Summer session begins
2 – 3 SM First-year M.D. and M.M.S. orientation
5 SM First-year M.D. and M.M.S. academic year begins
12 - 16 SP Orientation week
19 U Last day to drop with a "W" (standard term course)
19 SP Academic year begins
19 SM Second-year orientation; academic year begins
21 AH MOT Research Colloquium
26 – 27 SD DDS orientation
September
2 U Labor Day
3 U Autumn registration begins (standard term
programs)
6 U Summer Quarter ends
9 – 12 SD Summer Quarter final examinations
11 U Standard term grades due at 4:00 p.m.
11 U Second 5-week Summer session ends
12 SD Summer Quarter ends (DDS, DH, IDP)
13 SD Faculty advance seminar
17 SR Faculty orientation
18 – 19 SD DH orientation
19 U LLU Faculty Colloquium
19 U Last day to register without late fee (standard term
programs)
20 U First day of $200 late registration fee (standard
term programs)
23 U Autumn Quarter begins (standard term programs)
23 SD Autumn Quarter begins (DDS, DH, IDP)
23 U University-wide orientation and Welcome Back
Bash
26 SN Opening service
27 – 29 SM Pine Springs Ranch faculty/student retreat
30 U Last day to register with late fee (standard term
programs)
October
5 SN CRNA reunion
7 U Last day to drop without a “W” (standard term
courses)
7 – 11 U Week of Renewal
8 SN Information session
30 –
November
8
SN Graduate Nursing seminar days
November
7 SP First-year White Coat Ceremony
25 U Last day to drop with a “W” (standard term
courses)
27 –
December
1
U Thanksgiving recess
December
2 U Winter registration opens (standard term
programs)
6 SR Holiday Vespers
9 – 12 SD Autumn Quarter final examinations
9 – 13 SP Autumn block examination week
9 – 13 U Autumn Quarter final examinations
12 SD Autumn Quarter ends (DDS, DH, IDP)
13 U Autumn Quarter ends (standard term programs)
15 –
January 5
U Christmas recess
18 U Standard term grades due at 4:00 p.m.
19 U Last day to register without late fee (Winter
Quarter standard term programs)
20 U First day of $200 late registration fee (Winter
Quarter standard term programs)
2020
January
6 SD Winter Quarter begins (all programs)
6 U Winter Quarter begins (standard term programs)
6 SP Spring block begins
16 The Academic Calendar
13 U Last day to register with a late fee (standard term
programs)
13 – 17 U Week of Renewal
20 U Martin Luther King, Jr. Day
21 U Last day to drop without a “W” (standard term
courses)
February
17 U President's Day
March
2 U Last day to drop with a "W" (standard term
courses)
5 – 9 U University-wide homecoming convention
9 U Spring registration begins (standard term
programs)
16 – 19 SD Winter Quarter final examinations
19 SD Winter Quarter ends (DDS, DH, IDP)
20 SD Faculty advance seminar
20 U Winter Quarter ends (standard term programs)
21 – 29 U Spring recess
23 – 24 SD IDP orientation
23 – 27 SP Spring recess
25 U Standard term grades due at 4:00 p.m.
26 U Last day to register without late fee (Spring
Quarter standard term programs)
27 U First day of $200 late registration fee (Spring
Quarter standard term programs)
30 SD Spring Quarter begins (all programs)
30 U Spring Quarter begins (standard term programs)
April
6 U Last day to register with a late fee (standard term
programs)
6 – 10 U Week of Renewal
12 SR Student Social
13 U Last day to drop without a “W” (standard term
courses)
27 – May
1
SP Spring block examination week
May
1 SP PY1 – PY3 academic year ends
13 SD D.D.S. graduation banquet
18 SP APPE begins
20 SD IDP graduation banquet
21 SP Senior banquet
22 SP Hooding ceremony
22 SM Consecration and hooding ceremony
23 SM, SP,
SD
Baccalureate services
24 SM, SP,
SD
Commencement exercises
25 U Memorial Day holiday
26 AH Nutrition and Dietetics Graduate Research
Colloquium
26 U Last day to drop with a "W" (standard term
courses)
June
1 U Summer registration opens (standard term
programs)
8 – 11 SD Spring Quarter final examinations
11 SD Spring Quarter ends (DDS, DH, IDP)
12 SM First-year M.D. and M.M.S. academic year ends
12 SD Faculty advance seminar
12 AH Nutrition and Dietetics Pinning Ceremony
12 U Spring Quarter ends (standard term programs)
12 AH, BH,
PH, SN,
SR
Focus on Graduates vespers service
13 AH, BH,
PH, SN,
SR
Baccalaureate service
14 AH, BH,
PH, SN,
SR
Commencement services
17 U Standard term grades due at 4:00 p.m.
18 U Last day to register without a late fee (standard
term programs)
19 U First day of $200 late registration fee (standard
term programs)
22 U Summer Quarter begins (standard term programs)
22 SM Third-year academic year ends
29 U Last day to register with a late fee (standard term
programs)
July
6 SD Summer Quarter begins (DDS, DH, IDP)
6 U Last day to drop without a "W" (standard term
courses)
12 SD Minorities in Dentistry workshop
12 – 15 SD Careers in Dentistry workshop
28 U First 5-week Summer session ends
29 U Second 5-week Summer session begins
August
17 U Last day to drop with a "W" (standard term
courses)
24 – 25 SD D.D.S. orientation
31 U Autumn registration opens (standard term
programs)
September
4 U Second 5-week Summer session ends
4 U Summer Quarter ends (standard term programs)
7 U Labor Day
10 U Standard term grades due at 4:00 p.m.
14 – 15 SD DH orientation
Loma Linda University 2019-2020 17
14 – 17 SD Summer Quarter final examinations
15 SR Faculty orientation
17 SD Summer Quarter ends (DDS, DH, IDP)
17 U Last day to register without late fee (standard term
programs)
17 U LLU Faculty Colloquium
18 SD Faculty advance seminar
18 U First day of $200 late registration fee (standard
term programs)
21 U Autumn Quarter begins (standard term programs)
21 U University-wide orientation and welcome back
bash
28 SD Autumn Quarter begins (DDS, DH, IDP)
28 U Last day to register with a late fee (standard term
programs)
October
5 U Last day to drop without a "W" (standard term
courses)
5 – 9 U Week of Renewal
November
23 U Last day to drop with a "W" (standard term
courses)
25-29 U Thanksgiving recess
30 U Winter registration opens (standard term
programs)
December
4 SR Holiday vespers
11 U Autumn Quarter ends (standard term programs)
12 –
January 3
U Christmas recess
14 – 17 SD Autumn Quarter final examinations
16 U Standard term grades due at 4:00 p.m.
17 SD Autumn Quarter ends (DDS, DH, IDP)
17 U Last day to register without a late fee (Winter
Quarter standard term programs)
18 U First day of $200 late registration fee (standard
programs)
18 About the University
ABOUT THE UNIVERSITY
University foundation
History
Loma Linda University is part of the Seventh-day Adventist system of
higher education. In 1905, the University (formerly College of Medical
Evangelists) was founded—through a series of divine providences—at
Loma Linda, California, by the Seventh-day Adventist Church. The School
of Nursing began in 1905. In 1909, the College of Medical Evangelists
received its charter as a medical school with the express purpose of
preparing physicians who could meet the needs of the whole person.
Both schools emphasized the need for healthful living as a part of
medical care—a revolutionary concept in 1905.
The University was designated by the Seventh-day Adventist Church as a
center for educating health professionals. The original schools—Nursing
and Medicine—have been joined by Allied Health Professions, Behavioral
Health, Dentistry, Pharmacy, Public Health, and Religion; and the Faculty
of Graduate Studies. University curricula are approved by their respective
professional organizations. From its small beginnings, the University has
achieved widespread recognition, having sent more of its graduates into
international service than has any other university. It remains committed
to the vision of its founders and is sustained by its close association with
the church.
From 1913 to 1962, the University operated within health facilities in
two cities: Loma Linda and Los Angeles. In September 1962, all health
professional education was consolidated at Loma Linda. In 1967, Loma
Linda University Medical Center opened in its new three-tower facility
—a landmark cloverleaf structure. The medical center continues on the
cutting edge of health care, providing excellent service for patients and
expanding educational opportunities for students.
In 1990, the Board of Trustees designated Loma Linda University a
health sciences university—part of a complex that includes Loma
Linda University Medical Center, faculty practice plans, and affiliated
institutions. The University is a leader in the field of health sciences
education, research, and service.
The most current campus census figures (Summer 2017) indicate
that the core of the combined faculties consists of 1,877 full-time
teachers. Part-time and voluntary teachers (1,403—largely clinicians in
the professional curricula) bring the total to 3,280. As of Autumn Quarter
2017, 630 students from 82 countries outside the United States are
represented in the enrollment of 4,451.
A century of service
Today, the original 1905 property is part of an expanding health sciences
campus that includes:
• six medical facilities, licensed for approximately 1,076 beds—
• Loma Linda University Medical Center (LLUMC), 1966;
• Loma Linda University Children's Hospital (LLUCH), 1993;
• Loma Linda University Medical Center East Campus Hospital
(LLUECH), 2003; licensed under LLUMC as Loma Linda University
Community Medical Center (LLUCMC), 1993—formerly known as
Loma Linda Community Hospital;
• Loma Linda University Heart and Surgical Hospital (LLUHSH),
2009;
• Loma Linda University Behavioral Medicine Center (LLUBMC)—an
acute psychiatric care facility—1991;
• Loma Linda University Medical Center-Murrieta, 2011.
• twelve Loma Linda University Health (LLUH) institutes, two LLUH-
related research centers, and various school-related research centers
(see Learning Environment (p.21)).
• Loma Linda University (on campus, distance education, and online
degree programs through the Schools of Allied Health Professions,
Behavioral Health, Dentistry, Medicine, Nursing, Pharmacy, Public
Health, and Religion; and the Faculty of Graduate Studies.
• San Bernardino Campus - San Manuel Gateway College.
1905 School of Nursing
1909 The institution was named College of Medical Evangelists
(CME)
1922 Department of Dietetics*
1937 School of Medical Technology*
1941 School of Physical Therapy*
1945 Radiologic Technology Program*
1948 School of Tropical and Preventive Medicine (reorganized
as School of Public Health, 1964)
1953 School of Dentistry
1954 Graduate School (restructured as Faculty of Graduate
Studies, 2005)
1958 Dental Hygiene Program
1959 Occupational Therapy Program*
1963 Medical Records Administration Program*
1966 Schools/Programs (see * above) consolidated as the
School of Allied Health Professions
1967 Loma Linda University campus merges with La Sierra
College
1968 Loma Linda University Medical Center dedicated
1990 Loma Linda and La Sierra campuses become two
separate universities
1991 Loma Linda University designated a health sciences
university
1997 Loma Linda University and Medical Center (corporately
linked together through Loma Linda University Adventist
Health Sciences Center—LLUAHSC)
2002 School of Pharmacy
2003 School of Science and Technology
2007 School of Religion
2012 School of Science and Technology closed
2012 School of Behavioral Health
2015 Corporation name changed from Loma Linda University
Adventist Health Sciences Center (LLUAHSC) to Loma
Linda University Health (LLUH)
Vision and Mission
Vision
Transforming lives through education, health care, and research
Loma Linda University 2019-2020 19
Mission
Loma Linda University—a Seventh-day Adventist Christian, health
sciences institution—seeks to further the teaching and healing ministry of
Jesus Christ "to make man whole" by:
Educating ethical and proficient Christian health professionals and
scholars through instruction, example, and the pursuit of truth.
Expanding knowledge through research in the biological, behavioral,
physical, and environmental sciences; and applying this knowledge to
health and disease.
Providing comprehensive, competent, and compassionate health care for
the whole person through faculty members, students, and alumni.
In harmony with our heritage and global mission:
• We encourage personal and professional growth through integrated
development of the intellectual, physical, social, and spiritual
dimensions of each member of the University community and those
we serve.
• We promote an environment that reflects and builds respect for the
diversity of humanity as ordained by God.
• We seek to serve a worldwide community by promoting healthful
living, caring for the sick, and sharing the good news of a loving God.
To achieve our mission, we are committed to:
Our students
Our primary responsibility is the education of students who come from
diverse ethnic and cultural backgrounds—enabling them to acquire
the foundation of knowledge, skills, values, attitudes, and behaviors
appropriate for their chosen academic or health-care ministry. We nurture
their intellectual curiosity. We facilitate their development into active,
independent learners. We provide continuing educational opportunities
for our alumni and professional peers. We encourage a personal Christian
faith that permeates the lives of those we educate.
Our faculty, staff, and administration
We respect our faculty, staff, and administration—who through education,
research, and service create a stimulating learning environment for our
students. They contribute to the development of new understandings
in their chosen fields. They demonstrate both Christian values and
competence in their scholarship and professions.
Our patients and others we serve
We provide humanitarian service through people, programs, and
facilities. We promote healthful living and respond to the therapeutic and
rehabilitative needs of people. We seek to enhance the quality of life for
individuals in local, regional, national, and world communities.
Our God and our Church
We believe all persons are called to friendship with a loving God both now
and throughout eternity. We support the global mission of the Seventh-
day Adventist Church by responding to the need for skilled Christian
health professionals and scholars. We seek to honor God and to uphold
the values of the Seventh-day Adventist Church and its commitment to
awakening inquiry. We are drawn by love to share the good news of God
expressed through the life and gospel of Jesus Christ and to hasten His
return.
A Seventh-day Adventist health sciences institution
University Philosophy
As implied by its motto, "To make man whole," the University affirms these
tenets as central to its view of education:
God is the Creator and Sustainer of the universe.
Mankind's fullest development entails a growing understanding of
the individual in relation to both God and society.
The quest for truth and professional expertise in an environment
permeated by religious values benefits the individual and society
and advances the ministry of the Seventh-day Adventist Church.
"Wholeness means the lifelong, harmonious development of the physical,
intellectual, emotional, relational, cultural, and spiritual dimensions of a
person's life, unified through a loving relationship with God and expressed
in generous service to others."
Quoted in "The Grace of Wholeness" by Gerald R. Winslow, Ph.D.,
SCOPE, Spring 1999. Also quoted as the adopted definition of
wholeness in the Loma Linda University Wholeness Inventory.
Core Values of Loma Linda University
The University affirms these values as central to its view of education:
COMPASSION—The sympathetic willingness to be engaged with the
needs and sufferings of others. Among the most memorable depictions
of compassion in Scripture is the story of the Good Samaritan, which
Loma Linda University has taken as a central symbol of its work.
INTEGRITY—The quality of living a unified life in which one's convictions
are well-considered and match one's actions. Integrity encompasses
honesty, authenticity, and trustworthiness.
EXCELLENCE—The commitment to exceed minimum standards and
expectations.
FREEDOM—The competency and privilege to make informed and
accountable choices and to respect the freedom of others. God has
called us not to slavery but to freedom.
JUSTICE—The commitment to equality and to treat others fairly,
renouncing all forms of unfair discrimination. The God of the Bible is
One who calls people continually to justice. According to the prophets,
religious faith could be genuine only when it led the believers to "seek
justice, rescue the oppressed, defend the orphans, [and] plead for the
widow."
PURITY/SELF-CONTROL—The commitment to be morally upright and
moderate in all things, with complete control over one's emotions,
desires, and actions.
HUMILITY—The willingness to serve others in a sacrificial manner, and
the self-respect that renounces haughtiness or arrogance.
Institutional Learning Outcomes
Loma Linda University’s institutional learning outcomes (ILOs) for
students are assessed throughout the degree programs within the
University appropriate for the discipline and degree. The Office of
Educational Effectiveness works with these programs to guide their
20 University Mace, Coat of Arms, and Seal
assessment. For more in-depth information about LLU’s ILO assessment,
please see <http://www.llu.edu/central/assessment>.
• Critical thinking: Students demonstrate critical thinking through
examination of ideas and evidence before formulating an opinion or
conclusion.
• Information literacy: Students demonstrate the ability to identify,
locate, evaluate, utilize, and share information.
• Oral communication: Students demonstrate effective oral
communication skills in English.
• Quantitative reasoning: Students demonstrate the ability to reason
and develop evidence-based decisions using numerical information.
• Written communication: Students demonstrate effective written
communication skills in English.
Mission-focused learning outcomes
Loma Linda University’s three mission-focused learning outcomes
(MFLOs) are firmly rooted in its mission, vision, and values (p.19).
Because mission-focused learning is LLU’s culture, the University is
developing specialized assessment processes to ensure integration of
these outcomes over time.
• Wholeness: Students integrate wholeness in their personal and
professional lives: Loved by God, growing in health, living with
purpose in community.
• Values: Students integrate LLU’s Christ-centered values in their
personal and professional lives.
University Mace, Coat of Arms, and
Seal
Traditionally, the ceremonial mace represents the authority vested in
the highest officer of a governing body. In an educational institution, the
authority symbolized by the mace derives from respect for the authority
of knowledge and for the rights and value of the individual. Thus the
leader of an academic community assumes the obligation and challenge
to ensure for its members a climate conducive to growth in knowledge
and grace.
The construction of the ceremonial mace of Loma Linda University
evokes further ideas. Its two metals, bronze and aluminum, suggest the
value of lessons both ancient and contemporary. Rather than lying prone,
an instrument to be wielded, this mace stands upright in celebration
of the human spirit. Its open construction implies free exposure to
questions, ideas, and conflict. The eight vertical supporting elements
(at three points bound together as for strength and stability in unity)
uphold a graceful oval that points outward to the universe, the province of
inquiry.
Within the oval, the University seal appears to float unfettered. The
basic design of the coat of arms and the seal of Loma Linda University
—established in 1905 as the College of Medical Evangelists—is a
contemporary modification of the shield, a heraldic device.
Within the seal, the Christian cross—a universal symbol—acknowledges
the role of Jesus Christ as Savior and Redeemer.
The lighted torch—part of our logo since 1959—suggests the illuminating
power of knowledge and the central role of the Holy Spirit in teaching and
healing. It also references the institution's call to serve as a light to the
world.
The ancient staff of Aesculapius, long associated with medicine—and
part of our logo since the 1920s—represents in the modern and broad
sense the combined services of all the healing arts and sciences.
Across the base of the shield, the open book symbolizes the Word
of God—the foundation of all truth, the source of the Christ-centered
commission, the inspiration for all endeavor of humanity for humanity.
Framing the shield are, at the left, the branch of oak leaves and acorns,
presented in ancient times to honor the civic contribution of one who
had saved his brother-citizen's life; and, at the right, the laurel branch,
presented to honor personal achievement. Shown together, the oak and
laurel branches form a wreath—suggesting that the life-saving and life-
enhancing work of the health sciences brings with it an obligation to act
honorably, courageously, and selflessly.
The emblems of the seal imply that one who has the privilege of learning
also has the obligation of valor and honor. On the scroll below the shield
is the motto—adopted in 1955 on the occasion of the fiftieth anniversary
of this institution—"To Make Man Whole."
A Unique University
Loma Linda University has always combined a devotion to academic
excellence with a concern for spiritual values and a high sense of
mission. The motto of the University, "To make man whole," illustrates the
sense of destiny felt in the University community to act its part in God's
ongoing plan for healing and restoring human beings to live with Him in
wholeness, both now and in eternity.
While Loma Linda University has changed in many ways since its
beginning in 1905, the biblical principles that provide its foundation have
remained unchanged.
Seventh-day Adventist heritage
Loma Linda University is owned and operated by the Seventh-day
Adventist Church and has deep commitment to respecting the rich
diversity of its student body. Students come from many different faiths,
and respect and sensitivity for all people—regardless of their culture or
ethnicity—are viewed as a part of true Christianity. This University has
a tradition of religious liberty, and it highly respects students' religious
values that differ from those of this academic community. The various
perspectives of spiritually committed students are considered to be
enriching to this campus and its educational environment.
Our unique features
Two distinctive features of the Seventh-day Adventist Church, which
are a part of the Loma Linda experience, become evident to first-time
students. The first is the concept of Sabbath rest, which reminds us of
God as Creator. Adventists realize this in part by celebrating Saturday as
the Sabbath from sundown Friday to sundown Saturday. During these
hours, University offices, laboratories, libraries, study halls, and recreation
facilities are closed to give time for physical and spiritual renewal and
worship.
A second distinctive feature worth noting is the emphasis on health
and wellness. Students will be able to exercise in our recreation and
wellness center, a health-and-fitness complex that received a national
award for excellence in utility and design. Cafeterias on campus feature
well-prepared vegetarian meals. Note also that the University holds that
a drug-, alcohol-, and tobacco-free lifestyle is essential for achieving the
goal of "wholeness." This means that all students agree to refrain from
Loma Linda University 2019-2020 21
the use of tobacco, alcohol, and other "recreational" drugs while enrolled
at the University.
Spiritual Life
Worship experiences represent a critical dimension of the educational
experience at Loma Linda University and are available to the student
many times throughout the week. In addition to regular Friday evening
and Saturday services, many class, school, club, and University activities
include a component of worship and praise to God.
University at Worship services
In keeping with the commitment of our mission, Loma Linda University
students have special requirements, such as University at Worship
attendance each Wednesday morning in the University Church. These
programs provide a variety of opportunities to integrate faith and
learning. Undergraduates who live in the residence halls are also
expected to attend worships in the residence halls each week.
Religion classes
Classes in religion are part of the core curriculum in each of the
University's schools and programs. These classes deal with the study
of the Bible, ethics, clinical ministry (which concentrates on ways to
understand and meet the spiritual needs of patients in a manner that is
noninvasive and individually appropriate), and a variety of other issues
related to the student's field of study and personal spiritual journey.
All students who choose Loma Linda as their university make a
commitment to conduct their lives in a manner that reflects their sense
of responsibility for the honor and integrity of the University and of
themselves as members of its community.
Learning Environment
Loma Linda University is dedicated to creating a learning environment
that promotes the lifelong pursuit of knowledge, wisdom, and skills
used for selfless service to humankind. Through intentional educational
strategies, Loma Linda University interweaves its vision, mission, and
core values with its student learning outcomes. The University's mission
of wholeness gives focus to the learning environment that balances mind,
body, and spirit (psycho-social-physical-spiritual) and gives meaning to
the motto of mission-focused learning. In this health-care institution,
critical and analytical thinking skills in the health, behavioral, and
natural sciences are blended with a commitment to spiritual and moral
development.
Loma Linda University pledges to students, staff, faculty, alumni, and
the local and global communities its commitment to upholding integrity,
valuing diversity, engaging with the community in service learning
scholarship, and honoring the process of ongoing self-assessment for
the purpose of continuous quality improvement. The University and each
of its schools, programs, and classes provide clearly defined student
learning outcomes and measurable performance indicators to create a
learning atmosphere that is clear and focused.
The University is engaged in systematic academic program review.
Curricular maps are maintained for each program to assure alignment
between student learning outcomes and planned academic activities.
Program review follows carefully developed schedules as outlined in
school-specific assessment matrices.
Loma Linda University is committed to using assessment data to guide
academic and fiscal master planning for the University.
The total resources of the University offer a wealth of opportunity to the
student with initiative and willingness to develop individual capacity to
the fullest extent. The academic resources, affiliated clinical facilities,
and community agencies constitute a rich educational environment
both in classroom instruction and in guided experience. Major facilities
utilized for clinical affiliations and internships include the University
Medical Center; the Jerry L. Pettis Memorial Veterans Medical Center;
and numerous other hospitals and agencies located in the Redlands, San
Bernardino, Riverside, and Los Angeles areas; as well as throughout the
United States and abroad. In addition, students find varied opportunities
for service and learning in the immediate University community, in clinical
and research electives, and in diverse volunteer programs.
University student mission-focused
learning opportunities
SAC Health System (SACHS)
Social Action Community Health System (SACHS) is a federally qualified
health center affiliated with Loma Linda University Health. It provides
low-cost health services at several sites in the Inland Empire, including
the new San Bernardino campus and the established SAC Norton
campus. These clinical facilities provide educational opportunities for
students and residents from Loma Linda, enabling them to become
involved with patient care and community initiatives. This clinic network
provides a wide spectrum of primary and specialty medical, dental care,
and mental health services, and is an ideal site to work cross-culturally
to develop an understanding of diverse populations. The San Manuel
Gateway College is an integral part of the San Bernardino campus and
provides certificate-level programs to high school graduates entering the
health-care work force. Loma Linda University students interact with and
assist in these training programs.
Community-Academic Partners in Service (CAPS)
Community-Academic Partners in Service (CAPS) is a Loma Linda
University program directed by the Institute for Community Partnerships.
The program serves as the on-campus hub for connecting students
and staff with volunteer opportunities in the San Bernardino area that
are mutually beneficial and sustainable, that meet needs expressed by
the local community, and that develop in students a lifelong passion
for service. The numerous short-term and long-term community-
engagement opportunities range from mentoring high school students,
after-school tutoring, health education, college preparation, adult job
skills, children's ministry, and a family soccer league. In addition to
directly coordinating several programs, CAPS also works closely with
local organizations to provide volunteer support for programs and events,
and also facilitates students' service learning and community service
placement needs.
To serve, students create a volunteer interest profile and list interests
and availability on the CAPS online volunteer system. They can sign
up for upcoming service opportunities, or they will be notified when
opportunities in line with their interests are available. More information
on volunteer opportunities can be found by visiting the CAPS website:
<caps.llu.edu>; by calling (909) 651-5011; or by visiting the CAPS office in
the Councilors Student Pavilion, Room 1402.
22 Learning Environment
Del E. Webb Memorial Library
The main library supporting LLUH is the Del E. Webb Memorial Library.
The library began in 1907 as a small collection in a room of the old Loma
Linda Sanitarium. The growing collection moved to its own building in
1953. In 1981, funded by a Del E. Webb Foundation grant, construction
increased the floor space of the library to 87,670 square feet. As of the
fall of 2018, the recorded statistics for the health sciences segment
of the library collection included 284,024 physical volumes, 150,458
monograph titles, 9,753 serial titles, and 112 databases.
For more detailed statistical information, consult the library’s website at
<https://library.llu.edu/about/statistics>.
Library mission
The mission of the Del E. Webb Memorial Library is to stimulate and
support the information needs of the University’s instructional, research,
and service programs. To this end, the library provides a full range of
information support services and resources including, but not limited to,
collaborative and flexible information literacy instruction, information
technology training, reference, specialized research support, document
delivery, traditional print and digital book and journal collections,
computer laboratory, and welcoming physical spaces for group and
individual study.
Access to resources
The Del E. Webb Memorial Library catalog (http://catalog.llu.edu)
provides access to all of the library’s resources. In addition to the
collections of the Del E. Webb Memorial Library, other collections include
the Ethics Library, Religion Library, and those belonging to the Geoscience
Research Center.
The library participates in national and regional networks such as the
National Network of the Libraries of Medicine (NNLM), founded by the
National Library of Medicine. The national network is divided into eight
regions, one of which is the Pacific Southwest Region. The library is
the designated Resource Library for the NNLM in this area of the Pacific
Southwest Region. As a resource library for the NNLM, the library
maintains deep information resources in the health sciences and further
expands its offerings through multiple cooperative agreements with
varied local and national groups such as Southern California Electronic
Library Consortium (SCELC) and Link+. Link+ (http://linkencore.iii.com)is
a book-request service and union catalog of over 60 libraries throughout
California and Nevada.
Department of Archives and Special Collections
The Department of Archives and Special Collections is the central
repository for information on the history of Loma Linda University,
Adventist health work around the globe, the history of the health
sciences, and the history and development of the Seventh-day Adventist
church. Included in the department’s collections are the congressional
papers of Jerry L. Pettis and Shirley N. Pettis. Jerry Pettis was the
first Seventh-day Adventist congressional representative and former
College of Medical Evangelists employee. Shirley N. Pettis assumed her
husband's congressional seat after his tragic death in 1975. Through
departmental purchases and donations large and small, the department
now houses one of the significant research collections of Adventist
source materials worldwide. Recent collecting efforts made possible by
the generous James F. Barnard Endowment have focused on building
on an already substantial collection related to biblical prophecy. The
collections house materials in all formats: print, microform, sound
recordings, photographic, manuscript, and digital.
The department houses significant collections of materials in all areas
of the health sciences, in multiple languages, including a significant
collection in the history of nursing that came as a donation from the
New York Academy of Medicine. Recent years have focused on the areas
where Loma Linda University, the history of the health sciences, and
the Seventh-day Adventist church intersect—nineteenth century health
reform, diet, vegetarianism, the development of Adventist sanitariums,
hydrotherapy, and other relevant topics.
University Archives
The purpose of the original Historical Records Office was to preserve
those archival records deemed important to the founding and history
of the College of Medical Evangelists. This work is being continued by
the official University Archives, which is also under the direction of and
housed within the Department of Archives and Special Collections. Loma
Linda University Archives houses official documents and files for all
Loma Linda University schools, departments, administrative offices, and
other entities. This includes board minutes, president’s papers, provost/
chancellor files, University committees, departmental files, photographs
of University events, people, buildings, and more. The archives collect and
preserve copies of all University publications, such as bulletins, course
catalogs, journals, periodicals, departmental newsletters, flyers, posters,
and more. Additionally, the archives maintain the copy of record of all
theses and dissertations produced by Loma Linda University students.
The archives actively seeks the papers of current and former faculty,
staff, and students that add to the story of Loma Linda University Health.
Ellen G. White Estate Branch Office
The Ellen G. White Estate Branch Office, while a separate organizational
entity, is physically located within the University Libraries, Del E. Webb
Memorial Library, and, with the Department of Archives and Special
Collections and University Archives, forms part of the Heritage Research
Center. The mission of the branch office is to preserve, promote, guide,
and facilitate an understanding of Ellen G. White’s life, writings, and
role within the history of the Seventh-day Adventist church and Loma
Linda University. Ellen G. White was one of the founders of the College of
Medical Evangelists and was firmly committed to seeing the Adventist
medical institution grow, thrive, and fulfill our mission of continuing
the teaching and healing ministry of Jesus Christ. Thus, her legacy is
an important part of the University’s history and future developments.
The branch office houses and makes accessible Ellen White’s letters,
manuscripts, articles, and published works.
Learning resources
On the campus, many learning resources for the student offer various
opportunities for academic study and research. Each school center is
listed with its most closely affiliated school.
LLUH (Loma Linda University Health) institutes
• Behavioral Health Institute
• Cancer Center (Institute)
• Global Health Institute
• Institute for Community Partnerships
• Institute for Genetics and Translational Genomics
• Institute for Health Policy and Leadership
• Loma Linda International Heart Institute
• Perinatal Institute
Loma Linda University 2019-2020 23
• Primary Care Institute
• Rehabilitation, Orthopaedic, and Neurosciences Institute
• Resiliency Institute for Childhood Adversity
• Transplant Institute
• Wholeness Institute
LLUH centers
• Center for Christian Bioethics
• Center for Spiritual Life and Wholeness
LLUMC centers
• Advanced Lung Disease Center
• Comprehensive Stroke Center
• Digestive Disease Center
• James M. Slater, M.D., Proton Treatment and Research Center
• Spine Center
LLU centers
• Center for Biodiversity and Conservation Studies (School of Medicine)
• Center for Dental Research (School of Dentistry)
• Center for Health Disparities and Molecular Medicine (School of
Medicine)
• Center for Health Promotion (School of Public Health)
• Center for Health Research (School of Public Health)
• Center for Interprofessional Education (Provost)
• Center for Joint Replacement (School of Medicine)
• Center for Neuroscience Research (School of Medicine)
• Center for Research Imaging (School of Medicine)
• Lawrence D. Longo, MD, Center for Perinatal Biology (School of
Medicine)
• Neurosurgery Center for Research, Training, and Education (School of
Medicine)
• William Johnsson Center for Understanding World Religions (School
of Medicine)
24 Admission Policies and Information
Admission Policies and Information
Personal qualities
Loma Linda University was established to provide professional health
education in a distinctively Christian environment that prepares well-
qualified, dedicated health science professionals who are committed to
fulfilling the mission of this University to serve humanity. Students at
Loma Linda University are expected to uphold the Christian ethical and
moral standards of this Seventh-day Adventist Church-related institution
while on and off campus.
The University's emphasis on health and the health professions, as
well as the practices of the supporting church, preclude admission of
applicants who use tobacco, alcoholic beverages, or narcotics. The
rights of the individual are recognized and respected; however, any
conduct that is contrary to the principles governing a healthful and
moral lifestyle is not acceptable for a Loma Linda University student.
The prospective student has the freedom to accept or reject these
principles and practices prior to applying. Once application is made to
this University, the applicant has chosen to abide by these principles and
practices.
In selecting students for entrance to programs in the schools,
admissions committees look for evidence of personal integrity, academic
achievement, healthful lifestyle, self-discipline,self-direction, and service
to others. An applicant accepted to a school must possess capabilities
to complete the full curriculum in the allotted time at the levels of
competence required.
While preference is given to Seventh-day Adventist Church members,
anyone interested in studying at Loma Linda University and willing to live
by the institution's standards is encouraged to apply.
Many programs require faculty interviews. Acceptance of an applicant
into any curriculum is contingent on the recommendation of the
department conducting the program.
Applications and admissions
Where to apply
It is important to know the specifics of the application process and to
begin this process well in advance of the date of anticipated or desired
entrance. Application procedures and application materials can be found
online at <www.llu.edu/apply>.
Application review process
All completed applications are reviewed by the appropriate admissions
committee, which recommends the final decision regarding acceptance.
Applicant's records
The application and all supporting records and documents become the
property of the University.
Application deferral
Applicants are accepted for a specified entering term. If the applicant
does not enter the program at the time stated for admission, the
application will become inactive unless the school receives a written
request to defer the application. Not all programs permit an applicant
to defer an application; however, for those programs for which this
is permitted, an application may not be deferred for more than one
year. After one year, a new application must be submitted. Accepted
applicants who wish to reactivate their acceptances at a later date
must apply to the school for reactivation. Previous acceptance does not
guarantee acceptance at a later time. Individuals must meet admission
and graduation requirements that are in effect for the school year during
which they first register.
Re-entrance
See Continuous enrollment policy (p.39).
Combined degrees programs
Information regarding combined degrees programs, their curricula, pre-
entry requirements, distribution of instruction, graduation requirements,
finances, and additional information, may be obtained from the school
and program directors responsible for the programs. See Section III of
this CATALOG for combined degrees program options.
Admissions classifications
Applicants are admitted under one of three classifications and must be
approved for acceptance by the department(s) in which they propose
to do their major concentration. Acceptance into a specific program is
required before any credit earned can be applied to a degree or certificate.
Regular
Regular status is given to a student who has met all entrance
requirements and is registered for a standard course of study leading
toward a degree or certificate in one of the schools of the University.
Provisional
Provisional status may be given to a student who has been accepted
for admission but has not yet received regular status, either because of
qualitative or quantitative deficiencies in the academic record.
Nondegree
Nondegree status may be granted to a student who has not been
admitted to a degree or certificate program but who is registered for
selected courses in one of the schools of the University. Nondegree
students are limited to a total of 12 units cumulative of courses that are
applicable to a degree program at this University.
Admission requirements
The following components of the application process are university
admission requirements. Additional school and program specific
admission requirements may be found in the program-specific pages of
this CATALOG.
Online application
The LLU application is only available online and can be found at <llu.edu/
apply>.
Letters of recommendation
Three letters of recommendation are required. Some programs specify
individuals from whom these recommendations should come. For
programs requiring specific recommenders, information can be found on
the respective program pages of this CATALOG.
Official transcripts
The University accepts only official transcripts sent directly to Loma
Linda University from the college, university, or high school issuing it.
Transcripts submitted by the student are not considered official.
Loma Linda University 2019-2020 25
Applicants not applying through a central application service (such
as AAMCAS and AADSAS) must provide official transcripts of all
postsecondary education prior to offers of admission. International
applicants (non-U.S. citizens and non-permanent residents) must meet
all admission requirements for the chosen program before an offer of
acceptance can be issued, whether or not the program uses a central
application service. Official final transcripts documenting completion of
all course work must be submitted to the University immediately upon
completion.
Applicants to undergraduate programs of the University are required to
furnish evidence (transcripts, GED, CHSPE, or equivalent) of completion
of high school in order to be granted admission. The final transcript must
include the date of graduation or completion. Applicants who hold an
associate's degree from a regionally accredited college/university upon
admission do not need to furnish a high school transcript, unless required
to validate specific course work. Applicants expecting an associate's
degree to be awarded before matriculation at Loma Linda University must
provide documentation (e.g., letter mailed from registrar to the University)
showing expected degree completion. Otherwise, evidence of completion
of high school will be required for acceptance.
Final transcripts showing the awarding of a bachelor's degree are
required for applicants to programs that require a bachelor's degree.
If the degree is not yet posted on the transcript the applicant must
submit documentation (e.g., letter mailed from registrar to the University)
verifying completion of bachelor's degree prior to matriculation.
Continuing enrollment is contingent upon the receipt of all official final
transcripts.
Degrees earned from a recognized degree-granting college or university
accredited by a U.S. regional association, including those institutions
which have been awarded “candidacy” status by a U.S. regional
accrediting body during the period the institution held this status, and
degrees earned at an international institution recognized as a degree-
granting institution by its government.
Applicants who have attended international schools are required to
submit official transcripts (mark sheets) in the original language, which
convey the grades and credits earned in each subject; and an English
translation of their transcripts, if not already in English.
Official education transcripts (or mark sheets), degrees earned from
international institutions, or professional credentials must be sent to
an evaluation center approved by Loma Linda University. The specified
center reports the evaluation results directly to the Office of University
Admissions.
Transcripts and evaluation results received by the University become
the property of the University and will not be released to the student or
forwarded to any other institution.
English proficiency
Regardless of nationality or citizenship, an applicant whose native
language is not English or whose secondary education has been
obtained outside the U.S. is required to pass an approved test of English
proficiency. Additionally, any applicant whose English competency is
uncertain in regards to his/her professional success at Loma Linda
University may be required to pass a test of English proficiency. The
minimum required score for International English Language Testing
System (IELTS) is 6.5. The minimum required score on Michigan English
Language Assessment Battery (MELAB) is 77. A minimum Test of English
as a Foreign Language (TOEFL) score of80 (internet-based)or 550
(paper-based) is required. The TOEFL score is valid for two years from the
test date. If it has been more than two years since the examinee last took
TOEFL, the test must be taken again to have the scores reported. Visit
the TOEFL Web site at <http://www.ets.org/toefl> for the most up-to-date
information and examination registration.
Pre-entrance requirements
Some programs require official pre-entrance examination results. Specific
instructions are available online.
Health care
Operating under Loma Linda University Health, the Center for Health
Promotion's Student Health Service is committed to providing quality
health care to the students within our University community. Our
physicians and staff are dedicated to promoting a lifestyle that
encourages a balance of physical, spiritual, emotional, and social well-
being.
For needs that arise while a student is enrolled at Loma Linda University,
Student Health Service is the primary source of care. Potential students
should complete any routine medical and dental care and/or elective
surgery needs prior to arriving on campus.
Pre-entrance health requirements
Prior to enrolling in classes, newly admitted students must fulfill
specific health requirements, as outlined on the New Student Health
Requirements page. Unmet requirements are listed in the New Student
Portal.Loma Linda University is committed to protecting the health of
our students, the University community, and our patient population.
These health requirements not only promote health, but also accustom
new students to the responsibilities of a health-care professional. A
completed pre-entrance health requirements form (available on the
web at <http://home.llu.edu/new-student-health>), with all necessary
documentation, should be submitted at least three weeks prior to the
beginning of registration in order to register or attend classes.
• MMR (measles, mumps, rubella): Documentation of two MMR
vaccinations given after age 1, or submit positive blood titer reports
for each disease (must be quantitative IgG antibody titers).
• Tuberculosis Screening:
1. All students will complete the check boxes on the
“TB screening form” within the pre-entrance health
requirements form.
2. All students must provide TB skin test results. The date of
testing must be no more than six months prior to the start
of the program.
a. For negative results, submit current documentation.
b. For positive results, submit PPD documentation and a
copy of a chest-x-ray report taken within the last year.
• Tdap (tetanus, diphtheria, pertussis): A Tdap dose within the past ten
years OR a Tdap dose within the past ten years and 1 dose of Tdap
after age 18 years.
• Varicella (chickenpox): Documentation of two Varicella vaccinations
given after age 1, or submit a positive blood titer report (must be
quantitative IgG antibody titer).
• Hepatitis B: Documentation of a complete series (three
immunizations required), or submit positive blood titer report (must
be quantitative hepatitis B surface antibody).
26 Admission Policies and Information
• Please note: Some schools will require titers in addition to
immunizations.
For further information, visit the Student Health Service website at
<http://home.llu.edu/student-health> or contact Student Health Service
at 909/558-8770. For additional information on the communicable
diseases policy, consult the Student Handbook at <llu.edu/student-
handbook>, University Policies: Communicable disease transmission-
prevention policy.
Background check
After students are accepted and confirmed, they will receive a link on
their New Student Portal that will allow them to get a required University-
specific background check. Other background checks will not be
accepted.
Advisement
Upon admission into a degree program, each student is assigned an
academic advisor who serves as the student's first line of communication
in addressing professional and personal successes and potential
challenges.
Academic advisors are prepared to discuss career opportunities,
academic policies, academic problems, curricula, and personal
circumstances.
It is the student's responsibility to consult with his/her advisor in
planning the program of study. Thereafter, advisees should schedule
counseling sessions with their advisors to monitor progress and assure
completion of degree requirements. When questions arise relating to
curriculum or policy requirements, students should always refer first
to the CATALOG and their own program curriculum outlines. Next, they
may seek counsel from their academic advisor. Questions arising after
discussion with the advisor should be referred to the department chair or
the academic dean.
Orientation and advisement sessions are scheduled for all new students.
These sessions provide general guidance regarding student services,
health care, library resources, safety and security, registration procedures,
and academic policies.
International students
International applicants (non-U.S. citizens and non-U.S. permanent
residents) must meet all admissions requirements for the chosen
program before an offer of acceptance can be issued. This includes
all official postsecondary transcripts (or mark sheets) and degree
certificates, official evaluations of non-U.S. course work, English
proficiency, and admission examination requirements, as detailed below.
After acceptance into the chosen program, the Office of International
Student and Scholar Services will contact international applicants and
guide them through the appropriate procedures for obtaining student
visas, which include providing evidence of their financial ability to meet
estimated living expenses and all financial obligations to the University
that will occur during their programs. For questions, please contact
International Student and Scholar Services at 909/558-4955.
Pre-entrance examination results
All official pre-entrance test scores (e.g., TOEFL, GRE) as required by each
program must be sent directly to the Office of University Admissions by
the testing organization.
International evaluations
All international (non-U.S.) transcripts, including high school, must be
submitted to one of the LLU-approved evaluation services. See <llu.edu/
central/apply/intltrans.page> for a list of approved companies.
Finances and employment
United States immigration regulations and Loma Linda University require
that international students must be prepared to provide an advance
deposit and must provide documentation that additional funds will be
forthcoming to meet school expenses. The deposit will be held by the
University during the program of study and will be applied to the last
quarter's tuition charge. Alternatively, the deposit may be refunded, less
any outstanding balance on the account, if the student is denied a visa or
terminates his/her program.
Scholarships and assistantships for international students are scarce.
The student should contact the Loma Linda University Financial Aid
office and speak with a financial aid advisor regarding availability and
application information.
F- and J-visa international students must obtain written authorization
from International Student and Scholar Services before accepting any on-
campus employment. Off-campus employment requires prior issue of a
work permit by the U.S. Citizenship and Immigration Services. F- and J-
visa students must limit their employment to 20 or fewer hours per week
while registered for courses and while classes are in session. Regulations
allow full-time work (40 hours or fewer per week) during school breaks
and summer vacations (if a student's program allows summer quarters
off). For questions, please call International Student and Scholar Services
at 909/558-4955.
Visas
F-1 student visas
Loma Linda University is authorized by the United States Department of
Homeland Security to issue F-visa applications (i.e., I-20 forms). The F-1
student visa is the visa of choice for most international students coming
to Loma Linda University. This visa allows some non-degree study
(certificates and internships). Degree-earning students are subject to
study load requirements and are allowed limited on-campus employment.
The I-20 is issued after a student:
• has been accepted into a program and all official transcripts (mark
sheets) have been appropriately evaluated and received by the
University,
• has paid the advance deposit, as required by his/her program, and
• has documented his/her financial plan for the chosen program.
International Student and Scholar Services can be contacted at
909/558-4955 for further information regarding the F-1 student visa and
the regulations governing this visa.
J-visa exchange program
Loma Linda University has an approved exchange visitor program
under the U.S. Department of State. This J-visa exchange program
is authorized to sponsor/host degree-earning students, non-degree
(continuing education) students, student interns, short-term scholars,
visiting professors, and research scholars. A J-visa application form
(DS-2019) is issued after an exchange visitor has been accepted into a
program, scholar position, or professor position; and has documented
his/her financial plan (including health insurance for the J-1 and all J-2
dependents).
Loma Linda University 2019-2020 27
Loma Linda University also hosts exchange visitors who are sponsored
by other organizations (e.g., Fulbright scholars). As a hosting institution,
Loma Linda University has limited authority over these exchange visitors
since the authority resides with the sponsoring organization.
Under current exchange visitor regulations, J-2 dependents are allowed to
enroll part or full time at Loma Linda University. Also, their credits earned
can either be degree or non-degree applicable.
J-1 exchange visitors are allowed to work; but employment guidelines
differ, depending on the exchange category. Contact International Student
and Scholar Services at 909/558-4955 for further information and
regulations governing the exchange visitor program.
Other visas
International students may enter the U.S. on a wide variety of visas.
However, a visa may have to be changed before a student can
commence academic studies at this University. For further information
regarding regulations and study options for specific visa types, contact
International Student and Scholar Services at 909/558-4955.
Transfer students
International students currently attending other schools in the United
States who have either an I-20 or a DS-2019 and who wish to attend
Loma Linda University must do a school-to-school transfer. The timing
of a transfer is critical in order to maintain visa status; therefore, it is
important to consult with an international advisor at each school as soon
as the acceptance letter is received.
Study load
Both the F- and J-student-visa regulations require the successful
completion of a full study load during each quarter of every academic
year (as defined by each program). A minimum of 12 units per quarter is
usually considered full time for an undergraduate program; eight units per
quarter is considered full time for a graduate program. In any quarter in
which there will be a reduced study load, prior approval is needed from
an international student advisor in International Student and Scholar
Services.
Division of General Studies
General education requirements
The Division of General Studies offers general education courses that
contribute to the fulfillment of requirements that apply to the Bachelor
of Science degree programs in the Schools of Allied Health Professions,
Dentistry, and Nursing. In addition, these schools offer a variety of general
education courses that are open to students across all schools. The
Division of General Studies also provides oversight for courses that may
be selected to enrich a student's academic experience but that do not
fulfill Loma Linda University general education requirements.
Loma Linda University philosophy of
general education
As a Seventh-day Adventist health sciences institution, Loma Linda
University seeks to exemplify a life of service and sensitivity beyond the
requirements of academic excellence within a professional discipline.
With its rich spiritual heritage, the University places special emphasis on
educating its students for a life of service in a global community.
General education at Loma Linda University consists of courses,
lectures, programs, and activities coordinated with the intent to integrate
faith and learning. In addition to the basics of cultural heritage and
diversity, scientific inquiry and analysis, communication, and wellness,
the curriculum emphasizes the University's spiritual heritage; as well
as moral and ethical decision making that is grounded in Christian
principles.
Thus, a general education is considered to be the cornerstone upon which
students begin cultivating their abilities to:
1. Present the fundamental Christian principles and Adventist heritage
that undergird Loma Linda University.
2. Make informed moral and ethical decisions.
3. Incorporate critical thinking skills into personal and professional
experience.
4. Value individuals with diverse capabilities and ideological, ethnic,
gender, and generational perspectives.
5. Communicate effectively.
6. Undertake scientific inquiry and analysis.
7. Appreciate the contributions of the arts and humanities to society.
8. Examine the historical basis of the health sciences professions.
9. Develop self-awareness through balance of mental, physical, social,
and spiritual aspects of daily living.
10. Model servant leadership in health care as exemplified by Jesus of
Nazareth.
The Loma Linda University philosophy of general education creates
a unique learning environment committed to the concept of human
wholeness. Faculty members are selected who embrace the spirit as well
as the specifics of general education and who purpose to extend its goals
into all aspects of University life—from the residence hall programs to
the core of professional studies—thus adding an invisible curriculum to
the required course offerings. It is this spirit, in tandem with the specifics
of a liberal arts education, that inspires students to achieve academic
excellence, value diversity, pursue lifelong learning, and live to bless
others.
Loma Linda University criteria for general
education courses
• The course assists the health sciences student in cultivating abilities
in one or more of the preceding 10 aspects described in the Loma
Linda University philosophy of general education for baccalaureate
degrees.
• The primary focus of the course contributes to the relevant
knowledge and understanding of a subject area within one of the
following domains described in the Loma Linda University general
education requirements for baccalaureate degrees.
• The course is based on appropriate prerequisites, particularly when
offered at the upper division level.
• The course is open to all baccalaureate degree students of Loma
Linda University for general education credit.
• Courses transferred to Loma Linda University for general education
credit from another accredited institution must fall within one of the
domains described in Loma Linda University's general education
requirements for the baccalaureate degree.
28 Division of General Studies
Course requirements
Loma Linda University general education requirements
(68 quarter units)
In harmony with its commitment to wholeness, Loma Linda University
requires all students graduating with a baccalaureate degree to complete
a minimum of 68 quarter units of general education, which are integrated
into the entire undergraduate program. Requirements are organized into
five domains, as outlined in the following:
Domain 1: Religion and Humanities (28–32 quarter units)
The study of religion must include an average of four units of religion
course work for every 48 quarter units earned while attending a Seventh-
day Adventist college or university. For students who did not earn all
their credit at a Seventh-day Adventist college or university, the required
religion units will be prorated based on the number of credits earned
at a Seventh-day Adventist college or university (i.e., one unit for every
12 units taken at a Seventh-day Adventist institution). All students
earning a bachelor's degree, including those who have met the preceding
requirements, must take at least one course in religion from Loma Linda
University (see following paragraph). All required credits in religion must
be earned from a Seventh-day Adventist institution, but it is strongly
recommended that students at other institutions include some religion as
part of the overall requirement for Domain 1.
One religion course dealing with the spiritual heritage of the philosophy
and mission of Loma Linda University is required of all graduates and
must be taken from Loma Linda University. Courses that fulfill this
requirement are: RELT406 Adventist Beliefs and Life, RELT423 Loma
Linda Perspectives, RELT436 Adventist Heritage and Health, and
RELT437 Current Issues in Adventism.
Students whose required units in religion from a Seventh-day Adventist
institution have been prorated (reduced) are encouraged to make
up the additional units in Domain 1 (28 quarter units) with further
religion courses and/or additional units in humanities from Loma Linda
University.
The study of humanities must include a minimum of 12 units. The credits
in humanities must be selected from at least three of the following areas:
civilization/history, fine arts, literature, modern language, performing/
visual arts (not to exceed four quarter units), philosophy, or general
humanities elective.
Domain 2: Scientific Inquiry and Analysis (24–32 quarter units)
Scientific inquiry and analysis encompass both the natural and social
sciences. The study of natural sciences must include a minimum of
12 units. The units in natural sciences must be selected from two of
the following content areas: biology, chemistry, geology, mathematics,
physics, and statistics. At least one natural science course must include
a lab component.
The study of social sciences must include a minimum of 12 units.
Units in social sciences must be selected from two of the following
content areas: anthropology, economics, geography, political sciences,
psychology, and sociology. One course (or components integrated into
several courses) dealing specifically with issues of human diversity is
required.
Domain 3: Communication (9–13 quarter units)
Course work in communication must include a complete sequence
in English composition that meets the baccalaureate degree
requirements of a four-year college or university. Other areas of study in
communication may include courses in computer information systems,
critical thinking, and public speaking.
Domain 4: Health and Wellness (2–6 quarter units)
To encourage the pursuit of lifelong leisure activities and wellness, the
study of health and wellness must include at least two separate physical
activity courses totaling a minimum of one quarter unit; and one course
in personal health or nutrition. Additional units may include other areas of
health, nutrition, and physical fitness.
Domain 5: Electives
Electives from the previous four domains may be selected to complete
the general education minimum requirements of 68 quarter units.
LLU courses
General education courses offered by the schools are listed below in
Domains 1–4.
Descriptions for general education courses are available in Section IV—
The Courses—of this CATALOG.
Domain 1: Religion and Humanities (28–32 quarter
units)
Humanities
AHCJ225 History of Radiation and Imaging 1890-1940 3
AHCJ226 History of Radiation and Imaging 1940-Present
Day
3
AHCJ422 History of Disability 3
CMSD217 Beginning Sign Language 3
Religion
RELE455 Christian Understanding of Sexuality 2
RELE456 Personal and Professional Ethics 3
RELE457 Christian Ethics and Health Care 2
RELR404 Christian Service 1,2
RELR408 Christian Perspectives on Marriage and the Family 2
RELR409 Christian Perspectives on Death and Dying 3
RELR427 Crisis Counseling 2
RELR429 Cultural Issues in Religion 2
RELR475 Whole Person Care 2
RELT404 New Testament Writings 2
RELT406 Adventist Beliefs and Life 3
RELT415 Christian Theology and Popular Culture 2
RELT416 God and Human Suffering 2
RELT423 Loma Linda Perspectives 2
RELT436 Adventist Heritage and Health 2
RELT437 Current Issues in Adventism 2
RELT440 World Religions 2
RELT464 Paul's Message in Romans 2
Domain 2: Scientific Inquiry and Analysis (24–32
quarter units)
Natural sciences
AHCJ101 Introductory Chemistry 4
AHCJ102 Introductory Organic Chemistry 4
AHCJ103 Introductory Biochemistry 4
AHCJ111 Introductory Physics 4
Loma Linda University 2019-2020 29
AHCJ112 Introductory Physics 4
AHCJ241 Microbiology 2.5
AHCJ242 Microbiology 2.5
AHCJ250 Human Anatomy and Physiology I 5
AHCJ251 Human Anatomy and Physiology II 5
AHCJ402 Pathology I 4
AHCJ403 Pathology II 3
AHCJ418 Physiology I 4
AHRM471 Statistics and Research for Health Professionals I 3
AHRM472 Statistics and Research for Health Professionals II 3
AHRM475 Health-Care Research and Statistics 4
CMSD304 Hearing Science 4
CMSD376 Anatomy of Speech-Hearing Mechanism 4
DNHY390 Introductory Statistics 2
EPDM414 Introduction to Epidemiology 3
Social sciences
AHCJ305 Infectious Disease and the Health-Care Provider 1
AHCJ315 Psychosocial Aspects of Health Care 3
AHCJ323 Economics and Business Management 3
AHCJ324 Psychosocial Models and Interventions 2
AHCJ328 Wholeness Portfolio I 1
AHCJ331 Human Resource Management 3
AHCJ407 Financial Management 2
AHCJ498 Wholeness Portfolio II 1
ANTH315 Cultural Anthropology 4
DNHY414 Personal Finance 2
PSYC101 Introduction to Psychology 4
PSYC226 Lifespan Development 4
PSYC305 Psychological Foundations of Education 4
PSYC460 The Exceptional Individual 3
PSYC479 Human Neuropsychology 4
Domain 3: Communication (9–13 quarter units)
AHCJ308 Professional Communications 1-2
AHCJ426 Introduction to Computer Applications 2
AHCJ465 Seminars in Leadership 2
AHCJ499 Directed Study 1-4
ENGL300 Writing Seminar for Health-Care Professionals 2
Domain 4: Health and Wellness (2–6 quarter units)
DTCS301 Human Nutrition 3
DTCS311 Human and Clinical Nutrition for Nursing 4
DTCS312 Clinical Nutrition for Nursing 2
PEAC110 Independent Activities 1
PEAC128 Recreation Swimming 1
Domain 5: Electives
Electives from Domains 1-4 may be selected to complete the general
education minimum requirements of 68 quarter units.
Loma Linda University general education
courses—online
A complete listing of courses offered each academic term at this
University to meet general education domain requirements is included
on the Loma Linda University Web site at <http://www.llu.edu/students/>
under the course schedules.
Student Life
The most current Student Handbook more comprehensively addresses
University and school expectations, regulations, and policies than
does this section of the CATALOG. It is available to each registered
student. Students need to familiarize themselves with the contents of the
Student Handbook. Additional information regarding policies specific to
a particular school or program within the University is available from the
respective school.
From University to student
Loma Linda University was established to provide education in a
distinctively Christian environment. Students are expected to respect the
standards and ideals of the Seventh-day Adventist Church. Prospective
students have the freedom to choose or reject University or school
standards, but the decision must be made before enrollment. Application
to and enrollment in Loma Linda University constitute the student's
commitment to honor and abide by the academic and social practices,
and regulations stated in announcements, bulletins, handbooks, and
other published materials. Matriculated students are expected to
maintain a manner that is mature and compatible with the University's
function as a professional institution of higher learning.
It is inevitable that the student will come under question if academic
performance is below standard, student duties are neglected, social
conduct is unbecoming, or attitudes demonstrate deficiencies such as
poor judgment, moral inadequacy, or other forms of immaturity.
Procedures for evaluation of academic and nonacademic performance
—as well as for the student to exercise his/her right of appeal—are
described in the current CATALOG and in each school's section of
the Student Handbook. Grievances regarding both academic and
nonacademic matters must be processed according to these published
grievance procedures. After a student files an appeal or grievance,
the faculty assesses the student's fitness for a career in the chosen
profession and recommends to the dean appropriate action regarding the
student's continuance or discontinuance.
Prospective students who have questions concerning the University's
expectations should seek specific information prior to enrollment.
Whole person health
The University regards the student from a cosmopolitan and
comprehensive point of view. It is cosmopolitan in that historically the
University's global mission has promoted bonds and opportunities in
education and service without regard to gender or to national, racial,
or geographical origin. It is comprehensive in that the University's
concern for the welfare of the student traditionally has been an integrated
concern for assisting the student toward whole person health—balanced
development of spiritual, social, physical, and mental health. Cultivating
the health of any one part enhances the health of all parts. Neglecting
or abusing the health of one harms the health of all. Before one can
30 Student Life
experience whole person health, there must be a practical appreciation of
the interdependent interaction of each part of the whole.
Students from all schools of Loma Linda University may congregate and
participate in the multifaceted programs offered that involve the holistic
concept of social, intellectual, physical, emotional, and spiritual wellness.
These programs support Loma Linda University's motto, "To make man
whole."
Spiritual health
In addition to personal quiet times, opportunities for the student
to further develop rich, personal spiritual resources are provided in
scheduled religious exercises and activities, and in informal association
with others who cherish spiritual values. Religion courses as well as
weekly chapel services are part of the required curriculum.
Social health
Situated within easy access of the ocean, mountains, and desert,
the University provides numerous opportunities for students to
complement their formal learning through participation in a wide variety
of recreational, cultural, and other activities. A variety of University-,
school-, and group-sponsored events encourage students to relax and
become better acquainted with one another. Through these activities
and events, students can enrich their group interaction and leadership
experiences, increase their enjoyment of and interest in fields outside
their profession, develop their talents, enhance wholesome and
memorable association with others, and cultivate supportive and lifelong
social relationships.
Mental health
The University promotes mental health by encouraging students to study
and practice principles of sound psychological health and to access
state-of-the-art counseling and mental health services, as needed.
Physical health
The University promotes physical fitness by encouraging recreational
interests and by providing courses in field exercises, body building, and
health instruction. An effort is exerted to encourage each student to
engage in some recreational and health-building activity that may be
carried over to enhance future life.
Immunizations
As a member of a health science university, whether we are directly
involved in patient care or not, we are responsible for the well-being of
others. As a result, Loma Linda University requires that all students
receive the flu vaccine annually.
Recreation and Wellness: The Drayson
Center
The Drayson Center serves as the focal point for recreation and
wellness at Loma Linda University. Encompassing 100,000 square feet,
the facility offers a plethora of fitness options to promote physical,
intellectual, social, emotional, and spiritual wholeness. The Drayson
Center showcases a 21,000 square-foot multipurpose gymnasium
that can accommodate three full-size basketball courts, five volleyball
courts, or nine badminton courts. Circling the gymnasium's interior is an
elevated, three-lane running track. Five racquetball courts and six outdoor
tennis courts are available for play. Aerobics studios and cardiovascular
rooms can accommodate anything from Pilates, cycling, and Zumba
classes, to strength training, sports conditioning, and bodybuilding—and
everything in between.
An outdoor aquatics center includes a heated, ten-lane lap pool, a leisure
pool, and a jacuzzi; along with a 22-foot high water slide and recreational
pool. Saunas are installed in the fully-equipped men's and women's locker
rooms. A 400,000 square-foot outdoor multipurpose recreational area
hoststwo softball fields, a half-mile track, a beach volleyball court, and
numerous picnic and game areas.
The Drayson Center also offers personal training services, massage
therapy, and a variety of leisure classes—such as cycling,ballet, and
karate, to name a few. Conference rooms are available for hosting
meetings, exhibitions, and banquets.This full-service facility serves to
promote health and wellness to Loma Linda University students, staff,
faculty, and the surrounding community.
Student Health Service
Operating under Loma Linda University Health, the Center for Health
Promotion's Student Health Service is committed to providing quality
health care to the students within our University community. Our
physicians and staff are dedicated to promoting a lifestyle that
encourages a balance of physical, spiritual, emotional, and social well-
being. The services provided include primary care, women’s health,
immunizations, laboratory testing, health education, counseling, and
referrals to specialty services. Enrollment in the Risk Management
Student Health Plan is required to receive the comprehensive coverage
of services. Provider visits are available free to all students after
acceptance into Loma Linda University and during any lapses in Risk
Management Health Plan enrollment.
Student Health Service is located in Evans Hall, Suite 111, at the corner
of Anderson and Stewart streets. The hours of operation are Monday
through Thursday 8 a.m. to 12 noon, and 1 to 5 p.m.; and Friday 8.a.m.
to 1 p.m. To schedule an appointment or for more information, call
909/558-8770.
Loma Linda University Student Health
Plan
The University-sponsored Student Health Plan is designed to provide
comprehensive medical coverage for the student and his/her eligible
dependent(s). It is not an insurance program. The plan includes coverage
for hospital care, surgery, emergency care, prescription drugs, limited
dental and more. Generally, to be eligible for reimbursement under the
provisions of the plan, expenses must be incurred while coverage is in
effect. Expenses incurred before plan coverage becomes effective or
after plan coverage has terminated will not be covered. This plan will
only provide medical coverage on an excess basis. This means that all
medical expenses must first be submitted to any other available source
of health-care coverage. There is no optical coverage available. Please
see the Loma Linda University website for Student Health Services for
a complete explanation of the Student Health Plan (<llu.edu/central/
studenthealth>).
Enrollment
The process to enroll in the Student Health Plan is completed through the
online registration process. Once registration is complete, information
will be relayed to Risk Management. If a student is adding an eligible
dependent to his/her Student Health Plan, the Student Health Plan
Loma Linda University 2019-2020 31
Enrollment form will need to be completed and submitted to Risk
Management with the necessary payment.
Preferred provider plan
The health plan has been developed as a PPO (preferred provider) plan.
Benefits for services utilized outside the preferred provider structure will
be reduced.
Plan year
The plan benefit year is a fiscal year and runs from July 1 through June
30.
Eligibility
A student is eligible for benefits if s/he:
• Is attending Loma Linda University as a graduate or undergraduate
student; and
• Is a degree-track student. A student who is accepted into a degree
program and who is registered for more than 0 units will be eligible
regardless of the number of units for which s/he is registered.
• Is a nondegree student registered for more than four units. A student
who is not accepted into a degree program but who is registered as a
nondegree student for more than four units will be eligible. However,
a nondegree student registered for four units or fewer will not be
eligible and will not be eligible to buy into the Student Health Plan.
• Chooses to buy in, was covered under the plan during the previous
quarter, and on an approved leave of absence from his/her academic
program.
• Is an IP-only student. A student who is working on an "In Progress"
course and is not registered for any other units will be eligible.
Additional information regarding eligibility
• A student who drops all units before the deadline will not be covered
by the plan. Any student who drops all units before the last day for a
full refund will not be eligible for the University Student Health Plan
for that quarter. Please refer to the Student Finance 100-percent
refund policy.
• LLUH employees who are "full-time, benefit eligible" will not be eligible
for the Student Health Plan.
• Students participating in an off-campus or online program will not be
eligible for the Student Health Plan.
• An eligible student's coverage will become effective on the first day of
class or new student orientation, whichever occurs first.
Buy-in provision
Under the following provisions, a student may obtain coverage under this
health plan or extend coverage to a spouse or dependent children each
quarter. In order to receive any coverage under this plan, a student must
apply for coverage during an open enrollment period—within 30 days
of a status change (i.e., within 30 days of marriage or within 30 days of
the birth of a newborn child) and pay the appropriate quarterly student
contribution, as outlined below:
1. Spouse/Dependent children. If a student is covered under this plan, s/
he may extend health plan coverage to his/her spouse or dependent
child(ren).
2. Leave of absence (LOA). If a student has been covered under the plan
up until leaving school on an approved leave of absence (LOA), s/he
may extend coverage under the plan for the length of the approved
LOA, up to a maximum extension of one year.
3. Continuation coverage. If a student has been covered under this plan
but no longer meets the eligibility requirements, s/he and eligible
dependents would be able to continue coverage for up to one quarter
through the buy-in provision.
The open enrollment period for eligible students and dependents is
the last two weeks of each calendar quarter. Buy-in coverage will be
effective from January 1 to March 31, April 1 to June 30, July 1 to
September 30, and October 1 to December 31. No invoices or reminders
are sent to students who are buying into the plan. The Department of
Risk Management cannot add Student Health Plan buy-in fees to the
student's account. All payments must be made by check, money order, or
credit card with the Visa or MasterCard logo by calling 909/651-4010. A
newborn child must also be enrolled in the plan within thirty days of birth
or adoption in order to receive any coverage under this plan. There is no
automatic or temporary coverage provided for any dependents, including
adopted or newborn children.
Extension/Continuation coverage—Rates below effective 10-01-2016
• Student—$525 per quarter for the student plus one of the amounts
below for dependents is charged for extension/continuation
coverage:
• One dependent (spouse or child) of a covered student—$560 per
quarter
• Two or more dependents—$1,120 per quarter
Prescription drug coverage
Each enrolled student will be given a CVS/Caremark health-care
identification card, which can be used at any participating pharmacy
displaying the CVS/Caremark decal. The cost of the prescription will
be billed directly to the plan after the student pays a co-payment.
Prescriptions filled through CVS/Caremark will be limited to a maximum
of a 30-day supply. The co-payment amounts will be $15 for generic drugs
and $30 for brand-name* drugs that are dispensed at the health plan's
preferred pharmacies: the LLUMC Pharmacy, the Faculty Professional
Pharmacy (located in the Faculty Medical Offices), the LLU Meridian
Pharmacy, the LLU Highland Springs Pharmacy, the LLUMC Murrieta
Physicians Office Building Pharmacy, and the LLU Community Pharmacy.
If the prescription is filled at any other participating CVS/Caremark
pharmacy, there will be a $25 copayment for generic products or a $40
copayment for brand-name* drugs. Prescriptions not filled by the CVS/
Caremark system will not be covered under the plan.
*The co-payment is shouldered by the plan when a name brand is
purchased because no generic substitute is available; however, if a
student chooses a name brand over a generic drug, the student will
be responsible for the generic co-payment plus any difference in cost
between the two medications.
Utilization review
All services that require preadmission review or prior authorization must
be processed through the Department of Risk Management. The types of
services that require prior authorization include:
• All hospital admissions
Scheduled admissions must be authorized prior to entrance to the
hospital. In the case of emergency admissions, notification must be
made within 48 hours or the next business day.
• All outpatient surgeries
32 Student Life
• Home health services, skilled nursing facilities
• Orthotics and purchase or rental of durable medical equipment
Please refer to the plan document for a complete description of
required authorizations. Participants in this plan must follow the
preadmission review process in order to receive full hospitalization
benefits. If a participant does not follow the preadmission review process,
hospitalization benefits will be reduced by 50 percent.
In order to fully understand plan benefits, students need to obtain a
University Student Health Plan document, which describes all of the
plan coverage, limitations, and exclusions. Questions regarding the plan
should be directed by telephone to the Department of Risk Management
at 909/651-4010.
Malpractice coverage
Students are covered by malpractice insurance while acting within the
course and scope of any approved clinical assignment.
Disability insurance
All students in the School of Medicine and the School of Dentistry are
automatically registered in a disability insurance program while enrolled
at this University. This program provides limited disability insurance
for students while in the program and also allows for conversion to an
individual disability insurance policy at the time of graduation. Details of
this program are available from the School of Medicine or the School of
Dentistry.
Counseling services
Loma Linda University Student Counseling Program
The University Counseling Center offers a variety of private, confidential
services to students and their families—including individual, premarital,
marital, and family counseling; as well as medication treatment.
Counselors use practical, problem-solving strategies to help students
deal more effectively with stresses of school and personal life in a
healthy and healing way.
The program is staffed by members of the Employee and Student
Assistance Programs, which includes licensed clinical social workers and
marriage and family therapists.
To schedule an appointment or for more information, call 909/558-9534
or campus extension 39534. Eligible students do not have a copay for
these visits.
The University Student Counseling Centeris located in the Hartford
Building, 11360 Mountain View Avenue, Suite A, in Loma Linda.
Loma Linda Student Assistance Program
The Loma Linda Student Assistance Program (LLSAP) provides
professional and caring assessment and treatment for a variety
of personal, family, work, and school-related issues. The LLSAP
clinicians will develop a treatment plan that may include free, short-term
counseling. All LLSAP services are free of charge.
If more extensive treatment is appropriate, the client is referred to a
community therapist who specializes in the student's area of concern
and who is covered by the student's health plan. All information is
confidential. Community therapists and LLSAP clinicians will not release
information without the written consent of the student, with the exception
of matters that fall under mandatory reporting laws.
The LLSAP, the only nationally accredited student assistance program in
California, has provided state-of-the-art services to students since it was
established in 1990.
Appointments may be scheduled Monday through Wednesday, 8 a.m. to 5
p.m., by calling on-campus extension 66050 or 909/558-6050; Thursday, 8
a.m. to 7 p.m.; Friday, 8 a.m. to 1 p.m. Additional appointment times may
be available upon request.
The program is located in the Hartford Building, 11360 Mountain View
Avenue, Suite A, in Loma Linda.
Governing practices
At Loma Linda University, nonacademic policies have been established
that help foster a fulfilling University experience. Students are expected
to uphold these policies, which govern nonacademic student life on
and off campus. Information in this section of the CATALOG, as well
as in the Student Handbook (<http://www.llu.edu/student-handbook>),
pertains to requirements governing all students. The student is reminded
of individual responsibility to be fully informed of the general and specific
requirements of his/her school and program.
Identification number and card
All accepted students will be assigned a unique University identification
number. This seven-digit number will be used on all correspondence and
noted on all payments to the University. A University identification card
using this identification number and a bar code will be issued to each
student after s/he completes initial registration and financial clearance.
The identification card allows access to various student services,
including the libraries, Student Health, recreation facilities (i.e., the
Drayson Center), and parking. The bar code on the card allows currently
enrolled and financially cleared students to charge against their accounts
at the Campus Bookstore and campus cafeterias, and for ticket sales
available through the Student Services office. In subsequent quarters,
the card's bar code is automatically reactivated at each registration upon
financial clearance.
For further information regarding these identification cards, please
contact Student Services.
Residence hall
The University is coeducational and accepts both single and married
students. Any single student who prefers to live on campus may do so.
Students are expected to live on campus unless they meet criteria as
follow.
• married
• 21 years of age or older
• in a graduate program
• living with their parents
Students who wish to live off campus but who do not meet one of the
foregoing requirements may petition the vice president for student
services for a possible exception. This should be done well in advance
of registration to allow the student adequate time to plan. Additional
information about campus housing can be obtained from the housing
website at <llu.edu/central/housing>.
The student must keep the University informed of his or her current
address, telephone number, and other contact information.
Loma Linda University 2019-2020 33
Marriage
A student who marries or changes marital status during the academic
year must provide the school with advance written notification of the
change in status in order to keep school records correct and up to date.
It is wise for students to make every effort to schedule their wedding
ceremonies during academic recesses.
Name change
Currently enrolled students may change their names on University
records when they provide evidence (e.g., certified copy of a marriage
certificate) that the name change is official. In addition to filing with the
Office of University Records on University Records forms a request for
change of name, the student must present a current ID card or other form
of picture ID with his or her name as it appears on University records,
along with official documentation of the name change.
Name changes must be processed no later than six months prior to
graduation if the new name is to appear on the diploma.
Professional apparel
Clinic and laboratory apparel are distinctive articles of dress specified
by the department or school. They are to be worn only in the manner
prescribed and under the conditions specified in the school or
department dress code. Student uniforms are to be maintained in clean,
presentable condition. Information on the required professional dress
is provided in Section III of this CATALOG and in the University Student
Handbook.
Personal appearance
Students in the classroom or clinical environment must exhibit personal
grooming consistent with expectations of the health-care institution, the
profession, the school, and the University. Specific guidelines regarding
grooming and attire are provided in Section III of this CATALOG and in the
University Student Handbook.
Personal property
The school assumes no responsibility for the loss of the student's
personal property, instruments, or other items by theft, fire, or unknown
causes. The student is expected to assume responsibility for the
safekeeping of personal belongings.
Cars and transportation
Because the student is responsible for transportation arrangements and
costs for special projects and off-campus clinics, it is advantageous for
the student to have access to a car.
The University enforces traffic rules and regulations as provided for
by the State of California Vehicle Code. It is the sole responsibility of
the driver of any vehicle on University property to become familiar with
these regulations. Drivers are held responsible for any infraction of the
regulations. Copies of the brochure entitled Loma Linda University Traffic
and Parking Regulations are available at the Department of Security.
Vehicles used by students on campus must be registered with the
Department of Parking. Returning students must renew the registration
of their vehicles online with the Department of Parking annually in
September.
Confidentiality
The Health Insurance Portability and Accountability Act (HIPAA) of
1996 requires that all health-care professionals maintain the highest
level of confidentiality in matters pertaining to clients. Discussions or
written assignments relating to client information, either health related or
personal, may not include identifying data. Clients' privacy and rights are
to be protected.
Failure to maintain confidentiality could result in legal action. For
additional information, see Introduction to HIPAA at <https://one.lluh.org/
vip/Departments/LLUSS-Departments/HIPAA-Information/HIPAA-Help/
Introduction-to-HIPAA>.
Substance abuse
As a practical application of its motto, "To make man whole," Loma Linda
University is committed to providing a learning environment conducive
to the fullest possible human development. Because the University holds
that a lifestyle free of alcohol, tobacco, and recreational/illegal drugs
is essential for achieving this goal, it maintains policies that foster a
campus environment free of these substances.
All students are expected to refrain from the use of tobacco, alcohol, or
recreational or illegal mind-altering substances. Possession or use of
these substances may be cause for dismissal.
For details regarding the University's drug-free environment—as well
as information regarding prevention, detection, assessment, treatment,
relapse prevention, confidentiality, and discipline—see the Loma Linda
University Student Handbook, Section V, University Policies: Alcohol,
controlled substances, and tobacco policy.
Sexual harassment
Sexual harassment is reprehensible and will not be tolerated by the
University. It subverts the mission of the University and threatens the
well-being, educational experience, or careers of students, faculty
members, employees, and patients.
Because of the sensitive nature of situations involving sexual
harassment, and to assure speedy and confidential resolution of these
issues, affected students should contact the office of the dean of the
school in which they are enrolled.
A more comprehensive statement of the policy regarding sexual
harassment and sexual standards can be found in the Loma Linda
University Student Handbook, Section V, University Policies.
Employment
It is recommended that students limit work obligations (outside
employment for income) that divert time, attention, and strength from
the arduous tasks of class preparation, clinical practice, and/or training
in their chosen career. A student wishing to work during the school
year should consult the office of the dean of the school in which s/he is
enrolled regarding employment restrictions or prohibitions.
Employment for international students
International students must obtain written authorization from
International Student and Scholar Services before accepting any on-
campus employment. Off-campus employment requires prior issue of a
work permit by the U.S. Citizenship and Immigration Services. F- and J-
visa students must limit their employment to 20 hours or fewer per week
while registered for courses and while classes are in session. Regulations
allow full-time work (40 or fewer per week) during school breaks and
summer vacations (if students' programs allow summer quarters off). For
questions, please telephone International Student and Scholar Services
at 909/558-4955.
34 Student Life
Academic authority
The office of the dean of the school in which the student is enrolled is
the final authority in all academic matters, with the exception of general
education requirements, and is charged with the interpretation and
enforcement of academic requirements. Any exceptions or changes in
academic requirements, graduation requirements, or grades are not valid
unless approved by the dean. Any actions taken by individual faculty
members with regard to these matters are advisory only and are not
binding on the school or the University unless approved by the dean.
Academic integrity
The academically dishonest act considers that academic dishonesty
intentionally violates the community of trust upon which all learning is
based, intentionally compromises the orderly transfer of knowledge from
teacher to student, and is inconsistent with good professional and moral
behavior. Accordingly, the penalty for academic dishonesty is severe.
Acts of dishonesty include but are not limited to the following.
• theft
• falsifying or changing grades or other academic records
• plagiarism or excessive paraphrasing of someone else's work
• knowingly giving, obtaining, or falsifying information during
examinations or other academic or professional practice
assignments
• using unauthorized aids during examinations
• loud and disruptive behavior during lectures, demonstrations, or
examinations
• excessive unexcused absences from classes or from clinical
assignments
"Examinations" are defined as regularly scheduled tests, quizzes
(scheduled or unscheduled), final examinations, comprehensive
assessments, take-home tests, open-book tests, and any other
assignment given by an instructor or preceptor whether for a grade,
points toward a grade, or for zero points (e.g., a learning exercise).
Instructors and students are responsible for reporting instances of
academic dishonesty for investigation. An instructor may take immediate
action during an examination or other point-generating activity in
order to maintain the integrity of the academic process. Substantiated
violations are to be brought before the designated disciplinary body
for action. Disciplinary action may include receiving a failing grade on
the examination or assignment, receiving a failing grade in the course,
suspension, or permanent dismissal from the program.
Conduct
Students are expected to conduct themselves in a professional manner
during didactic and clinical training. Professional conduct includes, but
is not limited to, punctuality and respect for other people, their property,
and their right to learn. It also includes an appropriate respect for those
in authority. Students of Loma Linda University are expected to behave in
a manner that will not bring criticism upon themselves, the program, the
school, or the University.
Because students may be exposed to patients' relatives and friends in
any public place, and because their conversations and their attitudes
have an effect on those around them, students are asked to observe the
following principles.
• Any information given to the student by a patient or contained in
a medical record must be held in strict confidence. Therefore, the
discussion of a patient's diagnosis and treatment or other clinically
related topics should be extremely guarded. A patient's family and
community people may be listening and may incorrectly interpret the
things discussed. Careless talk may lead to malpractice litigation.
• A joking or casual attitude toward illness and medical treatment
should not be displayed since it may seem uncaring and be disturbing
to those who are ill and suffering, as well as to the family members.
• Student and staff behavior in professional situations may be the
deciding influence for or against Christian beliefs, values, and a
health-enhancing lifestyle.
An in-depth description of the professional conduct expected of students
is contained in the Loma Linda University Student Handbook.
Grievance procedure
Grievances related to sexual harassment, racial harassment, or
discrimination against the disabled shall be pursued in accordance with
University policies specifically relating to these items. Grievances related
to academic matters or other issues covered by specific policies shall
be made pursuant to the policies of the school in which the student
is enrolled. A student who questions whether the process provided by
the school has followed the policy of the school in regard to his/her
grievance may request that the Office of the Provost conduct a review
of the process used by the school in responding to his/her academic
grievance.
Students who believe that an error has been made or that they have
been dealt with in an inappropriate manner by an office or nonacademic
department of the University such as records, student finance, student
affairs, health services, or Drayson Center, may seek correction by the
following steps:
1. The student may put his/her complaint in writing and provide it to the
head of the department or office involved. The student may request
an appointment and discuss this matter with the department head.
The department head will make a decision and provide a written
answer to the student within 14 days of receiving the student's
written complaint or meeting with the student, whichever is later. If
the answer is not satisfactory to the student, s/he may—
2. Put the complaint in writing and send it to the dean of student affairs
for review. The matter will be considered at the next meeting of the
dean's council, and the student will be informed in writing of the
council's response within seven days of the council's consideration of
the complaint.
An individual may contact the Bureau for Private Postsecondary
Education for review of a complaint. The bureau may be contacted at
2535 Capitol Oaks Drive, Suite 400, Sacramento, CA 95833; e-mail, http://
www.bppe.ca.gov; telephone, 926/ 431-6924.
Copyright violations
The copyright law of the United States (Title 17, USC) governs the
making of photocopies or other reproductions of copyrighted material.
Under certain conditions specified in the law, libraries and archives are
authorized to furnish a photocopy or other reproduction. One of these
specific conditions is that the photocopy or reproduction is not to be
"used for any purpose other than private study, scholarship, or research."
If a user requests or later uses a photocopy or reproduction for purposes
in excess of "fair use," that user may be liable for copyright infringement.
Loma Linda University 2019-2020 35
This institution reserves the right to refuse to accept a copying order if, in
its judgment, fulfillment of the order would involve violation of copyright
law.
Communication devices
All communication devices must be set to "off" or "vibrate" during class,
laboratory, clinic, or chapel. No cell phones, PDAs, calculators, laptops, or
other electronic or communication items may be used in the classroom,
testing facility, or laboratory unless specifically a part of that activity and
approved by the faculty member in charge.
Academic Policies and Information
Students of the University are responsible for informing themselves
of and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation. In this section (Section II) are the
University regulations. See Section III for regulations that pertain to each
school and program.
Academic residence
A student must meet the residence requirements indicated for a
particular degree or certificate.
Academic standing
The following classifications are based on scholastic performance,
regular standing or academic probation, as defined by each school within
the University.
Catalog in effect for degree requirements
Subject to department approval, students may complete degree
requirements outlined in any CATALOG in effect during the time they
are enrolled as accepted students in a school. However, students who
have been on leave of absence for more than one year, or who failed to
register without leave of absence (consult office of the dean of the school
in which the student is enrolled regarding number of quarters), may be
required to re-enter the program under the CATALOG in effect at the time
of re-entry. Students who are on leave from a school to pursue a medical
or dental degree at this University are an exception. Such students may
complete their programs under their original CATALOG.
Academic service learning
Academic service learning is an education practice that takes learning
into the community. A reciprocal relationship develops as students work
with the community to identify focus areas and implement projects.
Connecting classroom curricula with community needs deepens
students’ engagement in the community while enabling them to develop
mental, physical, spiritual, and emotional capacities. Involvement
engages students in critical thinking, community relationship building,
practical action, leadership, and reflection useful in their professional
lives.
All students in degree programs (associate through doctoral), under the
2018-2019 CATALOG and beyond, are required to complete an approved
academic service-learning course prior to graduation. Courses currently
approved to meet this requirement are as follows:
School of Allied Health Professions
AHCJ328 Wholeness Portfolio I 1
AHCJ494 Senior Portfolio II 3
AHCJ519 Graduate Wholeness Portfolio 1
AHCJ721 Wholeness Portfolio I 1
CLSM105 Procedures in Phlebotomy 4
CMSD588 Educational Fieldwork II 8
DTCS304 Community Nutrition 4
DTCS589 Capstone Course in Nutrition and Dietetics 3
HLIF570 Professional Portfolio 2
OCTH604 Health, Society, and Participation 3
OCTH702 Service Learning I 3
ORPR540 Rehabilitative Care in Developing Nations 3
ORPR522 Self-Care Portfolio and Community Outreach .5
PAST572 Cultural Immersion for Physician Assistants 3
PTAS265 Professional Seminar 1
RTMR344 Professional Development and Service Learning 3
RTRA614 Professional Portfolio 1
RTRS614 Professional Portfolio 1
School of Behavioral Health
CHLS505 Cross-Cultural Perspectives in Health Care 3
School of Dentistry
DNES200 Curricular Practical Training 0
DNES500 Curricular Practical Training 0
DNES504 Curricular Practical Training for IDP 0
School of Medicine
IBGS525 Translational Research Training 2
MDCJ821 Preventive Medicine and Population Health 1.5-6
School of Nursing
NGRD654 Social Determinants of Health 4
NRSG415 Community Mental Health Nursing 4
NRSG416L Public Health Nursing Clinical Laboratory 4
NRSG434 Public Health Nursing Laboratory for the Working
RN
3
School of Pharmacy
School of Public Health
GLBH545 Integrated Community Development 4
GLBH565 Interventions in Community Health and
Development I
3
GLBH567 Interventions in Community Health and
Development II
3
GLBH569 Interventions in Community Health and
Development III
3
HADM586 Building Healthy Communities: Integrative Health
Policy
3
HPRO537A Community Programs Laboratory—A 2
HPRO537B Community Programs Laboratory—B 1
HPRO537C Community Programs Laboratory—C 1
PCOR502 Public Health for a Healthy Lifestyle 5
PHCJ610 Building Healthy Communities 3
PMED541 Preventive Medicine in Public Health I 2
PMED548 Preventive Medicine in Public Health VIII 2
School of Religion
RELG510 Christian Service 1,2
RELR404 Christian Service 1,2
RELR447A Service Learning Practicum–International Project 1
36 Academic Policies and Information
RELR540 Wholeness and Health 3
RELT534A Service Learning Practicum–International Project 1
RELT534B Service Learning Practicum–USA Project 1
Course numbers
Courses are numbered as:
001-099 nondegree-applicable credit
101-299 lower division
301-499 upper division
501-599 graduate
601-699 graduate: seminar, research, thesis, or dissertation
701-899 professional or clinical
901-999 extension with credit; continuing education units, if
preceded by letter prefix ending with "CE" (e.g., ASCE 916);
without academic credit; or undergraduate certificate
clinical affiliation/practicum courses
500-level course work may not apply toward a baccalaureate degree
unless the instructor approves it and both deans (dean of the school
offering the course and dean of the school in which the student is
enrolled) give permission, and provided the credit does not apply toward
both an undergraduate and a graduate degree. Approval is not needed if
the course is part of a coordinated program.
No courses numbered in the 700s, 800s, or 900s may apply toward a
baccalaureate degree.
Grade change
Faculty members are responsible for evaluating and assigning grades.
A grade may not be changed except when an error has been made in
arriving at or recording a grade. Such changes are permissible up to the
end of the succeeding term.
The faculty member must obtain the dean's signature on the change of
grade form after the initial grade has been entered.
Privacy rights of students in academic
records
Under the Family Education Rights and Privacy Act (FERPA), students
have full rights of privacy with regard to their academic records, including
their grade reports. Grades are available to students online at <llu.edu/
central/ssweb>.
The campus is authorized under FERPA to release directory information
concerning students. The University has classified the following as
student directory information that may be released: name, address
(permanent and local), picture, marital status, birth date, school, program,
class, previous college, and telephone number—unless the student
specifically requests in writing that the information not be released.
Directory information will be released only by the academic dean's office
of the school in which the student is enrolled. Requests for directory
information received by other offices of the University will be transferred
to the appropriate school office.
Repeating a course
Once grades have been posted for a course, a student wishing to improve
his/her grade must repeat the course. When repeating a course, the
student must attend class and laboratory sessions as ordinarily required
and take all regularly scheduled examinations. The amount of tuition
paid for repeated courses is determined by the school. Both the original
and the repeat grades will appear on the student's permanent record, but
only the repeat grade is computed in the G.P.A. and included in the total
units earned. A student may repeat a course only once, and no more than
two courses may be repeated in a student's degree program.
Transcripts
The University provides Loma Linda University transcripts to other
institutions or to the student or graduate only upon written request of the
student or graduate.
The University reserves the right to withhold all information concerning
the record of any student who is in arrears in the payment of accounts
or other charges, including student loans. No transcripts will be issued
until all of the student's financial obligations to the University as defined
in this CATALOG have been met.
Scholastic standing
Grades and grade points
The following grades and grade points are used in this University. Each
course taught in the schools has been approved for either a letter grade
and/or an S/U grade.
A 4.0 Outstanding performance.
A- 3.7
B+ 3.3
B 3.0 Very good performance for undergraduate credit;
satisfactory performance for graduate credit.
B- 2.7
C+ 2.3
C 2.0 Satisfactory performance for undergraduate credit.
Minimum performance for which credit is granted toward
a degree in the School of Nursing or the School of Allied
Health Professions.
C- 1.7 Minimum performance for which credit is granted
toward a degree in the School of Dentistry, the School of
Pharmacy, or the School of Public Health.
D+ 1.3
D 1.0 Minimum performance for which undergraduate credit is
granted, except as indicated above.
F 0.0 Failure—given when course work was attempted but when
minimum performance was not met.
FA/UA 0.0 Failure to attend (U/A for S/U graded courses)—given
when a student discontinues attendance without
withdrawing. Last date attended is to be noted on
instructor grade report.
S none Satisfactory performance—counted toward graduation.
Equivalent to a C grade or better in undergraduate
courses, or a B grade or better in graduate courses. An
S grade is not computed in the grade point average. A
student may request a grade of S in only a limited amount
of course work, as determined by the school in which the
student is enrolled. This is done by the student's filing
with the Office of University Records the appropriate
form prior to fourteen calendar days before the final
examination week. Once filed, the grade is not subject to
change.
Loma Linda University 2019-2020 37
U none Unsatisfactory performance—given only when
performance for an S-specified course falls below a C
grade level in an undergraduate course or a B grade level
in a graduate course. Similar filing procedures as given for
S grade above are required. The U grade is not computed
in the grade point average.
S/N none Satisfactory performance in a clock-hour course. Not
included in total units. Same grading criteria as the S
grade given for a credit-hour course.
U/N none Unsatisfactory performance in a clock-hour course. Not
included in total units. Same grading criteria as the U
grade given for a credit-hour course.
CR none Credit for credit by examination. Counted toward
graduation/units earned but not units attempted. Such
credit cannot be counted for financial aid purposes.
NC none No credit for credit by examination. Does not count for
any purpose.
W Withdrawal—given for withdrawal from a course prior
to fourteen calendar days before the final examination
week for standard-term courses. Withdrawals during
the first fourteen calendar days of a quarter or the first
seven calendar days of a five-week summer session
are not recorded if the student files with the Office of
University Records the appropriate form prior to the
cut-off date. Withdrawals outside this time frame, upon
recommendation of the dean, may be removed at the
discretion of the vice president for academic affairs.
In the case of nontraditionally scheduled courses, a W
notation will be given for withdrawal from a course prior
to completion of 80 percent of the course, excluding the
final examination period. Withdrawals during the first
20 percent of a course, excluding the final examination
period, are not recorded if the student files with the Office
of University Records the appropriate form prior to the
date when 20 percent of the course is completed. A
student may withdraw only once from a named cognate
course that s/he is failing at the time of withdrawal.
UW Unofficial Withdrawal—indicates that the student
discontinued class attendance after the close of
registration but failed to withdraw officially.
I Incomplete—given when the majority of the course
work has been completed and circumstances beyond
a student's control result in the student being unable
to complete the quarter. An I notation may be changed
to a grade only by the instructor before the end of the
following term (excluding summer sessions for those
not in attendance during that term). Incomplete units are
not calculated in the grade point average. By use of the
petition form—available online at <http://www.llu.edu/
central/ssweb/registration.page>--the student requests
an I notation from the instructor, stating the reason for the
request and obtaining the signatures of the instructor, the
department chair, and the associate dean. The instructor
reports the I notation on the grade report form, as well
as the grade the student will receive if the deficiency is
not removed within the time limit. The petition form is
then filed with the Office of University Records along with
the grade report form. The I notation is not granted as a
remedy for overload, failure on final examination, absence
from final examination for other than an emergency
situation, or a low grade to be raised with extra work.
IP In Progress—indicates that the course has a duration
of more than a single term and will be completed by
the student no later than the final term of the course,
not to exceed five quarters for independent study and
research courses (original quarter of registration plus
four additional quarters). The student's final grade will be
reported on the instructor's grade report at the end of the
term in which the course is completed. If the course work
is not completed within the five-quarter time limit, a grade
of UW will be given.
AU Audit—indicates registration for attendance only, with
80 percent class attendance considered a requirement.
A request to change a credit course to audit or an audit
course to credit may be made no later than the fourteenth
calendar day after the beginning of a quarter, or the
seventh calendar day after the beginning of the five-week
summer session. (This does not apply to short summer
courses lasting only a week or two.)
AUW Audit Withdrawal—given for withdrawing from a course,
or to indicate that the 80 percent class attendance
requirement was not met.
Student level
Students enrolled in block programs are classified according to the level
of the block in which they are enrolled (e.g., master's-1st, -2nd, or -3rd
year; or freshman, sophomore, junior, senior, as is appropriate for the
degree program; or PY1 [professional year 1]).
Undergraduate students enrolled in non-block programs are classified
based on the transfer credits accepted that fulfill LLU degree
requirements at the time of matriculation. Subsequent updates
to classifications will include units earned at LLU. Undergraduate
classifications are as follow:
0 - 44.9 quarter units Freshman
45 - 89.9 quarter units Sophomore
90 - 134.9 quarter units Junior
135+ quarter units Senior
38 Academic Policies and Information
Academic credit
College Level Examination Program (CLEP)
The College Level Examination Program (CLEP), a national program
of credit by examination, offers persons of all ages and backgrounds
new opportunities to obtain recognition for college-level achievement,
regardless of how acquired.
As of July 2001, general examinations are no longer offered; however,
the original policy remains in effect for students who took general
examinations prior to that date. No credit is granted for the CLEP general
examinations in English composition, mathematics, or science courses
requiring a laboratory.
As of July 1, 2004, in order to receive Loma Linda University credit,
students must complete all examinations for CLEP credit within six
months after having received their initial degree compliance reports. A
student will be allowed to challenge a given course by examination only
once. CLEP scores will be accepted at C or better until percentiles are
available from CLEP. Credit is granted for scores at or above the 50th
percentile for the subject examinations, and at the 65th percentile for
general examinations in the humanities, natural sciences, and social
sciences/history.
Course waiver
Certain course requirements in a program may be waived on the basis
of previously completed course work, experience, or licensure. An
examination for waiver credit, if required, may be taken only once and
must be taken before the last quarter of the program of study. Waiver
of a specific course requirement does not reduce the number of units
required for a program or residency. A waiver examination does not carry
academic credit and cannot be used to make up for a course in which an
unsatisfactory grade was received. For examination fee, see Schedule of
Charges in the Financial Information section.
Permission to waive a course requirement in the School of Pharmacy
requires prior approval of the department chair and consent of the dean.
Credit by examination
For certain courses offered by the University, a student in an
undergraduate degree program may earn credit by passing an
equivalency examination administered by the appropriate school and
department. Such an examination is at least equal in scope and difficulty
to a final examination in the course and may include materials supplied
by CLEP or other agencies.
A graduate program should be used to acquire new knowledge. Since the
purpose of credit by examination is to validate prior knowledge, graduate
credit may not be earned by examination. If a required course in the
degree program is a repeat of prior learning, the student may request
a waiver, thus making it possible to take elective courses that would
increase knowledge.
A student currently enrolled in a degree program at this University who
desires credit by equivalency examination petitions the dean of the
school offering the course, and, upon approval, pays a testing fee. See
Schedule of Charges in the Financial Information section for examination
fee.
Equivalency examinations may not duplicate credit already earned
through course work, including courses taken for audit.
A grade of CR (Credit) is given only after the student has completed one
quarter, or the equivalent, at this University; and has earned 12 units of
credit with a grade point average of at least 2.0 in undergraduate courses.
Units earned by equivalency may not be used as part of the enrolled load.
Equivalency examinations must be taken before the final quarter of
residency.
The maximum amount of credit that may be earned by equivalency
examination is determined by each school but may not exceed a
maximum of 20 percent of the units required for the degree or certificate.
Extension study
To be acceptable for credit, an extension course must be evaluated
for its equivalence to an accepted course. To assure that the course
will transfer to Loma Linda University, the student should contact the
Office of University Records prior to taking the course. Registration for
extension study requires prior approval of the department chair and
consent of the dean of the student's school.
Independent study
Independent study may be undertaken subject to the consent of the
department chair and/or the office of the dean of the student's school.
The student is responsible for completion of the Directed/Independent
Study Title Request (https://myllu.llu.edu/apps/studproc/istr/Start.php)
form in addition to the regular registration. University policy limits
directed study to 12 quarter units of undergraduate credit and eight units
of graduate credit in a degree program. Individual programs may further
limit these units. The office of the dean of the student's school should be
consulted regarding limits on credit earned through independent study.
Independent study is to be completed in adequate time before graduation
to allow recording in the Office of University Records.
Transfer credit
Applicants must file with the Office of University Admissions complete
records of all studies taken on the college/university level. Transfer credit
is defined as credit completed at another college or university accredited
by a U.S. regional association (including all regularly transferable credit
earned from a degree-granting institution awarded "candidacy" status
by its regional accrediting body during the period the institution held
this status), credit earned at an institution accredited by the Seventh-
day Adventist educational system, or credit earned at an international
institution recognized by its government. The University reserves the
right to require an applicant to satisfactorily complete written and/
or practical examinations in any course for which transfer credit is
requested. Remedial, high school-level courses, and courses identified by
the transfer institution's catalog as not applicable toward a baccalaureate
degree are not accepted for transfer into an undergraduate program.
Graduate transfer courses must be equivalent to courses appropriate to
degree requirements.
Junior colleges
A maximum total of 70 semester units or 105 quarter units of credit will
be accepted from regionally accredited junior colleges. Subject and unit
requirements for admission to the respective programs are outlined in
Section III.
International
Credits submitted from a college outside the United States are evaluated
on an individual basis by an evaluation center approved by Loma Linda
University, which reports the evaluation results directly to the Office
of University Admissions. It is the applicant's responsibility to contact
Loma Linda University 2019-2020 39
an approved evaluation service and supply the required documents for
evaluation.
Professional schools
Credits earned in a professional school are accepted only from a school
recognized by its regional or national accrediting association and only
for a course that is essentially the equivalent of what is offered at this
University or is substantially relevant to the curriculum.
Military schools
Credit for studies taken at a military service school is granted to veterans
according to recommendations in the Guide of the American Council on
Education.
Correspondence/distance course work
Course work taken at a regionally accredited school is ordinarily
accepted. Griggs University (formerly Home Study International) is the
officially affiliated correspondence school for Loma Linda University.
Unit of credit
Credit is recorded in quarter units. One unit represents a minimum of ten
class hours in direct instruction (e.g., lecture) or thirty hours in laboratory
practice.
Enrollment
Registration
Standard term registration dates are published on the Web at <http://
www.llu.edu/students/university-records/registration-dates.php>. For
programs that do not operate on standard term dates, the Registration
Portal should be checked for specific registration dates and deadlines
per student, since these dates can vary depending on where students
are in their programs. Deadlines for courses taught in a condensed or
extended format may differ from standard terms or program deadlines.
Course-specific deadlines can be found in the course schedule at <http://
www.llu.edu/students/university-records/course-schedule.php> by
selecting a course and clicking on the course reference number (CRN)
link. Posted deadlines for registration on the Web and in the Registration
Portal are in effect and binding.
Students register online using their Registration Portal. Registration
procedure includes clearing holds, entering courses, and clearing finance.
Upon completion of his or her first registration, the student must
obtain an ID card at the University Office of Student Affairs. All future
interactions in the Student Services Center will require presentation of a
valid student ID card.
A late registration period of five business days after the term begins
is provided for standard term programs. If the course is offered as an
intensive, it is possible that registration will be required before the end of
the five days. A late registration fee of $200 will be charged during these
five business days for standard term courses.
Students may not attend class without being registered. No credit
is granted for academic work performed during any term without
registration.
Change in registration
A change in registration requires reversal of financial clearance in
the Registration Portal if financial clearance has been obtained and
registration is still open for the student's program. Students have until
11:59 p.m. PST (Pacific Standard Time) the following day, or until the end
of registration—whichever is earlier— to complete registration changes
and to request financial clearance again. If financial clearance is not
obtained by the end of the following day, any changes made in the
Registration Portal will be reversed. Students are advised of this process
via their LLU e-mail accounts.
A student may add courses that follow the standard-term University
calendar during the first seven calendar days of the quarter. Courses that
follow the standard-term University calendar may be dropped during the
first 14 days of the quarter without academic penalty. Standard term
course changes after the 14th day of the quarter affect the permanent
grade record with a "W" grade indicating withdrawal. Students may
withdraw from a standard-term course prior to 14 calendar days before
the final examination week, after which withdrawals are no longer
permitted.
Study load
Usually an academic study load is defined in terms of credit units. A full
undergraduate load is considered to be 12 or more units per quarter; a full
graduate load is considered to be eight units per quarter.
The normal course load, including all course work for which a student
may be registered at this or another institution, is 16 quarter units for
an undergraduate student and 12 quarter units for a graduate student.
Full-time study loads are those specified by the departments for each
program. Students of exceptional ability may register for additional
course work upon recommendation of the department and consent of the
dean.
A person who is not enrolled in regular courses but who is occupied in
research, dissertation, or thesis, is classified as a student. By filing an
academic load validation form every quarter at registration, the academic
load may be validated for loan deferment and for living expenses for
aid-eligible students or to maintain immigration status for international
students.
The faculty mentor who is primarily responsible for the student’s
research is required to sign the load validation form (electronic workflow)
verifying that the student will be working on his/her research, thesis, or
dissertation for a minimum of 18 hours per week (half-time status) or
a minimum of 36 hours per week (full-time status). This is a projection
each quarter. The faculty mentor before signing the load validation form
for the current quarter must determine that the student indeed qualified
for load validation in the previous quarter.
Attendance
Regular attendance at all appointments (class, clinic, laboratory,
University at Worship) is required beginning with the first day of each
term. A pattern of absence, excused and/or unexcused, will be referred to
the school's designated academic authority for consideration and action.
Excused absences are defined as follow:
• Illness, verified by a physician's statement or official statement
from Student Health Service submitted to the school's designated
academic authority
• Participation in an institution-sponsored activity (verified by a written
statement from a faculty sponsor)
• Recognizable emergency approved by the school's designated
academic authority
Tardiness is disruptive, distracting, and inconsistent with professional
behavior. Students who arrive after the beginning of class may be
counted absent.
40 Academic Policies and Information
Information regarding the school's designated academic authority can be
obtained from the office of the dean.
Continuous enrollment
A student who has not enrolled for any courses, or paid the continuous
registration fee for courses still in progress from a previous term, will
be inactivated at the beginning of the second quarter of non-enrollment,
unless s/he is on an approved leave of absence (maximum of four
academic quarters, including Summer Quarter). (Example: A student who
enrolled for Autumn Quarter but who does not enroll for Winter Quarter
will be inactivated at the close of registration [two weeks into the quarter]
for the subsequent Spring Quarter).
Inactivated or formally withdrawn students who wish to return to
complete their degree programs are required to reapply with sufficient
time for adequate review of any new transcript credits and advisement of
any new program requirements.
The reapplication process also requires the submission of official
transcripts from all colleges/universities attended since the student last
attended this University. Official transcripts from colleges/universities the
student attended while enrolled at this University must also be submitted
if they were not submitted prior to inactivation.
Students who reapply to a program are subject to the program
requirements published in the Catalog in effect at the time of reentry. All
graduates are expected to have documented current knowledge in their
fields of study as of the date of graduation (date on diploma).
Personal leave of absence
A leave of absence is defined as being away from school for the
remainder of the quarter, to a maximum of one year, with the intent to
return. The appropriate program withdrawal form (https://myllu.llu.edu/
apps/studproc/pw/Start.php) is an online workflow. This form is to be
approved by the dean or his/her designee prior to the student's departure.
Stipulations for re-entry are given to the student in writing. The student
should consult the office of the dean of the his/her school regarding the
possibility of maintaining health coverage.
Withdrawal
To withdraw from a course(s), the student must complete an Add/Drop
Registration form (http://www.llu.edu/assets/central/ssweb/documents/
regchange.pdf). If a student finds it necessary to withdraw from a degree
or certificate program, the dean (or his/her designee) must be notified
in writing. The student then arranges for formal withdrawal from the
program by filing a Program Withdrawal form (https://myllu.llu.edu/
apps/studproc/pw/Start.php) which is a workflow available on the
University Web site. The Program Withdrawal form and/or the Add/Drop
Registration form should be completed as soon as possible after the
student determines that s/he cannot complete the quarter. These forms
must be filed no later than 14 days prior to the end of the quarter.
Courses dropped during the first two weeks of the term are not included
in the student's permanent record.
If a student is discontinuing the entire program, the date the Program
Withdrawal form is properly submitted to the Office of University Records
will be the date of withdrawal used to calculate tuition refunds. Tuition is
refunded according to the practice outlined in the Financial Information
section of this CATALOG. Failure to file the Program Withdrawal form may
result in unavoidable charges to the student's account. The tuition refund
policy for off-campus students is listed under the applicable school in Section
III of this CATALOG.
Administrative withdrawal
Students who fail to make arrangements for a leave of absence or
continuing registration may be administratively withdrawn from school.
After one quarter, if the student has not re-enrolled, his/her enrollment will
be inactivated.
Satisfactory academic progress
For the purposes of financial aid eligibility, federal regulations governing
Title IV HEA program funds require the University to establish a standard
of satisfactory academic progress (SAP), and to monitor students'
progress toward completion of a degree or certificate. Information
relevant to the University's SAP standard is provided below.
Students' academic progress is evaluated at least once annually. For
students in programs that are less than one academic year in length,
academic progress is evaluated at the end of each enrollment period.
Failure to meet the University's SAP standard requirements may result
in financial aid suspension. Financial aid will be reinstated only after
eligibility is re-established.
The satisfactory academic progress requirements below apply to all
University students and are consistently applied, whether or not a student is
receiving financial aid.
Evaluation measures
Satisfactory academic progress is evaluated based on three measures:
qualitative, quantitative, and maximum time frame.
Qualitative. The qualitative measure specifies the grade point average
(G.P.A.) that must be achieved at each evaluation. If the G.P.A. is not an
appropriate qualitative measure, a comparable assessment measured
against a norm will be used. Calculation of the G.P.A. does not include
incompletes (I), withdrawals (W), or transfer courses; however, courses
repeated for additional credit (such as seminars and research) will be
included. Courses repeated for a better grade will include only the most
recent grade in the G.P.A. calculation.
Quantitative. The quantitative measure specifies the pace at which a
student should progress through his/her educational program in order
to successfully complete a sufficient number of units at a rate that
ensures program completion within the maximum time frame. The
pace at which a student is progressing is calculated by dividing the
cumulative number of units the student has successfully completed by
the cumulative number of units the student has attempted. Units (credit
hours) transferred from another institution that are accepted toward the
student's educational program will be counted as both attempted and
completed units.
Maximum time frame. The maximum time frame for an undergraduate
program measured in units cannot exceed a period longer than 150
percent of the published length of the program. The maximum time
for completion of a master's degree is five years; the maximum time
for completion of a doctoral degree is seven years. Calculation of the
time frame begins with the term in which the first LLU course applicable
toward a degree or certificate is taken.
Program requirements
Undergraduate programs. Undergraduate students must maintain a
cumulative G.P.A. of at least 2.0. They must also maintain a cumulative
Loma Linda University 2019-2020 41
completion rate equal to or exceeding two-thirds (67 percent) of the units
attempted. Maximum time for completion of an undergraduate program
is a period no longer than 150 percent of the published length of the
academic program, as measured in credit hours or in clock hours required
and expressed in calendar time.
Graduate programs. Graduate students must maintain a cumulative G.P.A.
of at least 3.0. They must also maintain a cumulative completion rate
equal to or greater than two-thirds (67 percent) of the units attempted.
For programs with a limited or no research component, the number
of units per term needed to complete the program on time will be
determined by dividing the total number of units required for completion
by the length of the program—expressed in academic quarters (e.g., five
years for a master's degree equals twenty academic quarters). Research-
intensive programs will provide information regarding the number of
units that must be completed by the midpoint and three-quarters point of
the program. Maximum time for completion of a master's degree is five
years; maximum time for completion of a doctoral degree is seven years
—except in the case of block programs.
Professional practice doctorates. All professional practice doctoral degrees
(D.P.T., Pharm.D., D.D.S., M.D.) are block programs requiring students to
enroll full time. See specific programs below for SAP policy information.
Doctor of Physical Therapy (entry-level D.P.T.). Students must maintain a
cumulative G.P.A. of 3.0—with no grade less than C (2.0) in any required
course—and must demonstrate satisfactory clinical performance. In
addition, they must receive a grade of B or better in AHCJ510 Human
Gross Anatomy (taken during the first quarter of the program). Students
must maintain a cumulative completion rate equal to or greater than
two-thirds (67 percent) of the units attempted. Students are expected
to complete the program in three years; however, if a leave of absence
becomes necessary, the maximum allowable time to degree completion is
seven years.
Doctor of Pharmacy (Pharm.D.). The G.P.A. required for graduation is
2.30. Students must maintain a cumulative completion rate equal to or
exceeding two-thirds (67 percent) of the units attempted. In addition,
students must hold a valid, nonprobationary intern pharmacist license.
Six years is the maximum time allowed to degree completion, which is
also the maximum time intern pharmacist licensure is granted by the
California State Board of Pharmacy.
Doctor of Dental Surgery (D.D.S.). Students must maintain a cumulative
G.P.A. of 2.0. They must also maintain a cumulative completion rate
equal to or exceeding two-thirds (67 percent) of the units attempted.
Students are expected to complete the program in four years; however,
the maximum allowable time to degree completion is six years.
Doctor of Medicine (M.D.). In order to progress to the next academic year,
students must not receive a U (Unsatisfactory) grade in any course. They
must also maintain a cumulative completion rate equal to or exceeding
two-thirds (67 percent) of the units attempted. Although students are
expected to complete the program in four years, they are allowed to
complete the first two years (basic sciences) within three years before
progressing to the clinical years (third and fourth years of the program).
The two clinical years must be completed within three years.
Loss of eligibility for financial aid
On the basis of the SAP evaluation, Title IV HEA program funds may be
suspended for any of the following reasons:
• Student fails to achieve the required G.P.A.
• Student is not successfully completing his/her education program at
the required pace.
• Student is unable to complete the program within the allotted time
frame.
The student is suspended from federal financial aid eligibility only
and may not receive additional financial aid funds. However, s/he may
continue enrollment at this University either without any financial
assistance or, if eligible, with the assistance of private loans. The
Financial Aid Office can supply the student with additional information
regarding these loans.
Suspension letter
A student who fails to meet the University's satisfactory academic
progress standard will be informed in writing by the Financial Aid Office
that financial aid has been suspended until such time as the student
is again in compliance with SAP guidelines. The letter will include
instructions regarding the appeal process.
Appeal process
Students may appeal loss of eligibility for financial aid. Instructions for
submitting a Satisfactory Academic Progress Appeal are available on the
Web for students wishing to have their aid reinstated. The appeal must
be filed by the deadline specified in the letter of suspension, even if the
student believes an error has been made in his/her case. The completed
appeal must be submitted to the director of financial aid, who will present
it to the SAP Appeals Committee. The Financial Aid Office will notify the
student in writing within five business days following the decision by the
appeals committee.
The student is required to submit his/her appeal in writing. The appeal
must include the following information:
• A full explanation of the circumstances that led to his/her inability to
meet the minimum progress requirements.
• Supporting documentation verifying the circumstances.
• A personalized academic plan. With the assistance of his/her
academic advisor, the student is expected to explore options
available to eliminate deficiencies; as well as to develop a realistic
term-by-term listing of specific courses to be taken toward
graduation; and non-course requirements to be completed (e.g.,
advancement to candidacy, qualifying examinations, dissertation
defense). This plan is designed to ensure that the student will be able
to meet the satisfactory academic progress standard by a specified
point in time. The academic plan is signed by the academic advisor,
department chair, and school academic dean.
If the appeal is approved, the student will be expected to adhere to the
units and courses specified in the academic plan portion of the appeal.
The academic plan will be closely monitored by the Financial Aid Office
staff. Failure to follow the courses and units outlined may constitute the
basis for future denial of financial aid.
The progress of students on an academic plan will be reviewed at the end
of one payment period, and then according to the academic plan; but not
less frequently than the rest of the institution's population.
Financial aid eligibility reinstatement
A student who has failed to make satisfactory progress but who
has appealed financial aid suspension and has had eligibility for aid
reinstated is placed on financial aid probation. Clear financial aid
42 Academic Policies and Information
eligibility will be regained when s/he is again in compliance with the
satisfactory academic progress standard.
Graduation
The responsibility for meeting graduation requirements rests primarily
upon the student. Therefore, students should read and understand
the requirements as set forth in this CATALOG and consult carefully
with their advisor to plan a sequence of courses each term that fulfills
these requirements. A student's program of study is governed by the
requirements listed in the University CATALOG at the time of admission;
however, when circumstances demand, the University reserves the right
to make changes with reference to admission, registration, tuition and
fees, attendance, curriculum requirements, conduct, academic standing,
candidacy, and graduation.
The undergraduate who plans to graduate must submit an Undergraduate
Intent to Graduate form two quarters prior to graduation. The form is
available online at <llu.edu/ssweb/documents/intgrad.pdf>.
Commencement exercises
The candidate completing requirements in the Spring Quarter is expected
to be present at commencement exercises and receive the diploma
in person. Permission for the degree to be conferred in absentia is
contingent upon the recommendation of the dean of the school in which
the student is enrolled to the provost and can be granted only by the
provost. If a candidate has not satisfactorily fulfilled all requirements, the
University reserves the right to prohibit participation in commencement
exercises.
Diploma
When the profession is named in the degree title, or when the degree is
indicated by the school name, no other designation is included on the
official diploma issued to the graduate. When the profession or major
is not named in the degree title, the profession or specialization is also
indicated on the official diploma.
Loma Linda University 2019-2020 43
Financial Policies and Information
Students are expected to arrange for financial resources to cover all
expenses before the beginning of each school year. Accounts with
other schools or with this University must be settled before enrollment.
Registration is not complete until tuition and fees for each term are
paid; therefore, students should be prepared to make these payments
during scheduled registration periods for each academic year. Tuition
and fees may vary from amounts shown. Please refer to the Student
Account Disclosure statement for additional student account financial
information (<llu.edu/assets/central/ssweb/studentfinance/documents/
disclosure.pdf>).
Student fees
Enrollment fees
Students attending this University will be charged an enrollment fee,
based on the criteria indicated below. Neither the fee in total nor any
portion of the fee will be waived under any circumstance. Other school-
specific charges—such as technology fees, and laboratory fees—may
also appear on the student account. The following criteria govern the
enrollment fee:
1. Students who are accepted into a degree program and are registered
will be charged the enrollment fee, regardless of the number of units
for which they are registered.
2. Students who are not accepted into a degree program but who are
registered as non-degree students for more than four units (five
units for School of Allied Health Professions) will be charged the
enrollment fee.
3. Students who are working on "In Progress" courses and who are not
registered for any other units will be charged the enrollment fee.
4. A student who is charged the enrollment fee but who drops all units
before the deadline for a full refund (generally one week after the first
day of classes) will receive a full refund of the enrollment fee and will
have no access to any University benefits. Please refer to the refund
policy.
5. LOMA LINDA UNIVERSITY HEALTH employees who are "full-time,
benefit eligible" will not be charged the enrollment fee, whether they
are using their education benefit or not. Spouses of employees who
are using the employee benefit will be charged the enrollment fee.
6. Students participating in an off-campus or online program will not be
charged the enrollment fee unless the program specifically requires
this fee.
7. Other school-specific fees will be charged independent of the
enrollment fee.
8. Fees are refunded only during the 100 percent refund period.
Other fees
Late payment fee (term) $100
Late registration fee $200
Returned check fee $25
Lost check reissue fee $15
Returned direct deposit fee $15
Students who have not paid the balance due for registration, or who have
not been awarded financial aid sufficient to cover the balance prior to
registration, will be charged a late payment fee.
General practices
Tuition payments/refunds
Tuition and fees are due and payable in full to complete registration each
term. If a student withdraws from a per-unit course or program, or from
a block program up to 60 percent into a term, tuition will be refunded on
a pro rata basis. Students who drop a course from a block program of
courses will not receive a refund (please refer to the refund percentages
and dates attached to individual courses). Fees are refunded only during
the 100 percent refund period.
Monthly statement
The amount of the monthly statement is due and payable in full upon
presentation or notification of statement availability. A student unable to
meet this requirement must make proper arrangements with the director
of student finance. An account that is more than thirty days past due is
subject to a finance charge of .833 percent per month (10 percent per
year). Failure to pay scheduled charges or to make proper arrangements
will be reported to the respective school administrator and may cause the
student to be considered absent, discontinued, or ineligible to take final
examinations. Students may also request that monthly statements be
sent to a parent or sponsor.
Financial clearance
The student is expected to keep a clear financial status at all times.
Financial clearance must be obtained
• each term in order to complete registration
• before obtaining access to University services
• before marching for graduation
• before receiving a certificate or diploma
• before requesting a transcript, statement of completion, or other
certification to be issued to any person, organization, or professional
board
All University registration holds must be cleared before financial
clearance can be granted.
To obtain financial clearance from the Student Loan Collections Office,
students with campus-based student loans must be current on all
scheduled loan account payments and must have fully completed a
loan exit interview after ceasing to be enrolled for at least half time
at this University. If the student's loan accounts are not current, or an
exit interview has not been fully completed, a hold will be placed by
the Student Loan Collection Office on transcript, diploma, or degree
verification; and P1E requests and other services may be denied. Please
note that all student loans are reported to a credit bureau organization
on a monthly basis. If a student fails to comply with the terms and
conditions of the promissory note, the Student Loan Collection Office
will accelerate the loan(s), place the student loan(s) in collection with
an outside agency, and demand immediate payment of the entire unpaid
balance—including principal, interest due, late fees, other fees, collection
costs, attorney costs, and legal costs.
Account charges
Students who are currently enrolled on campus in a degree or certificate
program are allowed to charge items and services to their accounts.
Campus services that permit student account charges include the
Campus Store, Student Affairs, the food service locations on campus, and
other providers.
44 Financial Policies and Information
Payments
Bankcard, ACH, check, wire transfer, International to US funds conversion,
and cash payments are accepted. Checks should be made payable to
Loma Linda University and should indicate the student's ID number
to ensure that the correct account is credited. International students
can also make payments in their local currency through theFlywire
Service (https://www.flywire.com). In case a payment is returned, a $25
returned-item fee will be assessed. Payments are accepted in person at
Student Finance, by mail, and online at <http://www.llu.edu/students/
student-finance/>. Account refunds resulting from financial aid, tuition
refunds, or other payments may be credited back to any bankcard used—
to the extent of the card payment made—before a refund check or direct
deposit will be issued.
Please note that student identification cards are required for enrolled
students to obtain service at the Student Service Center. (LLU HEALTH
employees may present their employee ID cards in lieu of student ID.)
Account withdrawals
Students who have credit balances on their accounts after all University
charges are covered may request a withdrawal of these funds. Each
account withdrawal must be requested by the student. Withdrawals
will be processed as checks or direct deposits; no cash withdrawals or
automatic account withdrawal services are available.
Student withdrawal requests made in person at the Student Finance
cashier’s window, by fax during office hours, or online before midnight
on Tuesday of each week will be processed on Thursday of that week.
Students may also request rush withdrawal processing for next business
day service. A $20 processing fee is charged.
Checks will be available for pickup after 11:00 a.m. at the Student
Finance cashier’s window each business day, or they can be mailed.
Direct deposit authorization and online account withdrawals can be
initiated by logging in on <http://ssweb.llu.edu/loginsso> and going to
the Student Finance menu.If direct deposit funds are returned to the
University due to the entry of inaccurate bank account information, a
fee will be charged. Direct deposits may take two days or more after
processing to appear in bank accounts. It is the student’s responsibility to
verify the receipt and availability of direct deposit funds before initiating
any transactions.
Students are cautioned to budget the use of withdrawn funds carefully
because additional funds may be needed to cover education and living
expenses for current and/or future terms. The Financial Aid Office should
be contacted with questions about student budgeting and the use of
funds available for withdrawal.
Deposits
Acceptance deposit
Upon notification of acceptance, the student makes the required deposit
(see school or program for specific deposit amount). This amount is
deducted from the tuition and fees due at registration, or is forfeited if the
student does not enroll.
Room and key deposit
Residence hall room and key deposits for Daniells Complex and for
Lindsay Hall are forfeited after August 15 if occupancy does not follow
for the Autumn Quarter. At the close of the term of residence, both the
room deposit and the key deposit are refunded after the dean's inspection
and clearance and the student's return of the key.
International student deposit
Loma Linda University requires that international students be prepared to
provide an advance deposit and provide documentation that additional
funds will be forthcoming to meet school expenses. The deposit will be
held by the University during the program of study and will be applied
to the final quarter's tuition and fees. Alternatively, the deposit may be
refunded, less any outstanding balance on the account, if the student is
denied a visa or terminates his/her program.
Housing
If a student is interested in on-campus/residential housing, application
may be made online at <llu.edu/central/housing>.
International students
International applicants (non-U.S. citizens and non-U.S. permanent
residents) must meet all admissions requirements for the chosen
program before an offer of acceptance can be issued. This includes
providing evidence of their ability to meet estimated living expenses
and all financial obligations to the University that will occur during their
program.
After acceptance into the chosen program, the office of International
Student and Scholar Services will contact international applicants and
guide them through the appropriate procedures. For questions, please
call International Student and Scholar Services at 909/558-4955.
Health service
A student enrolled in an on-campus certificate or degree program
may be covered by the Student Health Plan provisions. Non-degree
students taking more than four units (five units for School of Allied
Health Professions) may also be covered by the plan. Please view student
registration portal for notice of coverage. A non-degree student may
request and pay for health plan coverage if s/he is a part-time student
who has been accepted into a board-approved (degree or certificate)
program and is currently registered for up to and including four units.
For further information, see the Student Health Plan in the Student Life
section of this CATALOG.
Student aid
The Office of Financial Aid strives to provide prospective and enrolled
students with information and resources to financially support their
educational goals. Through the administration of federal student aid
programs, state grant programs, and University-based institutional loans
and scholarships, the financial aid office assists students in removing
financial barriers to obtaining a higher education. It is the responsibility of
LLU to ensure that funds are administered according to federal and state
law.
Applying for aid
To apply for financial aid, citizens and eligible noncitizens must complete
a Free Application for Federal Student Aid (FAFSA), available online at
<www.fafsa.ed.gov> (http://www.fafsa.ed.gov). The FAFSA was available
October1, 2018, for the 2019-2020 academic year. Application as soon
as possible is urged. Results of the FAFSA, called the Student Aid Report
(SAR), will be electronically sent to Loma Linda University if the student
Loma Linda University 2019-2020 45
listed the institution on the application. The school code for LLU is
001218. The FAFSA must be completed for each academic year.
International students are not eligible for U.S. government assistance.
International students may receive private funding, such as private
educational loans, from a lending institution or bank. Lenders may
require international students to have a cosigner who is a U.S. citizen
or permanent resident. Please contact the lending institution for more
information on the application process and the terms and conditions of
the applicable loans.
Students must be in an eligible degree or certificate program to receive
financial aid. Additionally, most financial aid programs require a student
to be attending at least half time in eligible units/hours.
Eligibility
Eligibility for need-based financial aid is determined by many factors,
including the family’s income, assets, family size, and number in college.
All information is used to calculate expected family contribution (EFC).
The EFC formula is found in Part F of Title IV of the Higher Education Act
(HEA) of 1965, as amended. Updates are published in the Federal Register.
Eligibility for need-based funds is calculated by subtracting a student’s
EFC from the estimated cost of attendance.
Non-need-based aid is financial aid that is not based on one's EFC. If a
student requires additional aid, s/he may apply for other non-need-based
forms of aid to supplement the cost of attendance. Non-need-based aid
may not exceed a student's estimated cost of attendance minus any
other assistance s/he has been awarded. Students must apply for need-
based funding and complete a FAFSA to receive most forms of non-need-
based assistance.
Merit-based aid is awards given without regard to financial need. Merit-
based aid is typically awarded based on academic achievements, talents,
demographic characteristics, and other criteria. Students seeking merit-
based aid may apply to outside agencies or contact their programs to
inquire about availability. The Office of Financial Aid does not select
recipients for merit-based aid.
For more information on eligibility and general requirements students
must meet, please visit <http://www.llu.edu/students/financial-aid/
eligibility.php>.
Financial aid awards
If a student is eligible for financial aid, his/her need may be funded
by various sources. Students who met the priority funding deadline
(March 2, 2018, for the 2018-2019 academic year) were given greatest
consideration during the awarding process. After priority funding deadline
consideration, most funds are distributed on a first-come, first-served
basis due to the limited availability of certain awards.
Types of aid
For detailed information on the types of aid available through the Office
of Financial Aid, please visit<http://www.llu.edu/students/financial-aid/
types-of-aid.php>.
Aid available to undergraduate students:
• Federal PELL Grant
• Federal Supplemental Educational Opportunity Grant (FSEOG)
• Cal Grant (California residents only)
• Direct Subsidized Stafford Loan
Aid available to undergraduate and graduate students:
• Direct Unsubsidized Stafford Loan
• Direct PLUS Loan (parent and graduate)
• Federal Work Study (FWS)
• Institutional loans and scholarships
• Private educational loans from outside lenders
Reporting outside assistance
Students are required to report any outside financial aid assistance to the
Office of Financial Aid. Outside assistance must be coordinated with any
federal, state, or institutional funds to prevent an over-award. Failure to
report outside assistance may result in owing back funds to either the
institution or the U.S. Department of Education.
Veterans benefits
Loma Linda University is approved for the training of veterans and other
eligible persons under Title 38 of the U.S. Code. Information regarding
eligibility for these programs may be obtained by calling 888/GIBILL1
or 888/442-4551. Application for benefits must be made directly to
the Veterans Administration (VA) and may be done via the Web at
<www.gibill.va.gov> (http://www.gibill.va.gov).
The Office of University Records serves as the certifying office for Loma
Linda University. Students should contact the certifying official prior to
their first enrollment certification. A veteran cannot be certified until s/he
registers. Payments are usually received 30 days after certification.
Students receiving veteran's benefits who fail—for three consecutive
quarters— to maintain the cumulative grade point average (G.P.A.)
required for graduation will have their benefits interrupted, and the VA
office will be notified.
School of Medicine students must maintain satisfactory grades for all
required courses for the year in which they are currently enrolled. If a
grade in a required course reflects unsatisfactory progress, the student
will not be certified by the VA until s/he progresses to the next academic
year.
For more information, open links to the Veterans Information site under
the "Student Life" section online at <www.llu.edu/students>.
WICHE
The University participates in the student exchange program of the
Western Interstate Commission for Higher Education (WICHE). Eligibility
requirements vary among states. Interested students should apply to
their state's certifying officer for further information.
The name and address of the certifying officer can be obtained from the
Western Interstate Commission for Higher Education, 3035 Center Green
Drive, Suite 200, Boulder, CO 80301. Web page: <wiche.edu/psep (http://
wiche.edu/psep)>.
Inquiry may also be made at the Office of Student Financial Aid. The
application deadline is October 15 prior to the year aid is needed.
46 School of Allied Health Professions
SCHOOL OF ALLIED HEALTH
PROFESSIONS
Dean's welcome
Welcome to the School of Allied Health Professions, where your future
begins. If you are considering a new allied health career or returning
to advance your current one, we are committed to providing you a
quality professional education and fostering your personal and spiritual
development while you are attending our school. We encourage all of
our students to learn not only in the classroom but through mission and
service both locally and globally. We are glad you are here, and we are
ready to help you achieve your academic goals.
Craig R. Jackson, J.D., M.S.W.
Dean, School of Allied Health Professions
School foundations
The School of Allied Health Professions was established in 1966
(under the name School of Health Related Professions, 1966-1971) to
consolidate the administration of individual curricula initiated earlier in
the University: medical technology, 1937; physical therapy, 1941; medical
radiography, 1941; occupational therapy, 1959; health information
management (formerly medical record administration), 1963.
The following curricula were added since the school was established:
nuclear medicine technology, 1970; radiation therapy technology,
1970; cardiopulmonary sciences (formerly respiratory therapy), 1971;
nutrition and dietetics, 1972; medical sonography, 1976; special imaging
technology, 1976; cytotechnology, 1982; coding specialist, 1987; physical
therapist assistant, 1989; emergency medical care, 1993; physician
assistant, 2000; rehabilitation sciences, 2001; polysomnography,
2002; radiologist assistant, 2003; medical dosimetry, 2003; orthotics
and prosthetics, 2007; health-care administration, 2008; cardiac
electrophysiology technology, 2009; health professions education, 2010.
The curriculum in speech-language pathology and audiology, renamed
communication sciences and disorders in 2009, was initiated in 1965
under the auspices of the College of Arts and Sciences of La Sierra
University (formerly Loma Linda University, La Sierra campus). The
program was transferred to the School of Allied Health Professions in
1987. Policies and procedures governing programs currently offered
are detailed in this section of the CATALOG following information that
pertains to all School of Allied Health students.
Mission and goals
Our mission
The School of Allied Health Professions is dedicated to fulfilling the
mission of Loma Linda University through academic and clinical training
of allied health professionals. The school prepares competent health
professionals in a Christian environment that emphasizes the healing and
teaching ministry of Jesus Christ, "to make man whole."
To meet local, national, and international allied health-care needs, the
school seeks to serve:
1. Students choosing to become health-care professionals.
2. Individuals in need of medical care or health promotion programs.
3. Faculty and staff members committed to working with students in a
Christian educational setting.
Our goals
The goals of the School of Allied Health Professions are to:
1. Provide an environment in which the student may develop
responsibility for integrity, ethical relationships, and empathetic
attitudes that contribute to the welfare and well-being of patients.
2. Help the student accept responsibility for integrity, ethical
relationships, and empathetic attitudes that can contribute to the
welfare and well-being of patients.
3. Help the student develop a background of information and attitudes
conducive to interprofessional understanding and cooperation.
4. Encourage the student to cultivate habits of self-education that will
foster lifelong growth.
5. Engender and nurture in the student the desire to serve humankind
—and, in particular, to serve as needed, in the medical centers
sponsored by the Seventh-day Adventist Church, in this country and
elsewhere.
The School of Allied Health Professions has adopted the University's
institutional learning outcomes (p.19).
Evaluation of mission and institutional
learning outcomes—Wholeness Portfolio
Wholeness Portfolio courses focus on the student's development
through assignments and experiences that are aligned with Loma
Linda University's Mission Focused Learning environment that fosters
transformative learning through academic excellence, commitment to
Loma Linda University 2019-2020 47
wholeness through the integration of faith and reason, service to mankind
and reflection/contemplation. Course learning outcomes reinforce
wholeness, wellness, values and service.
• Apply the University's philosophy of wholeness in one's personal and
professional life. (Wholeness)
• Being loved by God
• Growing in health
•Living with purpose in community
• Facilitate healthy lifestyles in self and others. (Wellness)
• Integrate LLU's Christ-centered values in one's personal and
professional life.
• Embrace and serve a diverse world. (Service)
General regulations
University students are responsible for informing themselves of
and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation. Section III gives the general setting for
the programs of each school and the subject and unit requirements for
admission to individual professional programs. It is important to review
specific program requirements in the context of the general requirements
applicable to all programs.
Admissions policies and information
Program admissions committees of the University intend that an
applicant to any of the schools is qualified for the proposed curriculum
and is capable of profiting from the educational experience offered by this
University. School admissions committees accomplish this by examining
evidence of scholastic competence, moral and ethical standards,
and significant qualities of character and personality. Applicants are
considered for admission only on the recommendation of the program in
which study is desired.
In selecting students, the Admissions Committee of the School
of Allied Health Professions looks for evidence of self-discipline,
personal integrity, and intellectual vigor. The committee also looks for
evidence that applicants possess the capabilities required to complete
the full curriculum in the allotted time and to achieve the levels of
competence required. Acceptance into any program is contingent on the
recommendation of the department conducting the program.
Most programs require an interview with the faculty. Loma Linda
University was established to provide education in a distinctively
Christian environment, and its students are expected to adopt Christian
ethical and moral standards as a basis for their conduct. It must be
understood further that, in harmony with the University's emphasis on
health and the health professions and the practices of the supporting
church, applicants who use tobacco, alcoholic beverages, or narcotics
should not expect to be admitted.
Loma Linda University is committed to equal opportunity and does
not discriminate against qualified persons on the basis of handicap,
gender, race, color, or national or ethnic origin in its educational and
admissions policies, financial affairs, employment programs, student life
and services, or any University-administered program. It does, however,
retain the right to give preference in student admissions to qualified
Seventh-day Adventist applicants. While this right is retained, it should
be emphasized that admission is not limited to Seventh-day Adventist
applicants.
Application and acceptance
Where to write
Correspondence about admission to all programs and requests for
application information should be addressed to the Office of Admissions
and Records, School of Allied Health Professions, Loma Linda University,
Loma Linda, CA 92350 or emailed to [email protected].
Apply early
One class is admitted annually to most of the professional programs.
Most programs begin with the Autumn Quarter. Exceptions are noted in
the respective programs of this CATALOG.
Late applications are considered as long as space is available.
Notifications are generally sent between January 1 and May 15,
depending on varying application deadlines, the completeness of
information provided, and the date of application. Applicants should
inquire at the Office of Admissions and Records if notice of action is not
received by a month prior to the start of the program.
Application review process
All completed applications are first reviewed by the department chair and
faculty. A recommendation on each application is then submitted to the
school's Admissions Committee that makes the final decision regarding
acceptance.
Procedure
The procedure for application and acceptance is given below. All
correspondence is to be sent to the Office of Admissions and Records,
School of Allied Health Professions, Loma Linda University, Loma Linda,
CA 92350 or emailed to [email protected]. All official transcripts,
international evaluations, and test scores are to be sent to Admissions
Processing, Loma Linda University, 11139 Anderson Street, Loma Linda,
CA 92350.
1. Apply online at <www.llu.edu/central/apply>. Be prepared to enter
the names and e-mail addresses for your recommenders. Have dates
of attendance for all colleges/universities attended ready for entry on
the application.
2. Request that transcripts of all college course work be sent to
Admissions Processing. High school transcripts are required of all
applicants in order to verify graduation. High school transcripts are
not required if you have completed either an associate or bachelor's
degree unless course work in high school is used to satisfy a
requirement.
3. Upon receipt of the notice of acceptance, submit the required deposit
to confirm acceptance.
4. Send health records or certificates to Student Health Services, 24785
Stewart Street, Evans Hall, Suite 111, Loma Linda, CA 92354.
Entrance requirements
Subject/Diploma requirements
High school and college subject requirements are outlined in the
respective programs. Students are required to furnish official transcripts
as evidence of completion of high school in order to be granted
admission to undergraduate programs in any of the schools of the
University. Applicants who have completed either an associate
or bachelor's degree are exempt from submitting a high school
transcript unless course work in high school is used to satisfy a subject
requirement. A high school diploma or its equivalent, the GED, is required.
48 School of Allied Health Professions
Grade requirement
Eligibility for consideration by the Admissions Committee is based on
a G.P.A. of at least 2.0 (on a 4.0 scale) for all course work (science and
non-science subjects computed separately), presented in fulfillment
of entrance requirements for all programs in the school. A G.P.A.
considerably higher than the minimum is expected because of the nature
of the studies in many professional programs and the competition for the
limited number of openings. In general, G.P.A.s between 2.5 and 3.0 are
considered minimal, depending on the program. A minimum grade of C
(2.0) is required for all college transfer courses.
Student life
The information on student life contained in this CATALOG is brief.
The most current Student Handbook more comprehensively addresses
University and school expectations, regulations, and policies; and
is available to each registered student. Students need to familiarize
themselves with the contents of the Student Handbook. Additional
information regarding policies specific to a particular school or program
within the University is available from the respective school.
Professional standards
Good taste indicates that haircut, hair styling, and personal grooming be
neat and conservative rather than ostentatious.
Grooming and style should also be practical so that the student can
perform assigned duties without embarrassment or inconvenience.
Specifically:
• Men's hair must be neatly trimmed and not fall below the collar.
Ponytails, spikes, and dreadlocks are not acceptable.
• Mustaches and beards, if worn, must be neat and closely trimmed.
• Women's hair, if long, may be required to be tied back. Spikes and
dreadlocks are not acceptable.
• The wearing of hats indoors is not acceptable.
• Words, pictures, and/or symbols displayed on clothing should be
consistent with a Christian institution and sensitive to a diverse
student population.
• Excessive makeup and fragrances are not appropriate.
• Rings, if worn, should be low profile and limited to one finger per
hand. Male students are not allowed to wear ear ornaments. If worn
by women, ear ornaments are limited to simple studs and should not
drop below the bottom of the earlobes. Such ornaments are limited
to one per ear. Rings or ornaments in other anatomical sites are not
acceptable.
• Fingernails should be maintained in a professional manner, closely
trimmed, and should not interfere with patient safety and comfort
during treatments. Nail polish, if worn, should be of a subdued color.
Academic policies and information
Students are responsible for informing themselves of the policies and
regulations pertinent to registration, matriculation, and graduation; and
for satisfactorily meeting these requirements.
Academic probation
Students whose cumulative G.P.A. at the end of any quarter is less
than the minimum required by the school or program will be placed
on academic probation, and the number of units for subsequent
registrations will be restricted to a maximum determined by the school
or program. A student on academic probation jeopardizes his or her
standing in a degree or certificate program.
Academic residence
In order to graduate from Loma Linda University with a bachelor's degree,
a student must complete at least 32 of the last 48 units, or a minimum
of 45 total units of course work, at this University. A minimum grade of C
(2.0) or better is required for all B.S. and post-baccalaureate degrees.
Graduation ceremonies
Graduation events include formal ceremonies identified as conferring
of degrees, awarding of diplomas, and recognition of candidates for
degrees. Other related graduation events include the baccalaureate and
vespers services. The conferring of degrees ceremony(ies) occurs at the
close of Spring Quarter and includes an academic procession, the formal
conferring of degrees by the president, and the presentation of diplomas
by the dean of the school. Candidates who complete the requirements for
degrees and certificates are invited, with families and friends, to attend
and participate in these important and colorful events.
To be eligible to participate in graduation events, candidates must have
completed all requirements for the degree, including prerequisites and/or
corequisites, as specified by the school. In certain degree programs, upon
authorization of the dean, exceptions will be made for candidates who
• have only clinical experience requirements to complete and can
project completion by the end of the calendar year
• can complete remaining degree requirements by the end of the
Summer Quarter
• are in a block program
The still in-progress coursework may not exceed eight units for graduate
students or 12 units for undergraduate students. A student who
completes the requirements for a degree or certificate (other than clinical
experience) at the end of the Summer, Autumn, or Winter Quarter is
invited to participate in the subsequent June commencement events. The
official date of graduation on the diploma is ordinarily the last day of the
term in which requirements for a degree are completed.
Superior academic performance and achievement in scholarship and
leadership are recognized in the printed graduation program for persons
who complete their baccalaureate degree and who at the end of the
quarter preceding their final term have acquired a cumulative grade
point average for all college work (includes course work taken at other
colleges/universities, except for remedial courses), as follow:
3.5 Graduation cum laude
3.8 Graduation magna cum laude
3.9 Graduation summa cum laude
Although the official commencement program indicates names of
graduates who qualify for honors on the basis of their grade point
averages as of the end of the quarter preceding their final term, the
subsequently issued diploma and transcript may indicate graduation with
honors if the student's final quarter record has increased the grade point
average sufficiently to qualify for honors at that time.
Scholastic standing
Repeating a course
A student who receives an unsatisfactory grade in a required course and
is required by the faculty to do additional work may request permission of
the faculty to pursue one of the following plans. In either plan, the student
must register and pay the applicable tuition.
1. Review the course work under supervision and take a make-up
examination (usually not given before a minimum of two weeks of
Loma Linda University 2019-2020 49
study). A passing grade resulting from a repeat examination will be
limited to a C (2.0). (See the Schedule of Charges in the Financial
Information section of this CATALOG for the tuition rate for tutorial
course work.)
2. Repeat the course, attend class and/or laboratory, and take the final
course examination. Full tuition will be charged, whether regular or
occasional attendance is required. (See the Schedule of Charges
in the Financial Information section of this CATALOG for the tuition
rate.)
A student who receives an unsatisfactory grade in a required clinical
experience course and is required by the faculty to do additional work
must re-register for the course. Both the original and repeat grades are
entered in the student's permanent academic record, but only the repeat
grade is computed in the grade point average. A course may be repeated
only once.
Promotion and probation
Each student's record is reviewed quarterly by the faculty. Promotion
is contingent on satisfactory academic and professional performance
and on factors related to aptitude, proficiency, and responsiveness to the
established aims of the school and of the profession. As an indication of
satisfactory academic performance, the student is expected to maintain
the following grade point average at a minimum:
2.0 Associate and baccalaureate degree programs
3.0 Master's degree program
3.0 Doctoral degree program
A student whose grade point average in any term falls below the
minimum required for the degree, who receives in any professional
or required course a grade less than a C (2.0), or whose clinical
performance is unsatisfactory is automatically placed on academic
probation. Continued enrollment is subject to the recommendation of
the department. If continued enrollment is not recommended, the case is
referred to the school's Administrative Council for final action.
If continued enrollment is recommended, the student will be required
to institute a learning assistance plan within the first two weeks of the
following quarter and to meet regularly scheduled appointments with
the academic advisor. The learning assistance plan should: identify the
problem, identify and list the goals, state the time frame, and include
student and advisor signatures and date.
A student who is on academic probation and fails to make the minimum
required grade point average the following quarter or fails to have
an overall minimum grade point average after two quarters will have
disqualified him-/herself from the program.
Standard of student progress (time framework)
After initial enrollment in a program, students must complete program
requirements within the following time frames:
A.S. degree 3 years
B.S. degree 5 years
Master's degree 5 years
Doctoral degree 7 years
Additional requirements
For additional policies governing Loma Linda University students,
see general policies of the University (p.35), as well as the University
Student Handbook. Students are responsible for informing themselves
of and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation.
Financial policies and information
The Office of the Dean is the final authority on all financial matters and is
charged with the interpretation of all financial policies. Any exceptions to
published policy in regard to reduction or reimbursement of tuition must
be approved by the dean. Any statement by individual faculty members,
program directors, or department chairs in regard to these matters is not
binding on the school or the University unless approved by the dean.
Registration is not complete until tuition and fees for the required
installment are paid; therefore, the student should be prepared to make
these payments during scheduled registration for each academic year.
There may be adjustments in tuition and fees as economic conditions
warrant.
General financial practices
The student is expected to arrange for financial resources to cover all
expenses before the beginning of each school year. Previous accounts
with other schools or this University must have been settled.
Schedule of charges (2019-2020)
(Subject to change by Board of Trustees action)
NOTE: Tuition rates are effective Summer Quarter through the following
Spring Quarter.
Tuition information: by department
Column 1 Year academic year/class
Column 2 Units total units for academic year
Column 3 Tuition total tuition for academic year
Column 4 Per Unit per unit rate for the academic year
Allied Health Sciences
Rehabilitation Science—Doctor of Philosophy
Year Units Tuition Per Unit
Multi Year Units vary per
quarter
Varies $725
Health Professions Education—Master of Science—units vary (online and
face-to-face)
Year Units Tuition Per Unit
Multi Year Units vary per
quarter
Varies $775
Health Professions Education—Certificate—units vary (online and face-to-
face)
Year Units Tuition Per Unit
Multi Year Units vary per
quarter
Varies $775
Cardiopulmonary Science
Emergency Medical Care—Bachelor of Science
Year Units Tuition Per Unit
1 40-42 $24,000 - $25,200 $600
2 40-42 $24,000 - $25,200 $600
Respiratory Care—Bachelor of Science (TRADITIONAL)
Year Units Tuition Per Unit
1 53 $31,800 $600
2 61 $36,600 $600
50 School of Allied Health Professions
Respiratory Care—Bachelor of Science (POSTPROFESSIONAL)
Year Units Tuition Per Unit
1 48 $21,600 $450
2 12 $5,400 $450
Respiratory Care—Master of Science Respiratory Care
Year Units Tuition Per Unit
1 44-56 $27,280-$34,720 $620
2 14 $8,680 $620
Clinical Laboratory Science
Cytotechnology—Bachelor of Science
Year Units Tuition Per Unit
1 50 $32,450 $649
2 56 $36,344 $649
Clinical Laboratory Science—Bachelor of Science
Year Units Tuition Per Unit
1 63 $40,887 $649
2 63 $40,887 $649
Phlebotomy—Certificate
Year Units Tuition Per Unit
1 5 $2,320 $464
Communication Sciences and Disorders
Communication Sciences and Disorders—Bachelor of Science
Year Units Tuition Per Unit
1 48-54 $28,512-$32,076 $594
2 40-48 $23,166-$27,918 $594
Communication Sciences and Disorders—Master of Science (transitional
program)
Year Units Tuition Per Unit
1 50 $38,900 $778
2 37 $30,342 $778
3 23 $17,897 $778
Communication Sciences and Disorders—Master of Science
Year Units Tuition Per Unit
1 33 $25,674 $778
2 23 $17,894 $778
Speech-Language Pathology—Doctorate
Year Units Tuition Per Unit
1 18 $14,454 $803
2 24 $19,272 $803
3 9 $7,227 $803
Health Informatics and Information Management
Health Information Administration—Bachelor of Science
Year Units Tuition Per Unit
1 44 $18,260 $415
2 48 $19,920 $415
Part-time Units Vary Varies $415
Health Information Administration—Certificate
Year Units Tuition Per Unit
1 44 $18,260 $415
2 43 $17,845 $415
Health Informatics—Master of Science (On Campus and Online)
Year Units Tuition Per Unit
1 20 $14,020 $701
2 26 $18,226 $701
Coding Specialist—Certificate
Year Units Tuition Per Unit
1 13 $3,120 $240
2 17 $4,080 $240
Nutrition and Dietetics
Nutrition and Dietetics—Bachelor of Science
Year Units Tuition Per Unit
1 50 $31,200 $624
2 48 $29,952 $624
Nutrition and Dietetics—B.S. and M.S. (coordinated program)
Year Units Tuition Per Unit
1 50 $31,200 $624
2 48 $29,952 $624
3 48 $36,288 $756
Nutrition and Dietetics—Master of Science (DPD track)
Year Units Tuition Per Unit
1 37 $27,972 $756
2 37 $27,972 $756
3 6 $4,536 $756
Nutrition and Dietetics—Master of Science (for those who have an RD)
Year Units Tuition Per Unit
1 48 $36,288 $756
Nutrition and Dietetics—Master of Science
(coordinated program for bachelor's degree graduates in non-nutrition
areas)
Year Units Tuition Per Unit
1 48 $29,952 $624
2 46 $34,776 $756
3 33 $24,948 $756
Occupational Therapy
Occupational Therapy—Master of Occupational Therapy (entry level)
Year Units Tuition Per Unit
1 56 $39,200 $700
2 43 $30,100 $700
3 23 $16,100 $700
Occupational Therapy—Doctor of Occupational Therapy
Year Units Tuition Per Unit
1 18 $12,600 $700
2 24 $16,800 $700
3 11 $7,700 $700
Loma Linda University 2019-2020 51
OCCUPATIONAL THERAPY—DOCTOR OF OCCUPATIONAL THERAPY (Intense
Track)
Year Units Tuition Per Unit
1 39-42 $27,300-$29,400 $700
2 11-14 $7,700-$9,800 $700
ORThotics and prosthetics
ORTHOTICS AND PROSTHETICS—M.S.O.P (ENTRY LEVEL)
Year Units Tuition Per Unit
1 54 $31,482 $583
2 63 $36,729 $583
3 39 $22,737 $583
Physical Therapy
Physical Therapist Assistant—Associate in Science (does not include
prerequisite units)
Year Units Tuition Per Unit
1 57 $24,510 $430
2 6 $2,580 $430
Physical Therapist Assistant—Associate in Science (2-year track) (does not
include prerequisite units)
Year Units Tuition Per Unit
1,2,3 Units vary per
quarter; 63 total
units
Depends on units
per quarter
$430
Physical Therapy—Doctor of Physical Therapy (Entry Level)
Year Units Tuition Per Unit
1 68 $41,956 $617
2 66 $40,722 $617
3 29 $17,893 $617
Physical Therapy—Doctor of Physical Therapy (postprofessional 45 unit
track)
Year Units Tuition Per Unit
1 35 $22,155 $633
2 10 $6,330 $633
Physical Therapy—Doctor of Physical Therapy (postprofessional 45-UNIT
Track) - Puerto Rico
Year Units Tuition Per Unit
1 33 $10,428 $316
2 12 $3,792 $316
PHYSICAL THERAPY—DOCTOR OF PHYSICAL THERAPY
(POSTPROFESSIONAL 66-UNIT TRACK) - Puerto Rico
Year Units Tuition Per Unit
1 21 $6,636 $316
2 39 $12,324 $316
3 6 1,896 $316
Physical Therapy—Doctor of Physical Therapy (postprofessional 66-unit
track)
Year Units Tuition Per Unit
1 32 $20,256 $633
2 34 $21,522 $633
Physical Therapy—Doctor of Science (postprofessional)
Year Units Tuition Per Unit
4 Units Vary Varies $633
Physical Therapy—Doctor of PHILOSOPHY
Year Units Tuition Per Unit
1 30 $19,530 $651
2 40 $26,040 $651
Physician Assistant Sciences
Physician Assistant—Master of Physician Assistant
Year Units Tuition Per Unit
1 76 $53,732 $707
2 52 $36,764 $707
Radiation Technology
Medical Radiography—Associate in Science
Year Units Tuition Per Unit
1 35 $17,150 $490
2 25 $12,250 $490
Radiation Sciences—Bachelor of Science
Year Units Tuition Per Unit
1,2 Units may vary
depending upon
units transferred
into Loma Linda
University.
Varies $490
Radiation Therapy— Bachelor of science
Year Units Tuition Per Unit
1- (w/ RT
background)
36 $23,760 $660
2- (w/ RT
background)
38 $25,080 $660
1- (w/o RT
background)
50 $33,000 $660
2- (w/o RT
background)
38 $25,080 $660
Diagnostic Medical Sonography - General/vascular (Bachelor of Science)
and Cardiac (certificate)
Year Units Tuition Per Unit
1- (General/
Vascular)
37 $24,420 $660
2- (General/
Vascular)
32 $21,120 $660
3- (General/
Vascular)
11 $7,260 $660
1- (Cardiac) 17 $14,025 $825
2- (Cardiac) 4 $3,300 $825
Medical Dosimetry—Certificate
Year Units Tuition Per Unit
1- (Track A
Physics)
30 $24,750 $825
2- (Track A
Physics)
10 $8,250 $825
1- (Track B Rad
Therapist)
19 $15,675 $825
52 School of Allied Health Professions
2- (Track B Rad
Therapist)
10 $8,250 $825
Nuclear Medicine Technology—Bachelor of Science (non-rad tech
background)
Year Units Tuition Per Unit
1 56 $36,960 $660
2 57-59 $37,620-$38,940 $660
3 13 $8,580 $660
Nuclear Medicine Technology—Bachelor of Science (rad tech background)
Year Units Tuition Per Unit
1 44 $29,040 $660
2 53-59 $34,980-$38,940 $660
3 13 $8,580 $660
Special Imaging Technology: CT and MRI—Certificate
Year Units Tuition Per Unit
1 16 $13,200 $825
2 6 $4,950 $825
Special Imaging Technology: Computed Tomography (CT)—Certificate
Year Units Tuition Per Unit
1 12 $9,900 $825
Special Imaging Technology: Magnetic Resonance Imaging (MRI)—
Certificate
The two-quarter MRI program is offered twice per year. One cohort starts
Spring Quarter, and one cohort starts Autumn Quarter.
Quarter Units Tuition Per Unit
1 6 $4,950 $825
2 8 $6,600 $825
Radiation Sciences—Master of Science in Radiation Sciences
Year Units Tuition Per Unit
1 38 $29,700 $660
Radiation Sciences—Master of Science in Radiation Sciences
Year Units Tuition Per Unit
1 19 $12,540 $660
2 26 $17,160 $660
Radiologist Assistant—Master of Science in Radiation Sciences (Part-
Time)
Year Units Tuition Per Unit
1 38 $30,020 $790
2 31 $24,490 $790
Cardiac and Vascular Imaging—School Certificate
Year Units Tuition Per Unit
1 33.5 $16,415 $490
2 9 $4,410 $490
Cardiac Electrophysiology—Associate in Science
Year Units Tuition Per Unit
1 49 $24,010 $490
2 11 $5,390 $490
Health Care Administration—Bachelor of Science
Year Units Tuition Per Unit
Multi Year Units Vary Varies $490
NOTE: Tuition excludes enrollment fee.
Supplies
Estimated annual expense of $600-$1,500 for supplies (textbooks,
professional apparent, materials), depending on program and year of
study.
Special tuition charges
$50 CMSD589 Remediation/Advance Directed Teaching,
CMSD599 Remediation/Externship
Remediation clinic: Students who do not complete the required skill set
within one quarter of assigned clinical experiences may need to register
for additional clinical work. In this case, registration for remedial clinic is
required for a minimum of one unit at the regular tuition rate.
$65 Examsoft Tech fee for Entry Level DPT, PPDPT and PhD PT
Special charges
$25 Application fee for Phlebotomy Program
$60 Application fee for all other SAHP programs. There is no
school application fee for DPT, OT, and PA.
$30 Reapplication
$500 Acceptance deposit, nonrefundable (applied on tuition)—
M.P.A.
$350 Acceptance deposit, nonrefundable (applied on tuition)—
entry-level D.P.T.
$200 Acceptance deposit, nonrefundable (applied on tuition)—
CMSD M.S. and TM, PP D.P.T., entry-level OT, O.T.D.; and entry-
level M.S.O.P.
$100 Acceptance deposit, nonrefundable (applied on tuition)—all
other SAHP programs (excludes Phlebotomy, which is $50)
$200 Late registration charge (if student registers later than one
full week before the first day of the term; see University
calendar for specific dates).
$25 Returned check charge
On- and off-campus student housing
Students may go to <llu.edu/central/housing> for housing information
and a housing application form.
Awards and scholarships
Awards for scholastic attainment and leadership ability have been made
available to students whose performance and attitudes reflect well the
ideals and purposes of the school.
School-wide scholarships
President's Award
The President's Award is given annually in recognition of superior
scholastic attainment and active participation in the student community,
within the framework of Christian commitment. A recipient is selected
from each school of the University.
Dean's Award
The Dean's Award is given annually in recognition of academic excellence
and commitment to the objectives of the school.
Loma Linda University 2019-2020 53
SAHP Endowment Scholarship
The SAHP Endowment Scholarship is given to students who require
financial aid assistance in order to attend the school.
Robert and Ruth Hervig SAHP Scholarship Fund
The Robert and Ruth Hervig School of Allied Health SDA Scholarship is
given to students enrolled in the school who are members of the Seventh-
day Adventist Church and exhibit a Christian lifestyle.
Cardiopulmonary Sciences
Cardiopulmonary Sciences Scholarship Fund
The CPS scholarship fund is given to students enrolled in the department
who require financial aid.
American Medical Response Southern California Scholarship Fund
The American Medical Response Scholarship is given to a student who
demonstrates excellence in the clinical practice of emergency medical
service and outstanding academic achievement in the Emergency
Medical Care Program.
Faculty Award
The Faculty Award is presented to a student from the Emergency Medical
Care B.S. degree and the Respiratory Care B.S. degree programs who
has shown promise of outstanding professional achievement and
whose performance is in harmony with the objectives and goals of the
University.
Louisa & Peter Jezerinac Cardiopulmonary Scholarship
The Louisa Jezerinac Cardiopulmonary Scholarship is given to a
student whose patient care exemplifies the qualities of compassion and
dedication.
Robert L. Wilkins Memorial Scholarship
The Robert L. Wilkins Memorial Fund was established to honor the
memory of alumnus and longtime faculty member Dr. Robert L. Wilkins.
This scholarship is given to a student with financial need, who is in good
standing with the department, and who has an interest in research and/or
teaching.
Clinical Laboratory Science
Affiliate Recognition Award
The Affiliate Recognition Award is presented to a senior clinical
laboratory science student for outstanding performance, cooperation,
and motivation during the clinical practicum year. Selection is based on
recommendation of the clinical faculty.
Chair's Award
The Chair's Award is given to a senior clinical laboratory science student
or to a cytotechnology student in recognition of outstanding scholarship
and leadership qualities that are in harmony with the objectives and
goals of the University. Selection is based on the recommendation of the
faculty.
Clinical Laboratory Science (CLS) Scholarship
The Clinical Laboratory Science (CLS) Endowment Scholarship is
presented to CLS students on the basis of financial need.
Dr. James L. Welch Scholarship
The Dr. James L. Welch Scholarship is presented to CLS students
interested in education, research or treatment related to Acquired
Immune Deficiency Syndrome .
Faculty Award
The Faculty Award is presented to a senior clinical laboratory science
student or to a cytotechnology student who have shown promise of
outstanding professional achievement and who intend to pursue a career
in the area of medical technology or cytotechnology. Selection is based
on recommendation of the faculty.
Marlene Ota Endowment
The Marlene Ota Scholarship is awarded to a cytotechnology student
who is a Junior or Senior, has a GPA of 3.0 or greater, upholds
professional and ethical standards, demonstrates leadership potential
and has financial need.
Moncrieff Scholarship
The Moncrieff Scholarship is presented annually to a clinical laboratory
science student in the Medical Technology Program who has
demonstrated superior scholarship; professional dedication; financial
need; and such personal attributes as dependability, integrity, and
initiative.
Walsch-Loock Scholarship
The Walsch-Loock Scholarship is presented annually to a clinical
laboratory science student on the basis of need, leadership capabilities,
academic achievement, and community service orientation.
Communication Sciences and Disorders (CSMD)
Evelyn Britt Promising Student Award
The Evelyn Britt Promising Student Award is presented to students
preparing for graduate work in speech-language pathology and audiology.
It recognizes students who show promise of scholastic and professional
achievement.
Speech-Language Pathology and Audiology Scholarship
Endowment
The Speech-Language Pathology and Audiology Scholarship Endowment
is given to students in the CMSD program to provide financial aid
assistance.
Health Informatics and Information Management
Elizabeth M. Guerra Scholarship
The Elizabeth M. Guerra Scholarship is given to a senior student in the
bachelor's degree program with a grade point average of at least 3.5.
The student must demonstrate a dedication to the profession of health
information management, good leadership skills, and good personal
qualities, as determined by the faculty of the department.
Audrey Shaffer Endowment
In the interest of promoting student involvement in the international
mission of Loma Linda University, the Audrey Shaffer Endowment
provides travel expenses for student clinical and affiliation experiences in
health-care facilities outside the United States.
Davidian Scholarship
The Davidian Scholarship Fund is for female students enrolled in the HIIM
program that are 30 years of age or older.
Faculty Award
The Faculty Award is presented to students who have shown promise
of leadership, scholarship, and potential contribution to their chosen
profession. One award is given annually to students graduating from the
programs in health information administration and health information
systems.
54 School of Allied Health Professions
The Rising Star Award
The Rising Star Award is presented to a senior student whose overall
performance exemplifies significant potential for future professional
contribution and contributions to the department and/or University.
Health Information Management Student Awards
The Health Information Management Student Awards are given by
classmates to the graduating students who have shown promise of
leadership, scholarship, and potential for contribution to their chosen
profession.
Health Information Administration Scholarship
The Health Information Administration Scholarship is given to students
enrolled in the department to provide financial aid assistance.
Margaret B. Jackson Scholarship
The Margaret B. Jackson Scholarship is presented by the department
to a senior student on the basis of scholarship, promise of outstanding
professional achievement, and financial need.
Smart Corporation Medical Records Endowed Scholarship
The Smart Corporation Scholarship Award is presented to a health
information administration student on the basis of scholarship and
financial need.
Nutrition and Dietetics
Kathleen Keen Zolber Scholarship
The Kathleen Keen Zolber Scholarship is given to students in need of
financial aid and promise of outstanding professional achievement.
Jennie S. Hudson Scholarship
The Jennie S. Hudson Scholarship is given to students enrolled in the
department to provide assistance based off of academic performance
and promise of professional achievement.
Martha Miller Scholarship Award
The Martha Miller Scholarship Award is given at the beginning of the
academic year to a student who demonstrates both financial need and
academic and professional promise.
Nutrition and Dietetics Scholarship Endowment Fund
The Nutrition and Dietetics Scholarship Endowment Fund is for students
enrolled in the department to provide assistance in order to attend the
school.
Ruth Little Nelson Scholarship Award
The Ruth Little Nelson Scholarship Award is presented to students based
on financial need.
Winifred Van Pelt Schmitt Scholarship Endowment
The Winifred Van Pelt Schmitt Scholarship Endowment provides
scholarships to nutrition and dietetics students who have demonstrated
financial need, satisfactory progress toward a degree, and professional
promise.
Occupational Therapy
Faculty Award
This award is presented to a graduating student who has demonstrated
the values and mission of the Department of Occupational Therapy and
Loma Linda University, exemplified academic achievement, commitment
to service, and positive contributions to the learning environment.
Alumni Award
This award is presented to a graduating student who has exemplified
the vision of the Department of Occupational Therapy to transform
lives through occupation-based practice, service, and advocacy, and
demonstrated leadership in sharing our vision with others.
Edwinna Marshal Leadership Award
This award is presented to a graduating student in recognition of
potential for leadership and education in the field of Occupational
Therapy.
Lynn Arrateig Practice Award
This award is presented to a graduating student in recognition of
commitment to the practice of pediatric and geriatric occupational
therapy.
Community Outreach Award
This award is presented to a graduating student who has been a positive
role model and change agent, actively engaged in community service to
provide improved quality of life in the local and global community.
Hamid Javaherian Memorial Award
The Hamid Javaherian Award is given to a student enrolled in the
Masters of Occupational Therapy program, or any student in the Post
Professional Doctor of Occupation Therapy program. Student exemplifies
compassion, leadership, program innovation, and dedication to the
community in the spirit of occupational justice. Awards are to be given
upon merit not financial need.
Occupational Therapy Alumni Association Award
The Occupational Therapy Alumni Association Award recognizes
outstanding scholastic and professional achievement in occupational
therapy.
Occupational Therapy Endowment Scholarship
The Occupational Therapy Endowment Scholarship is given annually
to students based on scholarship, financial need, and promise of
professional achievement.
Physician Assistant (PA)
PA Faculty Award
The PA Faculty Award is presented to a physician assistant student
who has shown promise of outstanding professional achievement and
whose performance is in harmony with the objectives and goals of the
University.
Spirit of LLU Physician Assistant Award
The Spirit of LLU Physician Assistant Award recognizes students who
have dedicated themselves to their professional goals, persevering with
good humor in the face of adversity; have shown compassion for and
sensitivity to others; have a positive attitude; and have served as positive
ambassadors for this program throughout their PA program training.
The Chair's Award
The Chair's Award is presented to a senior PA student in recognition
of outstanding performance and professional deportment in both the
didactic and clinical phases of the program. The recipient is an individual
who has consistently demonstrated qualities that are in harmony with the
goals of the department and the University.
Physician Assistant Alumni Award
Recipients of the Physician Assistant Alumni Award demonstrate the
following criteria: sound judgment in resolving student issues, willingness
to lead activities or study groups, mature and responsible behavior,
Loma Linda University 2019-2020 55
good rapport with peers and faculty/staff, and recent involvement in
community service.
Association of Schools of Allied Health Professions Scholarship for
Excellence Award
The Association of Schools of Allied Health Professions Scholarship
for Excellence Award is presented to the student who is recognized
for outstanding performance in the allied health professions, who
is achieving excellence in his/her academic program, and who has
significant potential to assume future leadership roles in an allied health
profession.
The Rising Star Award
The Rising Star Award is presented to the student whose overall
performance exemplifies the following criteria: advancement of the
physician assistant profession, entrepreneurship in invention or learning,
noteworthy performance in research, outstanding community service,
interest in mentoring patients, and contributions to the department and/
or University.
Neidigh Physician Assistant Scholarship
The Neidigh Physician Assistant Scholarship is for students enrolled in
the department program who are qualified in their first year and awarded
in their second year, have a GPA of 3.0 or higher and demonstrate sound
judgement, willingness to lead, mature and responsible behavior, rapport
with colleagues and community service involvement.
Physical Therapy
Physical Therapy Faculty Award
In recognition for demonstrating outstanding potential and promise in the
profession of physical therapy.
Jeanne Middleton Scholarship
The Jeanne Middleton Scholarship is to provide scholarship assistance
to students in their first year enrolled in the MPT or DPT program and is
based on the financial need and professional potential.
Jonna Hughes Memorial Scholarship
The Jonna Hughes Memorial Scholarship was established by Dr. Billy
Hughes to continue his mother's tradition of service. The scholarship
benefits female physical therapy students who have risen above personal
circumstances to fulfill a life in service to others.
Fred B. Moor Scholarship
The Fred B. Moor scholarship is presented to a student enrolled in the
department with a GPA of 3.0 or greater and has financial need.
Matthew Lynn Schrader Memorial Scholarship
The Matthew Lynn Schrader Memorial Scholarship is for PTA students
enrolled in the program who exhibit: a passion for helping people,
connecting with their patients, and financial need.
Physical Therapy Leadership Award
In recognition of leadership in school and community activities.
Scholarship Excellence Award
In recognition for outstanding scholastic achievement.
Physical Therapy Scholarship Endowment
The Physical Therapy Scholarship Endowment is to provide financial aid
assistance that are enrolled in the department program.
Randall C. Isley Memorial Award
The Randall C. Isley Memorial Award recognizes a graduating PTA
student who demonstrates scholarship, outstanding compassion, and
inspiration in his/her pursuit of PTA as a second career.
Ron Hershey Student Endowment
The Ron Hershey Student Endowment provides scholarship funds for
students who demonstrate financial need. . the Christian .
Thomas G. Burke Memorial Scholarship
The Thomas G. Burke Memorial Scholarship is given to students enrolled
in the Master's Degree program of the department and have satisfactorily
completed at least one quarter of the program and have financial need.
Radiation Technology
Faculty Award
The Faculty Award is given by the department in recognition of superior
scholarship.
56 School of Allied Health Professions
Departments
• Department of Allied Health Studies (p.57)
• Department of Cardiopulmonary Sciences (p.64)
• Department of Clinical Laboratory Sciences (p.74)
• Department of Communication Sciences and Disorders (p.80)
• Department of Health Informatics and Information Management
(p.88)
• Department of Nutrition and Dietetics (p.94)
• Department of Occupational Therapy (p.103)
• Department of Orthotics and Prosthetics (p.107)
• Department of Physical Therapy (p.110)
• Department of Physician Assistant Sciences (p.120)
• Department of Radiation Technology (p.123)
Programs
• Cardiac Electrophysiology— A.S. (p.125)
• Clinical Laboratory Science — B.S. (p.74)
• Coding Specialist— Certificate (p.88)
• Communication Sciences and Disorders— B.S. (p.80), M.S.
(traditional and transitional) (p.82)
• Cytotechnology — B.S. (p.77)
• Diagnostic Medical Sonography— B.S. (p.126), Certificate
(p.128)
• Emergency Medical Care— B.S. (p.64)
• Health Care Administration— B.S. (p.58)
• Health Informatics— M.S. (p.89)
• Health Information Administration— B.S., Certificate (p.90)
• Health Professions Education— M.S. (p.61), Certificate (p.61)
• Medical Dosimetry— Certificate, B.S. in Physics Track (p.128);
Certificate, Radiation Therapist Track (p.129); Comparison
(p.130)
• Medical Radiography— A.S. (p.130)
• Nuclear Medicine Technology— B.S. (p.132), Comparison
(p.136)
• Nutrition and Dietetics — B. S (p.98)., B.S. and M.S. (p.99),
M.S. (prior B.S.) (p.97), M.S. (DPD) (p.96), M.S. (prior R.D.)
(p.94), Comparison (p.101)
• Occupational Therapy— M.O.T. (p.103), O.T.D. (p.105)
• Orthotics and Prosthetics, entry level — M.S.O.P. (p.107)
• Phlebotomy— Certificate (p.79)
• Physical Therapist Assistant— A.S. (p.110)
• Physical Therapy, entry level — D.P.T. (p.113)
• Physical Therapy, Postprofessional — D.P.T. (45-unit track) and D.P.T.
(66-unit track) (p.114), D.Sc. (p.116), Ph.D. (p.117)
• Physician Assistant— M.P.A. (p.120)
• Polysomnography— Certificate (p.67)
• Radiation Sciences— B.S. (p.137), M.S.R.S. (p.140)
• Radiation Therapy Technology— B.S. (p.141)
• Radiography Advanced Placement— School Certificate (p.143)
• Radiologist Assistant— M.S.R.S. (p.144)
• Rehabilitation Science— Ph.D. (p.61)
• Respiratory Care— B.S., traditional (p.68); B.S., postprofessional
(p.68); M.S.R.C. (p.68)
• Speech-Language Pathology — S.L.P.D. (p.87)
• Special Imaging CT and MRI— Certificate (p.145)
• Special Imaging CT— Certificate (p.145), Comparison (p.147)
• Special Imaging MRI— Certificate (p.145), Comparison (p.147)
Loma Linda University 2019-2020 57
Department of Allied Health Studies
The Department of Allied Health Studies provides a variety of
administrative and support services to the school's academic
departments, including: development, marketing, admissions, computer
support and training, portfolio, and financial services. In addition, the
Department of Allied Health Studies supports programs offered at
distance education sites online, and programs offeredin conjunction with
other schools of the University.It also houses academic programs which
are not a natural subset ofexisting departments of the school.
Life Support Education (LSE)
Life Support Education (LSE) is a program in the School of Allied Health
Professions, which offers a variety of American Heart Association (AHA)
classes for health-care and non-health-care professionals. Courses are
approved by the California Board of Nursing and the California Medical
Board for continuing education (CEU or CME) units.
The LSE program is located in the University Arts building at 24887 Taylor
Street, Suite 102, Loma Linda, CA 92354; telephone: 909/558-4977.
Courses offered
Basic Life Support (BLS)
This course is designed for persons who need information about basic
airway management and first responder basic management of cardiac
arrest in adults, children, and infants.
Prerequisite
Proof of a current AHA BLS card is needed, if the candidate is renewing
his/her certificate. Candidates include anyone who needs to know how
to perform CPR in a health-care setting. The required manual must be
brought to class. Participants must study the textbook and the CD prior
to class attendance.
For more information, call LSE: telephone 909/558-4977; or visit <llu.edu/
life-support-education>.
Advanced Cardiac Life Support (ACLS)
This course is designed to certify/re-certify medical professionals as
ACLS providers and to increase their skills in advanced management of
cardiac arrest, airway management, arrhythmia recognition, and team
dynamics.
Prerequisite
Proof of a current AHA BLS card is required if candidate needs
certification for the first time, or proof of current AHA BLS and ACLS card
for renewal of certificate. A candidate must be a health-care provider
whose activities demand proficiency in ACLS skills. Required manual
must be brought on the day of class. Self-assessment test (http://
www.llu.edu/assets/lifesupport-education/documents/ACLS-Pre-
Test.pdf) is highly recommended. Participants must study the textbook
and the CD prior to class attendance.
For more information, call LSE: telephone 909/558-4977; or visit <llu.edu/
life-support-education>.
Pediatric Advanced Life Support (PALS)
This course is designed to certify/re-certify medical professionals who
need information about the recognition and advanced management of
cardiac arrest, shock, and airway management in infants and children.
Prerequisite
Proof of a current AHA BLS card is required if the candidate needs to
be certified for the first time, or proof of a current AHA BLS and PALS
card if he/she is renewing certification. The candidate must be a health-
care provider whose activities demand proficiency in PALS skills. The
required manual must be brought on the day of class. Self-assessment
test (http://www.llu.edu/assets/lifesupport-education/documents/
ACLS-Pre-Test.pdf) is highly recommended. Participants must study the
textbook and the CD prior to class attendance.
For more information, call LSE: telephone 909/558-4977; or visit <llu.edu/
life-support-education>.
Neonatal Resuscitation Program (NRP)
This course is designed to certify/recertify medical professionals as NRP
providers and to renew/update their skills in the management of neonatal
resuscitation. The skills testing complies with the guidelines of the
American Academy of Pediatrics and the American Heart Association.
Prerequisite
Proof of a current NRP card is required for renewing of certificate. The
candidate must be a health-care provider whose activities demand
proficiency in NRP skills. The required manual must be brought on
the day of class. Self-assessment test (http://www.llu.edu/assets/
lifesupport-education/documents/ACLS-Pre-Test.pdf) is highly
recommended. Participants must study the textbook and the CD prior to
class attendance.
For more information, call LSE: telephone 909/558-4977; or visit <llu.edu/
life-support-education>.
Heartsaver First Aid and Heartsaver
This class is for non-health-care and health-care providers who need to
renew/update their CPR and first aid management skills.
Prerequisite
This class is for health-care and non-health-care providers whose
activities demand proficiency in CPR and first aid skills. The required
manual must be brought on the first day of class. Participants must study
the textbook and the CD prior to class attendance.
For more information, call LSE: telephone 909/558-4977; or visit <llu.edu/
life-support-education>.
LSE terms and conditions
Registration
The student should register a month before the class date. Class starts
promptly at scheduled time. Anyone who is more than 15 minutes
late will be asked to reschedule. Registration closes when classes are
full. If a student registered online, s/he must bring printed registration
confirmation on the first day of class.
Certification
American Heart Association certificates are provided upon course
completion for BLS, ACLS, Heartsaver CPR/AED, Heartsaver First Aid,
PALS, and PEARS. The American Association of Pediatrics provides NRP
certification.
Required cards for AHA courses
Required cards for
provider
Required cards for
renewal
BLS BLS
ACLS BLS BLS, ACLS
PALS BLS BLS, PALS
58 Health-Care Administration — B.S. (Online)
PEARS BLS BLS
NRP NRP
Books
Students must bring required book(s) to class. Anyone without the
required book(s) will not be granted admission and will be rescheduled.
Rescheduling fees apply. Books can be purchased at the Life Support
Education office or online.
Fees
A 72-hour notice is required for full refunds, cancellations, and
rescheduling of classes. If less than a 72-hour notice is given, a
$25 processing fee applies for ACLS, PALS, and NRP classes. A $10
processing fee will be charged for PEARS, ECG and pharmacology, BLS,
Heartsaver CPR, and first aid. No refunds will be given for no-shows.
A $25 fee will be charged for retesting ACLS, PALS, and NRP; a $10 fee
will be charged for PEARS and BLS retesting. Retesting is not allowed
less than 48 hours after the class date.
CME/CEU/ICEMA
The California Medical Association, California Board of Nursing, and
Inland Counties Emergency Medical Agency have approved ACLS, PALS,
and NRP provider courses for 16 continuing education units; and renewal
courses for eight continuing education units. PEARS has been approved
for eight continuing education units. No continuing education units for
BLS and first aid are applied. CME Category 1. CEP No. 100403. California
CEP No. 62-0004. Pharmacy.
Primary faculty
Gurinder Bains
Benjamin J. Becerra
Lee Berk
Kent Chow
Noha S. Daher
G. Charles Dart, Jr.
Katherine G. Davis
Intithar S. Elias
Lida Gharibvand
Craig R. Jackson
Arthur Kroetz
Karla G. Lavin Williams
Arthur B. Marshak
Helen Martinez
Gail T. Rice
Ernest R. Schwab
Donna Thorpe
Grenith J. Zimmerman
Adjunct faculty
Allan R. Handysides
Associated faculty
Everett Lohman III
Emeritus faculty
Joyce W. Hopp
Programs
• Health-Care Administration— B.S. (p.58)
• Health Professions Education— Certificate (p.61), M.S. (p.61)
• Rehabilitation Science— Ph.D. (p.61)
Health-Care Administration — B.S.
(Online)
Program director
Karla Lavin Williams
Health-care administration is a broad-based discipline that provides
students with a unique opportunity to help improve the lives of
individuals, communities, or entire populations.
The Health-Care Administration Program leading to the Bachelor of
Science degree contains a distinctive curriculum designed to prepare
individuals to serve in midlevel administration in a variety of health-care
environments. Such environments include assisted living and skilled
nursing facilities; rehabilitation centers; private, public, and proprietary
clinics; and medical centers.
The mission of the Bachelor of Science in Health-Care Administration
is to provide health-care professionals with strong foundational skills
that are necessary for movement into advanced positions in leadership,
management, administration, and education.
The program was created for adult learners seeking administrative
advancement in the health-care industry. The online curriculum provides
a flexible and dynamic environment for learners seeking to balance
full-time employment, family life, and higher education. The program
meets the needs of adult learners who have previously taken course work
equal to at least 96 quarter units or have earned an associate’s degree
at another accredited college or university to complete a bachelor’s
degree. Applicants with health-care clinical backgrounds (e.g., nursing,
radiography, respiratory therapy, occupational therapy, physical therapy,
dental hygiene) may transfer vocational-specific didactic units earned
at accredited academic institutions into the degree program. Some
restrictions apply.
The program provides a framework for health-care professionals to
become productive leaders in the field of health-care administration and/
or other environments. Students are trained in health-care leadership,
emotional intelligence, sustainability, information systems, financial
management, assessment, strategic and marketing plan development,
personnel management, law and policy, and operations management.
These core skill sets give students a competitive edge in the health-care
sector.
Program learning outcomes
Upon completion of this program, the gradate should be able to:
Loma Linda University 2019-2020 59
1. Apply health-care management concepts and theory to sustainable
decision-making practices, operations management, and strategic
health-care administration.
2. Apply advanced proficiency in communicating with the public, staff,
and constituencies.
3. Apply health-care law to policy and procedure development.
4. Manage human resources and provide effective resolution strategies.
5. Apply financial management models to health-care organizations.
6. Develop innovative information systems skills applicable to the
health-care environment.
7. Develop advanced emotional and social intelligence skills applicable
to health-care management.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), applicants must also
demonstrate the following qualifications:
• Minimum of 96-quarter units academic credit(studentstransferring
from a community college may transfer a maximum of 105 quarter
units; all other credits must come from a senior college)
• Minimum 2.5 G.P.A. for all freshman and sophomore course work
from accredited educational institutions
• High school diploma or its equivalent (e.g., the GED) is required
• Statement of purpose
• University general education requirements listed below
Required general education courses
Domain 1: Religion and Humanities (28-32 quarter units)
Religion: The study of religion must include an average of four (4) units of
religion course work for every 48 quarter units earned while attending a
Seventh-day Adventist college or university.
Humanities: Minimum of 12 units chosen from at least three of
the following areas: civilization/history, fine arts, literature, modern
language, performing/visual arts (not to exceed four [4] quarter units), or
philosophy.
Domain 2: Scientific Inquiry and Analysis (24-32 quarter units)
Natural sciences (12 units minimum)
Anatomy and physiology (one quarter or semester)
Intermediate algebra. Two years of high school algebra course work with
grades of C and above are acceptable.
Choose remaining units from: biology, chemistry, geology, mathematics,
physics, and statistics.
Social sciences (12 units minimum)
Choose units from: anthropology, economics, geography, political science,
psychology, and sociology.
The cultural diversity requirement is met by AHCJ493 Senior Portfolio I
and AHCJ494 Senior Portfolio II, courses taken during the program.
Domain 3: Communications (9-13 quarter units)
English composition, complete sequence, must meet the baccalaureate
degree requirements of a four-year college or university.
Oral communication (one course)
Computer course (high school or waiver examination is acceptable)
Communication electives may include courses in computer information
systems, critical thinking, and public speaking.
Domain 4: Health and Wellness (2-6 quarter units)
Personal health or nutrition (one course)
Two separate physical activity courses
Other
Medical terminology
Electives
Electives from any of the four domains may be selected to complete the
general education minimum requirement of 68 quarter units. In addition,
some students may need to complete additional elective course work
to bring their overall course unit total to a minimum of 192 quarter units
while enrolled at Loma Linda University in order to meet graduation
requirements.
Professional core
Health-care professional units may apply. Details will be discussed on a
case-by-case basis with the program director.
Program requirements
Major
AHCJ318 Emotional Intelligence and Leadership Skills for
Health-Care Professionals
3
AHCJ493 Senior Portfolio I 3
AHCJ494 Senior Portfolio II 3
AHRM475 Health-Care Research and Statistics 4
HCAD305 Health-Care Communication 3
HCAD328 Health-Care Organizational Behavior 3
HCAD359 Health-Care Marketing 3
HCAD374 Health-Care Human Resources 3
HCAD401 Health-Care Operations Management 3
HCAD409 Principles of Health-Care Administration 3
HCAD414 Sustainability for Health-Care Management 3
HCAD498 Health-Care Policy and Strategy 3
HCBL345 Project Management in Health Care 3
HCBL346 Legal and Ethical Environment in Health Care 3
HCBL434 Financial Management for Health Care 3
HCBL471 Information Systems Management in Health Care I 4
RTCH387 Writing for Health-Care Professionals 3
Religion (4-16 units)
2
RELE 4__ Religion elective 6
Choose one from the following: 2
RELT406 Adventist Beliefs and Life
RELT423 Loma Linda Perspectives
RELT436 Adventist Heritage and Health
RELT437 Current Issues in Adventism
Electives
1
33
AHCJ225 History of Radiation and Imaging 1890-1940
AHCJ226 History of Radiation and Imaging 1940-Present
Day
AHCJ228 Hispanic Culture for Allied Health Professionals
60 Health Professions Education — Certificate, M.S.
AHCJ305 Infectious Disease and the Health-Care Provider
AHCJ314 Managing Stress
AHCJ324 Psychosocial Models and Interventions
ANTH315 Cultural Anthropology
DTCS301 Human Nutrition
HGIS422 Principles of Geographic Information Systems
HLCS241 Medical Terminology
PEAC110 Independent Activities
RTCH464 Moral Leadership
RTED476 Adult Learning Theory for the Radiation Science
Student
RTII354 Introduction to Informatics
RTII358 PACS Planning and Implementation
RTII384 Advanced Imaging Informatics
RTII378 Systems Management in Informatics
Total Units 94
1
Available online courses if needed to bring the overall course
unit total to a minimum of 192 quarter units to meet graduation
requirements. Students who come to Loma Linda University with a
minimum of 96- quarter units must select 35 units from the elective
course list.
2
One RELT course required from the list below. Total units required
are based on the percentage of course work from an SDA college/
university. The maximum requirement is 16 units, including transfer
units.
Normal time to complete the program
Four (4) years — two (2) years at LLU based on full-time enrollment; part
time enrollment permitted
Health Professions Education —
Certificate, M.S.
Program director
Arthur B. Marshak
Advisory committee
B. Lyn Behrens
Rafael Canizales
Marilyn Eggers
Robert Handysides
D. P. Harris
Joyce W. Hopp
Art Kroetz
Everett Lohman III
Doyle Nick
Gail Rice
Ernie Schwab
Tammi Thomas
Dolores Wright
The program
The 27-unit health professions education certificate and the 48-unit
Master of Science degree are designed for health professionals who
want to enhance the effectiveness and efficiency of student learning
in the classroom and clinic. Upon completion, graduates will be able
to plan for effective learning experiences; improve assessment and
evaluation of learning and instruction; and evaluate clinical performance
with confidence, improve classroom performance, enhance academic
administration skills, and develop expertise in health professions
education. The certificate or master's degree programs may be taken
online or in a face-to-face classroom setting.
Courses to complete the Master of Science degree include the
required24 units and a minimum of six units in Domain I and six units in
Domain II, for a total of 48 units.
Units to complete the postbaccalaureate certificate include the required
24 units and a minimum of nine units in Domains I and II selected in
consultation with the program director.
Additional courses may be added to each domain in consultation with the
program director.
Program learning outcomes
In addition to the stated institutional learning outcomes, the graduate of
the Master of Science degree in health professional education should be
able to:
1. Construct learning modules that incorporate teaching and learning
theory.
2. Create learning activities that stimulate interaction and reflection.
3. Apply current educational research to teaching.
4. Formulate curricular objectives and outcomes.
5. Design educational experiences.
6. Develop a curriculum and course assessment plan.
7. Formulate a personal philosophy of leadership.
8. Apply leadership competency in managing change, developing policy,
coaching, and mentoring.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must also
complete the following requirements:
• Minimum of a baccalaureate degree from an accredited U. S.
institution of higher education or an equivalent degree from an
international degree-granting institution that is recognized by the
appropriate government agency.
• Licensed (current), or eligible for licensure if international student
(where country does not require licensure), to practice in a recognized
health-care profession. The program director will advise on a case-by-
case basis if the above categories are not definitive.
• Interview
• Note: Applicants should check with their respective professional,
state, governmental (international students), and licensing
requirements to determine if this degree program meets their
professional needs.
Program requirements
• Health Professions Education— Certificate (p.61), M.S. (p.61)
Loma Linda University 2019-2020 61
Health Professions Education —
Certificate
Required
AHCJ506 Educational Evaluation and Clinical Assessment 3
AHCJ509 Transformational Teaching and Learning 3
AHCJ555 Writing for Health-Care Professionals 3
AHCJ556 Administration in Higher Education (or other
religion course chosen in consultation with
program director)
3
RELE524 Bioethics and Society 3
AHCJ515 Curriculum Development in Higher Education 3
orNGRD601 Curriculum Development in Higher Education
Domain I electives
Teaching, leading, assessment, and evaluation
Select from the following: 3-6
AHCJ564 Collaborative Learning in Higher Education
AHCJ599 Directed Teaching
AHCJ600 Active Online Learning
AHCJ699 Directed Study
HPED504 Pedagogy and Technology
HPED535 Current Issues in Health Professions Education
— Elective (additonal courses may be chosen in
consultation with the program director)
Domain II electives
Leadership electives
Select of the following: 3-6
AHCJ545 Legal and Ethical Issues in the Health Professions
AHCJ566 Theoretical Foundations of Leadership
AHCJ567 Personal Leadership
AHCJ699 Directed Study
HADM528 Organizational Behavior in Health Care
HPED517 History and Philosophy of Adventist Medical and
Health Education
HPED561 Leadership in the Health Professions I
RELR525 Health Care and the Dynamics of Christian
Leadership (May be used to satisfy the religion
requirement for the program. May not double
count.)
— Elective (additional courses may be chosen in
consultation with the program director)
Total Units 27
Normal time to complete the program
Three (3) years based on less than half-time enrollment.
Health Professions Education — M.S.
Required
AHCJ506 Educational Evaluation and Clinical Assessment 3
AHCJ509 Transformational Teaching and Learning 3
AHCJ555 Writing for Health-Care Professionals 3
AHCJ556 Administration in Higher Education 3
RELE524 Bioethics and Society (or other religion course
chosen in consultation with program director)
3
AHCJ515 Curriculum Development in Higher Education 3
orNGRD601 Curriculum Development in Higher Education
Capstone or Thesis
Choose one option 6
Capstone option:
HPED581 Capstone Project in Health Professions Education
I
HPED582 Capstone Project in Health Professions Education
II
Thesis option:
HPED551 Master's Thesis I
HPED552 Master's Thesis II
Domain I electives
Teaching, learning, assessment and evaluation
Select from the following: 6-18
AHCJ564 Collaborative Learning in Higher Education
AHCJ599 Directed Teaching
AHCJ600 Active Online Learning
AHCJ699 Directed Study
HPED504 Pedagogy and Technology
HPED535 Current Issues in Health Professions Education
— Elective (additional courses may be chosen in
consultation with the program director)
Domain II electives
Leadership electives
Select from the following: 6-18
AHCJ545 Legal and Ethical Issues in the Health Professions
AHCJ566 Theoretical Foundations of Leadership
AHCJ567 Personal Leadership
AHCJ699 Directed Study
HADM528 Organizational Behavior in Health Care
HPED517 History and Philosophy of Adventist Medical and
Health Education
HPED561 Leadership in the Health Professions I (may be
used to satisfy the requirement for the program)
— Elective (additional courses may be chosen in
consultation with the program director)
Total Units 48
Normal time to complete the program
Three (3) years, based on half-time enrollment
Rehabilitation Science — Ph.D.
Program director
Grenith J. Zimmerman
The School of Allied Health Professions offers the Doctor of Philosophy
degree in rehabilitation science. By design, the degree programis
inclusive of the many rehabilitation professions and offers opportunities
for qualified clinical professionals in allied health to prepare for careers in
independent research, teaching, and administration. It is the goal of this
program to prepare graduates who will:
62 Rehabilitation Science — Ph.D.
• Provide vision and direction for the integration of the rehabilitation
professions.
• Commit themselves to whole person care.
• Advance the theory and practice of rehabilitation science through
research.
• Acquire and integrate knowledge related to the social and basic
medical sciences.
• Assess, develop, and implement interdisciplinary community-based
services.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, applicants must meet the
following minimum requirements:
• Master's degree in any allied health professions area or discipline
related to rehabilitation science.
• Minimum G.P.A. of 3.0 in academic and professional course work.
Prospective students are required to submit the following:
1. A formal letter of support from a primary research faculty member
at Loma Linda University whose research interests and availability
most closely match those of the applicant. The program director will
coordinate meetings between applicants and prospective research
faculty members.
2. Curriculum vita, including work history, formal education, continuing
education, licensure or certification, professional organizations,
honors, awards, publications, presentations, and grants.
3. At least one example of written work (e.g., term paper, course
assignment, publication, master's degree research project or thesis).
4. Proof of involvement in a complete research project (group or
individual) that involved data collection and production of a research
paper or research poster.
Program requirements
A minimum of 80 units beyond the master's degree is required for
students holding a master's or doctoral degree in a professional area.
The student's program course work for the degree must be approved by
the Doctor of Philosophy in Rehabilitation Science Committee.
Domain 1
Rehabilitation Science and LLU Values (16 units)
RESC517 Profession Advocacy in Allied Health Professions 4
RESC519 Rehabilitation Theories and Applications in Health
Care
3
Choose from the following (9 units minimum): 9
AHCJ528 Lifestyle Health and Wholeness
AHCJ541 Managing Stress
AHCJ545 Legal and Ethical Issues in the Health Professions
AHCJ568 Spirituality and Health: The Wholeness Connection
NUTR664 Vegetarian Nutrition: Person, Population, Planet
ORPR575 Couples, Families, and Disabilities
Domain 2
Leadership
Choose from the following (6 units minimum): 6
AHCJ548 Human Resource Management in the Health-Care
Environment
AHCJ556 Administration in Higher Education
OCTH606 Leadership for Health Professionals
PHCJ607 Professional Leadership
PHCJ609 Building Healthy Individuals
PHCJ610 Building Healthy Communities
PHCJ617 Building Healthy Systems
PTGR514 Professional Systems in Management I
SLPD580 Clinical Issues in Speech-Language Pathology
Domain 3
Education
Choose from the following (6 units minimum): 6
AHCJ506 Educational Evaluation and Clinical Assessment
AHCJ509 Transformational Teaching and Learning
AHCJ515 Curriculum Development in Higher Education
AHCJ564 Collaborative Learning in Higher Education
IDMT521 Instructional Design I
OCTH605 Education for Health Professionals
PHCJ614 Pedagogy: The Art and Science of Teaching
PHCJ618 Transformative Communication
Religion and wholeness
Include 9 units of religion, chosen from the following ethical,
theological, and relational courses; and the Graduate Wholeness
Portfolio
AHCJ519 Graduate Wholeness Portfolio 1
Choose from the following (3 units minimum): 3
RELE524 Bioethics and Society
RELE525 Ethics for Scientists
RELE535 Ethical Issues in Health-Care Management
RELE548 Christian Social Ethics
RELE567 World Religions and Bioethics
RELE588 Explorers of the Moral Life
Choose from the following (3 units minimum): 3
RELR540 Wholeness and Health
RELR584 Culture, Psychology, and Religion
RELR587 Religion and the Social Sciences
Choose from the following (3 units minimum): 3
RELT509 Biblical Perspectives in Religion and Health
RELT540 World Religions and Human Health
RELT557 Theology of Human Suffering
Research and dissertation
Didactic course work (15 units minimum)
AHRM581 Research and Statistics I 3
AHRM582 Research and Statistics II 3
EPDM509 Principles of Epidemiology 3
Select from the following (6 units minimum): 6
AHCJ555 Writing for Health-Care Professionals
AHRM518 Nonparametric Statistics for the Health
Professions
AHRM605 Critical Analysis of Scientific Literature
EPDM520 Data Collection Methods
HPRO589 Qualitative Research Methods
SLPD600 Components of Clinical Inquiry
STAT515 Grant- and Contract-Proposal Writing
Loma Linda University 2019-2020 63
Selectives
Advanced coursework in speciality area 6
RESC697 Research (1-12) 21
Total Units 80
Comprehensive examinations
The written comprehensive examination is designed to establish that the
student has a broad understanding of rehabilitation science. A student is
eligible to take the written examination after completing coursework from
the three domains and six units in research and statistics.
The oral examination is designed to establish that the student has
adequate foundational information in appropriate content areas,
as well as a plan to answer a research question appropriate for a
doctoral dissertation. Following successful completion of the written
comprehensive examination, the oral examination will be scheduled by
the student's research mentor in consultation with the program director.
The examination will cover the student's research proposal and content
areas on which the proposal rests.
Advancement to candidacy
The student may apply for admission to doctoral candidacy after (a)
passing the written and preliminary oral comprehensive examinations,
and (b) securing the approval of his/her research advisory committee.
Dissertation
The candidate's capacity for independent investigation and scholarly
achievement must be demonstrated by the presentation and oral defense
of an acceptable dissertation, resulting in at least two publications in
peer-reviewed journals. One paper must be accepted for publication in a
peer-reviewed journal before the candidate's graduation.
General requirements
For information about requirements and practices to which all graduate
students are subject, the student should consult the Policies and General
Regulations sections of this catalog for the University (p.35) and the
School of Allied Health Professions (p.47).
Normal time to complete the program
Four (4) to five (5) years based on three-quarter-time enrollment
64 Department of Cardiopulmonary Sciences
Department of Cardiopulmonary
Sciences
The Department of Cardiopulmonary Sciences offers a full range of
clinical and professional programs related to cardiac, pulmonary, sleep,
and critical and emergency care.The department'sgoal is to offer
excellent education through small class sizes, access to expert faculty
members, and a faith-based educational environment. Our graduates
become advocates and leaders while serving as patient-care providers,
researchers, and administrators.
Chair
David López
Primary faculty
Alan Alipoon
Abdullah K. Alismail
David López
Evelyn Massey
Richard D. Nelson
Secondary and adjunct faculty
Thurman A. Merritt
N. Lennard Specht
Anthony Yvanovich
Clinical faculty
Stanley Baldwin
Leo M. Langga
Michael Lum
Christopher Robertson
Loreen K. Scott
Charles Spearman
Thomas W. Taylor, Jr.
Associated faculty
Noha S. Daher
Grenith Zimmerman
Programs
• Emergency Medical Care— B.S. (p.64)
• Polysomnography— Certificate (p.67)
• Respiratory Care— B.S. (Traditional) (p.68), B.S.
(Postprofessional) (p.71), M.S.R.C. (p.72)
Emergency Medical Care — B.S.
Closed to admissions for the 2019-2020 academic year.
Program director
David López, Interim
Medical director
Laren Tan
Advisory committee
EMS/Fire
Clark Binely
Jeff Covitz
Captain Mark Hartwig
Lisa Higuchi
Medicine
Alan Patee
Laren Tan
Jonathan Zygowiec
Physician Assistant
Matthew Caffey
Heidee Hansen
Education
David Lopez
David Oleson
Public Safety, Clinical and Forensics Psychology
Tim Nakamura
Administration
Michael Osur
Respiratory Therapy
David Lopez
Nursing
Carrie Cobos
Biomedical Science
Christopher Wilson
Mission statement
The faculty of Loma Linda University's Emergency Medical Care Program
believes in the promotion and support of excellence for the profession
through education, knowledge development, research, leadership, and
public service. The mission of the program is to:
1. Support the mission and goals of Loma Linda University and the
School of Allied Health Professions.
2. Facilitate student professional development, expansion of knowledge,
and contribution to the field of emergency medical care through
guidance, resources, leadership, and example.
3. Support the medical community's needs for qualified advanced
emergency medical care practitioners who will facilitate positive
changes through patient advocacy, leadership, knowledge discovery,
and implementation.
4. Encourage continuing professional and personal development within
the community through volunteerism and community service geared
toward disease prevention and intervention.
Program learning outcomes
In addition to the stated institutional learning outcomes (p.19), by the
end of this program, the graduate should be able to:
1. Exhibit advanced leadership skills.
2. Apply management concepts and theory to decision making, process
management, and emergency medical care administration
3. Apply theories of knowledge acquisition and learning theory.
4. Make use of science and research in the practice of emergency
medical care
5. Perform emergency medical care practice and delivery.
Loma Linda University 2019-2020 65
Technical requirements
Student must have consistent access to and knowledge of how to use
the following:
1. Personal computer.
2. Microsoft Office programs (Word, PowerPoint, Excel)
3. Internet and e-mail.
4. Video conferencing programs (Skype, FaceTime, Zoom)
CPR certification
Students are required to have current health-care provider adult, child,
and infant cardiopulmonary resuscitation (CPR) certification for all
scheduled clinical experience. CPR certification must be completed at
the American Heart Association health-care provider level. Certification
may be completed prior to beginning the program of study or may be
obtained at Loma Linda University. Classes are available on campus at
Life Support Education, University Arts building, 24887 Taylor Street,
Suite 102.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following requirements:
To be eligible for the junior year of the Emergency Medical Care Program,
the applicant must:
• Be an EMT or a paramedic, a registered nurse/MICN, or a respiratory
therapist.
• Complete the subject requirements listed as prerequisites.
• Arrange for an interview at the University by appointment.
Prerequisite/Corequisite (general program)
Humanities. Choose a minimum of three areas from the following:
*
20
History
Literature
Philosophy
Foreign language
Art/music appreciation/history
Human anatomy, with laboratory
**
Human physiology, with laboratory
**
Chemistry one quarter/semester, with laboratory
**
Introductory physics, one quarter/semester
**,***
Microbiology with laboratory
College algebra
**,***
General psychology or General sociology
**
Cultural anthropology or an approved course dealing with cultural
diversity
**
Select 4 more quarter units from the following: 4
Sociology
Economics
Geography
Political science
Psychology
English composition, complete sequence
**
Personal health or nutrition
Two physical activity courses
Electives to meet 127 quarter units
****
*
Included in this minimum, 4 units of religion per year of attendance at
a Seventh-day Adventist college or university
**
Denotes EMC B.S. degree program prerequisites
***
Requirement may be waived based on review of previous course work
completed
****
A total of 192 units are required to graduate with a Bachelor of
Science in Emergency Medical Care. 127 units of electives, 33 of
which can be chosen from the EMC program, are required.
Prerequisite/Corequisite (pre-physician assistant track)
Humanities. Choose a minimum of three areas from the following:
*
20
History
Literature
Philosophy
Foreign language (Spanish language recommended)
Art/music appreciation/history
Human anatomy, with laboratory
**
Human physiology, with laboratory
**
Genetics course, recommended
Microbiology with laboratory
General chemistry with laboratory, complete sequence
**
Introductory physics with laboratory or general physics
**
College algebra
**
General psychology or General Sociology
**
Cultural anthropology or an approved course dealing with cultural
diversity
**
General or introductory sociology
Freshman English, complete sequence
**
Personal health or nutrition
Two physical activity courses
Electives to meet 105 quarter units
***
*
Included in this minimum, 4 units of religion per year of attendance at
a Seventh-day Adventist college or university
**
Denotes EMC B.S. degree program prerequisites
***
A total of 192 units are required to graduate with a Bachelor of
Science in Emergency Medical Care.
Prerequisite/Corequisite (pre-medicine track)
Humanities. Choose a minimum of three areas from the following:
*
20
History
Literature
Philosophy
Foreign language (Spanish language recommended)
Art/music appreciation/history
General biology/zoology with laboratory, complete sequence
**
General chemistry with laboratory, complete sequence
**
General physics with laboratory, complete sequence
**
Organic chemistry with laboratory, complete sequence
Biochemistry, recommended
Microbiology with laboratory
66 Emergency Medical Care — B.S.
College algebra (calculus recommended)
**
General psychology or General Sociology
**
Cultural anthropology or an approved course dealing with cultural
diversity
**
Select 4 more quarter units from the following: 4
Sociology
Economics
Geography
Political science
Anthropology
Psychology
Freshman English, complete sequence
**
Personal health or nutrition
Two physical activity courses
Electives to meet 105 quarter units
***
*
Included in this minimum, 4 units of religion per year of attendance at
a Seventh-day Adventist college or university
**
Denotes EMC B.S. degree program prerequisites
***
A total of 192 units are required to graduate with a Bachelor of
Science in Emergency Medical Care.
Note: A maximum of 105 quarter units or 70 semester units from a junior/
community college may be transferred for credit.
Additionally, C- grades and below are not transferable for credit.
General education requirements
For total unit requirements for graduation, see Division of General Studies
(p.28).
Program requirements
Junior Year Units
AHCJ305 Infectious Disease and the Health-Care Provider 1
AHCJ328 Wholeness Portfolio I 1
AHCJ426 Introduction to Computer Applications 2
EMMC301 or
AHCJ 402
Pathophysiology in Emergency Care I 3
EMMC302 or
AHCJ 403
Pathophysiology in Emergency Care II 3
EMMC303 Pathophysiology in Emergency Care III 2
EMMC308 Pharmacology 3
EMMC314 ECG Interpretation and Analysis 2
EMMC315 Cardiology 3
EMMC316 12-Lead ECG Interpretation 2
EMMC325 Current Issues in Emergency Medical Care 2
EMMC331 Theories of Emergency Medical Services I 3
EMMC332 Theories of Emergency Medical Services II 3
EMMC389 Junior Seminars 1
EMMC425 Instruction and Curriculum Design in Emergency
Services
3
EMMC451 Health Care Management for Prehospital Providers 2
EMMC484 Legal Issues in Health Care 2
RELT423 Loma Linda Perspectives 2
RELT440 or
416
World Religions 2
Senior Year
AHRM471 Statistics and Research for Health Professionals I 3
AHRM472 Statistics and Research for Health Professionals II 3
AHCJ498 Wholeness Portfolio II 1
EMMC429 Psychosocial Models and Interventions 3
EMMC435 Disasters, WMD, and Terrorism 3
EMMC436 Trauma and Surgical Care 3
EMMC445 Perinatal and Pediatric Care 3
EMMC446 Physical Diagnosis 3
EMMC447 Geriatrics and Aging 3
EMMC448 Advanced Physical Diagnosis and Critical Care 3
EMMC452 Seminars in EMS Management I 2
EMMC453 Seminars in EMS Management II 2
EMMC464 Ethics and Leadership in Emergency Services 2
EMMC471 Senior Project I 2
EMMC472 Senior Project II 2
EMMC489 Senior Seminars 1
RELE457 Christian Ethics and Health Care 2
RSTH411 Advanced Cardiac Life Support 2
RELR427
1
Crisis Counseling 2
Total Units: 87
1
May substitute for another REL_ 4__ religion course elective
Noncourse requirements
Community Service Requirement
Sharing knowledge and volunteering at the community level allows the
EMC student to develop the skill of translating difficult concepts into
useful information to the public. It also develops a greater appreciation
for others that may offer different insights or experiences to learn from.
In addition to community service that may be part of the Wholeness
Portfolio (AHCJ 328) requirement, each student will be expected to
complete six hours of a community project or community service per
quarter for a total of 24 hours. The program director must approve all
community service projects before commencement of the activity.
Each activity should include a mechanism by which the EMC student is
utilizing his or her professional skill/experience to educate or provide a
service to their community of choice. Community service activity will be
integrated into service-based learning modules during course work as
well.
Capstone Requirement
A capstone project must be completed as a written document and
presented orally at a seminar. Capstone courses may be completed prior
to capstone project completion. Capstone projects must be completed to
publishable standards before graduation.
Normal time to complete the program
Four (4) years — two (2) years (eight [8] academic quarters) at LLU, based
on full-time enrollment; part time permitted
A total of 192 units are required to graduate with a Bachelor of Science
in Emergency Medical Care. 127 units of electives, 33 of which can be
chosen from the EMC program, are required.
Loma Linda University 2019-2020 67
Polysomnography — Certificate
Program director
Abdullah Alismail
Medical advisor
Ramiz Fargo
The expansion of polysomnography (sleep studies) in the health-care
industry has created a marked increase in demand for polysomnography
technicians. Many polysomnography clinics are inundated with referrals
that may be deferred for months at a time due to inadequate staffing,
resulting in delay of sleep disorder diagnoses and appropriate treatments.
The certificate in polysomnography is designed for currentclinical
practitioners and students who are interested in specializing in sleep
disorder studies. Both didactic theory and clinical application offered
in the program will provide an avenue to gain knowledge, skills, and
experience in the expanding discipline of polysomnography. Topics
include sleep terminology, sleep structure and disorders, complete patient
set-up and monitoring, data acquisition and scoring, and pharmacological
and noninvasive interventions. The program is offered on campus
and will include: laboratory/clinical rotations, online and classroom
discussions, and a case study presentation. Graduates of this program
are eligible to sit for the sleep disorder specialist (SDS) examination
by the National Board of Respiratory Care (NBRC) and/or the RPSGT
examination by the Board of Registered Polysomnography Technologists
(BRPT) after completion of the required clinical hours/and requirements
for each board examination. * Please see professional examination section.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Demonstrate basic knowledge and clinical skills in utilizing sleep
technology equipment following evidence-based practices.
2. Demonstrate the ability to score sleep studies following evidence
based practices in sleep medicine.
3. Analyze and interpret sleep study results following evidence-based
practices in sleep medicine.
4. Apply appropriate sleep treatment interventions using evidence-
based practices in sleep medicine.
5. Demonstrate professional behavior and leadership skills.
6. Demonstrate effective and professional interaction and education
skills with patients.
Professional examination and
certification eligibility
Graduates of this program are eligible to take the SDS examination by
the NBRC and/or the RPSGT examination by the BRPT after completion
of the required clinical hours and meeting the requirements of each
examination. This program is designated as a STAR-focused program
under the BRPT. Graduates will be eligible for the RPSGT (Pathway 4)
and CPSGT (Pathway 3) after meeting the requirements of each pathway.
NBRC inquiries can be made to10801 Mastin Street, Suite 300, Overland
Park, KS 66210; telephone: 913/895-4900; fax: 913/712-9283; or
website: <www.nbrc.org>.BRPT inquiries can be made to 8400 Westpark
Drive, 2nd Floor, McLean, VA 22102; telephone: 703/610-9020; fax:
703/610-0229; website: <http://www.brpt.org/>.
Accreditation
Loma Linda University is regionally accredited by the WASC Senior
College and University Commission (WSCUC), 985 Atlantic Avenue, Suite
100, Alameda, CA 94501; telephone: 510/748-9001; fax: 510/748-9797;
website: <http://www.wascsenior.org/contact>.
Admissions
To be eligible for this program, in addition to the Loma Linda University
(p.24) and School of Allied Health Professions (p.47) admission
requirements, the following criteria must be met:
1. Current Basic Life Support certification from the American Heart
Association.
2. Minimum of 2.5 G.P.A. of college credit (minimum of 36 quarter units).
3. Interview with program faculty.
4. Three positive personal and/or professional references.
5. For current students in the Loma Linda University Cardiopulmonary
Sciences program, an agreement and acceptance from both program
directors is required to add the sleep track/units to the current
student plan.
Prerequisite (All prerequisite coursework must be completed at a regionally
accredited institution)
• Human anatomy and physiology or general biology with laboratory,
complete sequence
• Introductory chemistry with laboratory; or general chemistry with
laboratory (minimum of one quarter or semester)
• High school-level physics or introductory physics, one quarter/
semester in college; or general physics, one quarter/semester in
college
• Two years of mathematics selected from: algebra I (elementary),
algebra II (intermediate), or geometry-Course work may be taken in
high school or college
• English composition complete sequence.
Co-requisite
• Medical terminology
Recommended course work
• Speech
• Sociology or anthropology.
• Psychology
• Microbiology
Basic Life Support
Since this program will have clinical rotations and patient contact,
students are required to have a cardiopulmonary resuscitation/basic
life support (BLS) card certification. This certification has to be current
and obtained from an authorized American Heart Association training
center. The BLS course is offered at Life Support Education, University
Arts building, 24887 Taylor Street, Suite 102.
68 Respiratory Care — B.S., M.S.R.C.
Program requirements
Autumn Quarter Units
RSPS210 Foundation of Polysomnography and Sleep
Medicine
2
RSPS216 3- and 12-Leads ECG Interpretation 2
RSPS227 Neuroanatomy and Physiology of Sleep 3
RSPS230 Polysomnography Science Methodology 2
Winter Quarter
RSPS234 Polysomnography Patient Education and Safety 1
RSPS256 Polysomnography Monitoring and Scoring 2
RSPS274 Polysomnography Diseases 3
RSPS295 Polysomnography Practicum I 4
Spring Quarter
RELR475 Whole Person Care 2
RSPS286 Polysomnography Case Study 2
RSPS296 Polysomnography Practicum II 4
Total Units: 27
Clinical Rotations
The polysomnography program offers clinical practicum course at
affiliated clinical sites. Thus, students will commute to a 12 hours clinical
rotation on every assigned clinical day; this might include day and night
shifts. Therefore, students are responsible for their own transportation
to each clinical site. The program will assign clinical instructors for each
site to assess student learning and competency check-offs.
Normal time to complete the program
34 weeks (three [3] academic quarters) based on full-time enrollment
Respiratory Care — B.S., M.S.R.C.
Respiratory care is an allied health profession that promotes health and
improvement in the cardiopulmonary function of people with heart and
lung abnormalities and disease. Newborn, pediatric, adult, and elderly
patients are treated for a wide range of problems—infant respiratory
distress syndrome, trauma, cardiopulmonary arrest, conditions brought
on by shock, and postoperative surgical complications; as well as
respiratory diseases such as pneumonia, asthma, cystic fibrosis, chronic
bronchitis, and emphysema.
The respiratory care practitioner is a member of the health-care team
in medical centers, skilled nursing facilities, outpatient rehabilitation
programs, physician offices, and in-home care. Many are involved in
research and development of new and innovative care and equipment.
They are effective communicators and compassionate caregivers,
possessing an awareness of cultural sensitivity and diversity. They
have leadership roles in patient education, wellness intervention, and
development of respiratory care plans. Respiratory-care professionals
apply critical thinking skills in cardiopulmonary diagnostics and patient
assessment to optimize decision making and delivery of patient care. In a
time of high technology, increasing growth of the elderly population, and
increasing numbers of patients with asthma and chronic lung disease,
there is a greater demand for educated and skilled respiratory care
practitioners.
Loma Linda University offers two Bachelor of Science degree curricula
in respiratory care. The first is for students who have had no previous
education in respiratory care and who have completed the program
prerequisites. The second is for students who have an Associate in
Science degree in respiratory care from a CoARC-accredited respiratory
care program and who wish to earn a Bachelor of Science degree in
respiratory care.
Professional association
The American Association for Respiratory Care (AARC) encourages
students and graduates to become members and participate in national
meetings and local chapters. The AARC's aim is to foster professional
growth, encourage research, and provide services and representation
for its members. Further information may be obtained from the national
office, 9425 North MacArthur Boulevard, Suite 100, Irving, TX 75063;
telephone, 972/243-2272; or Web site, <http://www.aarc.org>.
The California Society for Respiratory Care (CSRC), an affiliate of
the AARC, is a nonprofit professional organization whose mission
is to represent and encourage excellence in the art and science of
cardiopulmonary support.
The CSRC is committed to health, healing, and disease prevention in
the California community. The society extends these concepts to its
members, students, health-care professionals, and the public through
education and clinical practice. Further information may be obtained
from the CSRC at 1961 Main Street, Suite 246, Watsonville, CA 95076;
telephone, 888/730-2772; fax, 831/763-2814; or website: <http://
www.csrc.org>.
Programs
• Respiratory Care – B.S. (Traditional) (p.68), B.S.
(Postprofessional) (p.71), M.S.R.C. (p.72)
Respiratory Care (Traditional) — B.S.
Program director
Richard D. Nelson
Director of clinical education
Abdullah K. Alismail
Medical director
N. Lennard Specht
Loma Linda University offers two Bachelor of Science degree curricula in
respiratory care (respiratory care therapy). The traditional curriculum is
for students who have had no previous education in respiratory care and
who have completed the program prerequisites. The post-professional
B.S. degree curriculum is for students who have an Associate in Science
degree in respiratory care from a Commission on Accreditation for
Respiratory Care (CoARC)-accredited respiratory care program and who
wish to earn a Bachelor of Science degree in respiratory care.
The two-year, upper division curriculum leading to the bachelor of science
degree is a sequence of professional course work intended to prepare
competent respiratory therapists with advanced abilities in clinical care.
Course work may be designed toward meeting entrance requirements for
the Dentistry, Medicine, and Physician Assistant programs.
Those electing to study on a part-time basis must complete the junior
and senior years within a four-year period.
Program goals
1. To prepare graduates with demonstrated competence in the cognitive
(knowledge), psychomotor (skills), and affective (behavior) learning
Loma Linda University 2019-2020 69
domains of respiratory care practice as performed by registered
respiratory therapists (RRTs).
2. To prepare leaders for the field of respiratory care through acquisition
of skills in one or more of the following: management, education,
research, and/or advanced clinical practice.
Program learning outcomes
In addition to the stated institutional learning outcomes, the respiratory
care graduate should be able to:
1. Apply fundamental and progressive adult, pediatric, and neonatal
respiratory care concepts and treatment plans in the areas of
pathophysiology, diagnostics, gas exchange therapy, airway care, and
application of invasive and non-invasive ventilator support.
2. Apply critical-thinking skills to respiratory care practice.
3. Apply problem-solving skills in the areas of pulmonary physiology,
related diagnostics, and comprehensive pulmonary rehabilitation
programs.
4. Perform fundamental and progressive patient assessment and
diagnostic skills appropriately for various cardiopulmonary diseases
5. Demonstrate essential knowledge, skills and abilities required to
enter the practice of respiratory care to include passing the National
Board for Respiratory Care (NBRC) Therapist Multiple-Choice Self-
Assessment Examination (TMC-SAE).
6. Demonstrate clinical competency expected of the respiratory care
practitioner to include passing the National Board for Respiratory
Care (NBRC) Clinical Simulation Self-Assessment Examination (CSE-
SAE).
Professional licensure and credentialing
Graduates of CoARC-accredited respiratory care programs must
apply to the state of California Department of Consumer Affairs
Respiratory Care Board (RCB) for licenses to practice in the state. The
RCB requires that graduates of respiratory care programs complete
general and respiratory care education courses with grades of C or
above—resulting in a minimum of an Associate in Science degree in
respiratory care. Graduates must successfully complete an examination
for licensure, declare any felony convictions, and undergo fingerprinting.
License denial may occur due to prior criminal conviction(s). Inquiries
regarding the RCB may be directed to 3750 Rosin Court, Suite 100,
Sacramento, CA 95834; telephone: 916/999-2190; fax: 916/263-7311;
or website: <www.rcb.ca.gov> (http://www.rcb.ca.gov) or via e-mail:
The NBRC, provides nationally recognized credentialing examinations
for graduates of accredited respiratory care programs. Those who
successfully complete the therapist multiple choice examination
and the advanced clinical simulation examination receive the RRT
credential. Additional advanced practitioner examinations are required
for adult critical care specialist, ACCS,credential,neonatal-pediatric
specialist, NPS, certification, certified, CPFT, and registered, RPFT,
pulmonary function technologist, and sleep disorders specialty, SDS,
credentials.The RRT credential is required by the state of California
for licensure to practice respiratory care.NBRC inquiries may be made
to10801 Mastin Street, Suite 300, Overland Park, KS 66210; telephone:
913/895-4900; fax: 913/712-9283; or website: <www.nbrc.org>.
Accreditation
Respiratory Care Program accreditation is provided by the Commission
on Accreditation for Respiratory Care (CoARC). Standards and guidelines
published by CoARC must be met and should be relevant to general and
respiratory care education and to ongoing program assessment and
improvement. The Respiratory Care Program at Loma Linda University
is CoARC-accredited.Inquiries regarding CoARC can be directed to 1248
Harwood Road, Bedford, TX 76021-4244; telephone, 817/283-2835; or
website: <http://www.coarc.com/>.
Admissions
Admission to the Bachelor of Science degree program in Respiratory
Care is open for Fall Quarter each year. In addition to Loma Linda
University (p.24) and School of Allied Health Professions (p.47)
admissions requirements, the applicant must also complete the following
requirements:
• A minimum of 78 degree transferable quarter units (52 semester
units) per program director approval or hold an A.S. degree.
• Complete the subject requirements noted as prerequisites.
• Arrange for an interview at the University by appointment (an off-
campus or telephone interview can be arranged for the distant
applicant).
• Complete a minimum four hour observation/interaction with a
respiratory therapist. This may be scheduled following the interview.
Prerequisites
A maximum of 105 quarter or 70 semester units (didactic only) from an
accredited junior college will be accepted as transfer credit.
Domain 1: Religion and humanities (28–32 quarter
units)
The study of religionmust include an average of four units of religion
course work for every 48 quarter units earned while attending a Seventh-
day Adventist college or university.
Humanities: Choose three areas totaling a minimum of 12 quarter units
(eight semester units) from: civilization/history,fine arts, literature,
modern language (non-conversational), performing/visual arts (not to
exceed four quarter units), or philosophy.
Domain 2: Scientific inquiry and analysis (24–32 quarter
units)
Scientific inquiry and analysis encompass both the natural and social
sciences. Choose a minimum of 12 units from:
• Human anatomy and physiology with laboratory, complete
sequenceor general biology with laboratory, complete sequence
• Microbiology with laboratory
• Introductory chemistry with laboratory, complete sequence; or
general chemistry with laboratory, complete sequence
• High school-level physics or introductory physics, one quarter/
semester in college; or general physics, one quarter/semester in
college (High school courses do not count toward the 12 units
required to fulfill GE requirements.)
Two years high school mathematics with grades of C or above, or
intermediate algebra in college
The study of social sciences must include a minimum of 12 quarter/eight
semester units.
70 Respiratory Care (Traditional) — B.S.
• Introductory or general psychology course
• Cultural anthropology or an approved course dealing with cultural
diversity
• Choose remaining social sciences from: economics, geography,
political sciences, or sociology.
Domain 3: Communication (9–13 quarter units)
English composition, complete sequence
Choose additional units from:
• Speech or interpersonal communication
• High school-level computers or introductory computers course (Only
college-level courses, transferable to a four-year college count toward
total unit requirement.)
• Other areas of study in communication may include courses in
computer information systems, critical thinking, and public speaking
Domain 4: Health and wellness (2–6 quarter units)
To encourage the pursuit of lifelong leisure activities and wellness, the
study of health and wellness must include at least two physical activity
courses totaling a minimum of one quarter unit; and one course in
personal health or nutrition. Additional units may include other areas of
health, nutrition, and physical fitness.
Domain 5: Electives:
Electives to meet the minimum total requirements of 192 quarter units
For total unit requirements for graduation, seeLLU General Education
Requirements (p.28).
Program requirements
Junior Year
Summer Quarter Units
Alternate summer entry if non-block co-requisite courses are
needed. Requires program director approval.
Autumn Quarter
AHCJ326 Fundamentals of Health Care 2
AHCJ328 Wholeness Portfolio I 0
HLCS241 Medical Terminology 2
RSTH304 Cardiopulmonary Anatomy and Physiology 4
RSTH331 Pharmacology I 2
RSTH334 Patient Assessment 2
RSTH341 Respiratory Therapy Science I 5
Winter Quarter
AHCJ328 Wholeness Portfolio I 0
AHCJ402 Pathology I 4
RSTH332 Pharmacology II 2
RSTH342 Respiratory Therapy Science II 5
RSTH366 Diagnostic Techniques 3
RSTH381 Cardiopulmonary Diseases I 2
RSTH391 Respiratory Care Practicum I 2
Spring Quarter
AHCJ305 Infectious Disease and the Health-Care Provider 1
AHCJ328 Wholeness Portfolio I 1
AHCJ403 Pathology II 3
RELE457
1
Christian Ethics and Health Care 2
RSTH323 Pulmonary Function Methodology 3
RSTH343 Respiratory Therapy Science III 4
RSTH382 Cardiopulmonary Diseases II 2
RSTH392 Respiratory Care Practicum II 2
Senior Year
Summer Quarter 1
RSTH393 Respiratory Care Practicum III 5
RSTH404 Critical Care 4
EMMC316 12-Lead ECG Interpretation 2
RELT406,
423, 436, or
437
Adventist Beliefs and Life 2
Autumn Quarter
AHCJ465 Seminars in Leadership 2
AHCJ498 Wholeness Portfolio II 0
AHRM471 Statistics and Research for Health Professionals I 3
RSTH354 Case Studies in Adult Respiratory Care 2
RSTH421 Perinatal and Pediatric Respiratory Care 2
RSTH434 Advanced Patient Assessment 2
RSTH441 Respiratory Therapy Science IV 3
RSTH494 Respiratory Care Practicum IV 3
Winter Quarter
AHCJ498 Wholeness Portfolio II 0
AHRM472 Statistics and Research for Health Professionals II 3
RELR475
1
Whole Person Care 2
RSTH422 Advanced Perinatal and Pediatric Respiratory Care 2
RSTH424 Exercise Physiology and Pulmonary Rehabilitation 3
RSTH444 Case Studies in Neonatal/Pediatric Respiratory
Care
2
RSTH466 Advanced Diagnostic Techniques 2
RSTH495 Respiratory Care Practicum V 2
Spring Quarter
AHCJ498 Wholeness Portfolio II 1
EMMC315 Cardiology 3
RELT416
2
God and Human Suffering 2
RSTH464 Case Management in Respiratory Care 2
RSTH471 Instructional Techniques I 2
RSTH474 Cardiopulmonary Health Promotion and Disease
Prevention
2
RSTH496 Respiratory Care Practicum VI 3
Fifth Year
Summer Quarter
Summer term for completion of non-block co-requisites requires
program director approval.
Total Units: 114
A minimum of 192 quarter units is required for the Bachelor of Science
degree in respiratory care.
1
May substitute with another course of the same prefix and level.
2
May substitute with any REL_ course of the same level
Loma Linda University 2019-2020 71
Normal time to complete the program
Four (4) years overall with two (2) years (seven [7] academic quarters) at
LLU based on full-time enrollment.
Alternate summer term entry to include all co-requisite
course requirements
For students who need to complete co-requisite courses that are not
included in the seven academic quarter block course sequence, the
program length is a maximum of two years plus an additional Summer
Quarter (nine academic quarters). The alternate entry for these students
is Summer Quarter of each year preceding the Fall Quarter block
sequence. On acceptance, an academic plan specifying the program
length (eight or nine academic quarters) and the courses selected during
the alternate Summer Quarters is to be approved by the program director.
Respiratory Care (Postprofessional)
— B.S.
Program director
Alan Alipoon
Loma Linda University offers two bachelor of science (B.S.) degree
curricula in respiratory care. The post-professional curriculum is for
students who have an associate in science, A.S., degree in respiratory
care from a Commission on Accreditation for Respiratory Care-accredited
(CoARC) respiratory care program and who wish to earn a B.S. degree in
respiratory care.
The one-year, upper-division program leading to the B.S. degree is a
sequence of professional coursework intended to graduate individuals
who have acquired advanced knowledge in the respiratory care
profession, including assessment, therapeutic interventions, and
management of patients with cardiopulmonary-related disorders;
and who uphold the mission and goals of the School of Allied Health
Professions. The program is offered in two modalities: face-to-face and
online. *See online distance education section.
Program goals
The goals of the curriculum are to:
1. Provide therapists to the respiratory care and medical communities
who have advanced practice training in cardiopulmonary care and
fundamental knowledge in the areas of leadership and education.
2. Provide an undergraduate program for two-year-level respiratory
therapists that enhances and broadens their knowledge in
cardiopulmonary health-care sciences and general studies, and
allows progression into graduate programs.
Program learning outcomes
In addition to the stated institutional learning outcomes, the graduate
should be able to:
1. Demonstrate advanced knowledge in respiratory care.
2. Apply fundamental and progressive adult, pediatric, and neonatal
respiratory care concepts and treatment plans in the areas of
pathophysiology, diagnostics, and gas exchange therapy, and airway
care, ventilator support both invasive and non-invasive application.
3. Apply critical-thinking skills to respiratory care practice.
4. Apply problem-solving skills in the areas of pulmonary physiology,
related diagnostics, and comprehensive pulmonary rehabilitation
programs.
5. Perform fundamental and progressive patient assessment and
diagnostic skills appropriately for various cardiopulmonary diseases.
6. Develop fundamental skills to conduct and interpret research in the
health-care arena.
7. Develop fundamental skills in leadership
8. Develop fundamental skills in topic presentation to the health-care
profession and patient-care community—using appropriate lecture
and demonstration techniques
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following requirements:
• Be a graduate of a Commission on Accreditation for Respiratory Care-
approved (CoARC) or provisionally approved, or CoARC-approved
advanced practitioner associate degree (or the equivalent) program in
respiratory care
• Complete the subject requirements noted as prerequisites. Students
who have not completed these requirements may be accepted on a
provisional basis.
• Arrange an interview at the University by appointment. An off-campus
interview can usually be arranged for the distant applicant.
For applicants from outside the state of California, please check the list
of states (http://home.llu.edu/distance-education) that have authorized
Loma Linda University online students to ensure that students from your
state are eligible before proceeding with the application.
Prerequisite
Humanities—20 units minimum (choose minimum of three areas: history,
literature, philosophy, foreign language, art/music appreciation, or art/
music history)
Included in this minimum, four units of religion per year of attendance at
a Seventh-day Adventist college or university
Natural sciences—Human anatomy and physiology with laboratory,
complete sequence; or general biology with laboratory, complete
sequence; or general zoology with laboratory, complete sequence
Microbiology with laboratory
Introductory chemistry with laboratory or general chemistry with
laboratory
High school-level physics; or introductory physics, one quarter/semester
in college; or general physics, one quarter/semester in college
Two years of high school mathematics with grades of C or above or
intermediate algebra in college
Social Science—General psychology or sociology
Cultural anthropology or an approved course dealing with cultural
diversity
Select four more quarter units from sociology, psychology, economics,
geography, political science
72 Respiratory Care — M.S.R.C.
Communication—English composition, complete sequence
Speech
Health and Wellness—Personal health or nutrition
Two physical activity courses
Program requirements
Program Unit Requirements:
To meet the Bachelor of Science degree requirement of 180 quarter units,
students are required to complete 60 core units in the program. Students
may transfer a maximum of 105 units from an associate's degree at a
community college (105+60=165 quarter units). The remaining 15 units
may be taken as electives (see options below).
For total unit requirements for graduation,LLU General Education
Requirements (p.28).
Core Program Courses (on campus and online)
Senior Year
Autumn Quarter Units
AHCJ328 Wholeness Portfolio I 0
AHCJ465 Seminars in Leadership 2
AHRM471 Statistics and Research for Health Professionals I 3
RELE 4__ Upper-division religion 2
RSTH301 Advanced Respiratory Therapy Science I 3
RSTH434 Advanced Patient Assessment 2
RSTH431
1
Senior Project I 2
RSPS210 Foundation of Polysomnography and Sleep
Medicine
2
Winter Quarter
AHCJ328 Wholeness Portfolio I 0
AHCJ402 Pathology I 4
AHRM472 Statistics and Research for Health Professionals II 3
RSTH401 Cardiopulmonary Intensive Care 3
RSTH424 Exercise Physiology and Pulmonary Rehabilitation 3
RSTH466 Advanced Diagnostic Techniques 2
RSTH485 Evidenced-Based Medicine in Respiratory Care I 2
Spring Quarter
AHCJ328 Wholeness Portfolio I 1
AHCJ403 Pathology II 3
EMMC315 Cardiology 3
EMMC316 12-Lead ECG Interpretation 2
RELE 4__ Upper-division ethics 2
RSTH432
1
Senior Project II 2
RSTH486 Evidenced-Based Medicine in Respiratory Care II 2
Summer Quarter
RSTH433
1
Senior Project III 2
RSTH422 Advanced Perinatal and Pediatric Respiratory Care 2
RSTH451 Respiratory Care Affiliation I 2
RSTH471 Instructional Techniques I 2
RSTH487 Evidenced-Based Medicine in Respiratory Care III 2
RELE 4__ Upper-division religion 2
Total Units: 60
1
The senior project is a culminating body of work, developed by the
student in consultation with the program director and presented
to the department faculty. Work may be a research paper, clinical
presentation, management project, or other project approved by the
program director.
Electives:
Students can take electives from the following options
Domain I: Polysomnography Certificate (Sleep Studies)
Students can take courses from the polysomnography certificate
program to be counted as electives and earn a university certificate in
polysomnography along the way. Total units offered/available by the
polysomnography programare 27 units. Students can either choose
selected courses or take the whole certificate as a subspecialty. To earn
the certificate, the student must apply to the polysomnography program
and obtain approval from both program directors.
Domain II: Clinical Affiliation
Students can take additional clinical affiliation courses (RSTH452
Respiratory Care Affiliation II. RSTH453 Respiratory Care Affiliation
III, RSTH454 Respiratory Care Affiliation IV) as electives towards their
degree.
Other option:
Students may transfer electives from another four-year accredited
university to count toward their electives with program director approval.
Check with the program director regarding the the availability of other
cardiopulmonary courses within the department.
Normal time to complete the program
Four (4) years - one (1) year (four [4] academic quarters) at LLU; based on
full-time enrollment
Respiratory Care — M.S.R.C.
Program director
Abdullah Alismail
Program description
The faculty of the Loma Linda University Master of Science in Respiratory
Care Program believes in the promotion of and support for excellence in
the profession of respiratory care and cardiopulmonary sciences through
education, knowledge development, research, leadership, and public
service. The mission of the program is to:
1. Support the mission and goals of Loma Linda University and the
School of Allied Health Professions.
2. Facilitate student professional development, expansion of knowledge,
and contribution to the field of respiratory care and cardiopulmonary
sciences through guidance, resources, and leadership.
3. Support the medical community's needs for qualified advanced
respiratory care practitioners and cardiopulmonary researchers that
will facilitate positive changes through patient advocacy, leadership,
and knowledge discovery and implementation.
4. Encourage continuing professional and personal development within
the community through volunteerism and community service geared
toward disease prevention and intervention.
The four-quarter program is designed to allow customizable options
for interactions with the program faculty both face-to-face and online
offered through two tracks. Students receive and develop didactic and
Loma Linda University 2019-2020 73
clinical knowledge to advance their expertise in areas of education,
research, leadership, clinical performance, industry, and management
in the cardiopulmonary sciences from an evidence-based perspective.
Courses combine discussion, projects, case studies, and web-enhanced
learning. Students in the online program will be required to schedule an
online orientation one week prior to the beginning of their courses.
Program learning outcomes
In addition to the stated institutional learning outcomes (p.19), by the
end of this program, the graduate should be able to:
1. Apply evidence-based and advanced adult, pediatric, and neonatal
respiratory care concepts and treatment plans in the areas of
pathophysiology, diagnostics, advanced interventions, gas exchange
therapy, medical gas therapy, airway care, and ventilatory support
systems.
2. Perform evidence-based, advanced patient assessment; as well as
diagnostic skills for the cardiopulmonary patient.
3. Develop fundamental skills in leadership.
4. Engage in activities that advance the respiratory care profession.
5. Develop fundamental skills in topic presentation to health-care
professionals and the patient-care community.
6. Continue the development of skills to conduct and interpret research
in the health-care arena.
7. Apply research skills to clinical and theoretical situations.
8. Apply advanced clinical skills to the cardiopulmonary patient.
9. Apply problem-solving skills in the areas of advanced pulmonary and
cardiology physiology and related diagnostics to cardiopulmonary
patients
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following requirements:
• A minimum of a baccalaureate degree from an institution of
higher education that has either U.S. regional accreditation or
an international institution that has the appropriate government
recognition as a degree-granting institution.
• Required to have earned the Registered Respiratory Therapist
credential from the National Board for Respiratory Care, and licensed
in their state of residence or eligible to practice by the government or
equivalent.
• Interview.
Program requirements
Core
AHCJ519 Graduate Wholeness Portfolio 1
AHCJ545 Legal and Ethical Issues in the Health Professions 3
AHCJ566 Theoretical Foundations of Leadership 3
AHRM571 Statistics and Research for Health Professionals I 3
AHRM572 Statistics and Research for Health Professionals II 3
RELE524 Bioethics and Society 3
RSTH501 Advanced Cardiopulmonary Anatomy and
Physiology I
3
RSTH502 Advanced Cardiopulmonary Anatomy and
Physiology II
3
RSTH571 Advanced Pathophysiology of Cardiopulmonary
Diseases I
3
RSTH572 Advanced Pathophysiology of Cardiopulmonary
Diseases II
3
RSTH580 Research Concept in Respiratory Care Sciences 3
RSTH585 Current Issues in Respiratory and Health Care
Policy
3
Focus
Choose one focus area. All courses in chosen focus are required. 12
Professional
RSTH541 Advanced Concepts in Critical Care I
RSTH542 Advanced Concepts Critical Care II
RSTH550 Advanced Procedures in Cardiopulmonary Science
RSTH560 Advanced Cardiopulmonary Assessment,
Diagnostics, and Monitoring
RSTH596 Advanced Clinical Practice in Respiratory Care I
RSTH597 Advanced Clinical Practice in Respiratory Care II
Polysomnography
RSPS510 Sleep Neurophysiology and Pathologies
RSPS511 Methodologies in Sleep Disorder Assessment and
Intervention
RSPS512 Advanced Polysomnography Practicum
Capstone
RSTH591 Capstone Project in Respiratory Care I 2
RSTH592 Capstone Project in Respiratory Care II 2
RSTH593 Capstone Project in Respiratory Care III 2
RSTH594 Capstone Project in Respiratory Care IV 3
Total Units 55
Normal time to complete the program
One (1) year (four [4] academic quarters) — full-time enrollment required
Capstone requirement
The capstone project must be completed as a written document and
presented orally as a seminar. It must be of publishable quality and
prepared for publication. Note that capstone courses may be completed
prior to the capstone project as they are set in place to generate
the foundation for the project.However, capstone projects must be
completed at the level of publishable standards to meet graduation
requirements.
74 Department of Clinical Laboratory Science
Department of Clinical Laboratory
Science
The Clinical Laboratory Science Department is home to the programs
associated with laboratory medicine: clinical laboratory science (medical
technology or medical laboratory science), cytotechnology (cytology),
and phlebotomy (venipuncture). Whether testing blood or body fluids,
analyzing cells and cell patterns, or collecting patient samples, the
laboratory professional is integral to the health-care team and patient
care.
The goals of the Clinical Laboratory Science Department are as follow:
1. To provide opportunities, instruction, and guided experiences
enabling the student to acquire the basic knowledge and attain
technical ability essential to the practice of his/her chosen
profession.
2. To help the student accept responsibility for integrity, ethical
relationships, and empathetic attitudes that contribute to the welfare
and well-being of patients.
3. To help the student develop a background of information and
attitudes conducive to interprofessional understanding and
cooperation.
4. To encourage the student to cultivate habits of self-education that
will foster lifelong professional growth.
5. To engender and nurture in the student the desire to serve
mankind and, in particular, to serve as needed, in themedical
centerssponsored by the Seventh-day Adventist Church— bothin the
United States and abroad.
Chair
Rodney M. Roath
Primary faculty
Craig E. Austin
Grace T. Baker
Linda S. Buckert
Shalini Carter
Monique K. Gilbert
Gayle Haider
Susie M. Johnson
Claro Y. Masangcay
Thuan H. Nguyen
Nove Oliver
Marlene M. Ota
Elde M. B. Paladar
Desiree L. Palafox
James (Matt) Riding
Rodney M. Roath
Teri H. Ross
Linda J. Shain
Margaret A. Tavares
Richard B. Thorpe
Alicia M. Triplett
Jane N. Zappia
Secondary faculty
James A. Brandt
Katherine G. Davis
Paul C. Herrmann
Darryl G. Heustis
Edward H. Rowsell
Pamela J. Wat
Programs
• Clinical Laboratory Science— B.S. (p.74)
• Cytotechnology— B.S. (p.77)
• Phlebotomy— Certificate (p.79)
Clinical Laboratory Science — B.S.
Program director
Alicia M. Triplett
Clinical coordinator
Alicia M. Triplett
Medical director
Paul C. Herrmann
A student who is interested in science, has an investigative mind that
enjoys the challenge of solving problems quickly and accurately, and has
a desire to help others should consider a career as a clinical laboratory
scientist.
Clinical laboratory scientists examine and analyze body fluids, tissues,
and cells. They look for bacteria, parasites, or other microorganisms;
analyze the chemical content of fluids; match blood for transfusions; and
test for drug levels in the blood to show how a patient is responding to
treatment.
Clinical laboratory scientists perform complex chemical, biological,
hematological, immunologic, microscopic, and bacteriologic tests. They
use, maintain, and troubleshoot sophisticated laboratory equipment
that is used to perform diagnostic tests. The clinical laboratory scientist
possesses the scientific and diagnostic skills required for DNA and
biomolecular technology and genetic engineering applications; and,
analyzes and discussestest resultswith the medical staff.
Opportunities
Overall employment of medical laboratory professionals is projected
to grow 13 percent through 2026, faster than the average for all
occupations, particularly as the volume of laboratory tests increases
with population growth and with the development of new technology.
Loma Linda University 2019-2020 75
Employment opportunities are excellent, with average vacancy rates
of seven percent. The twenty-first century is offering clinical laboratory
scientists new avenues for test development, experimental design,
administration, and education. Clinical laboratory scientists work in
hospitals or similar medical facilities, clinical and reference laboratories,
home health diagnostics, transfusion services, physicians' offices, and
private medical clinics. Employment is also available in pharmaceutical
and biotechnology companies, health information systems, DNA
technology and genetic engineering corporations, research laboratories,
federal government agencies, forensics and crime investigation,
veterinary hospitals, U.S. Public Health Service facilities, areas of medical
product development, and customer and patient education.
The program
The two-year Clinical Laboratory Science Program includes clinical
training and culminates in a Bachelor of Science degree. Prerequisite
courses may be taken at any regionally accredited college or university
and are completed during the freshman and sophomore years. Accepted
students transfer into the program at the junior year level, which begins
in August. After satisfactory completion of the program, the student is
awarded a Bachelor of Science degree and is eligible to take the national
board examination and become a licensed clinical laboratory scientist in
California.
The ten-month junior year includes lecture and laboratory. Emphasis is on
the basic clinical science courses, including theory and correlations.
The ten-month senior year is comprised of clinical practicum and
seminar courses. These provide professional clinical experience in the
hospital laboratory environment with emphasis on technical proficiency,
application of theory to patient care, laboratory organization, and
managerial skills.
Senior students' clinical experience is balanced between Loma Linda
University Medical Center's clinical laboratory and supplemental affiliate
training laboratories in the community.
Program objectives
The Clinical Laboratory Science Program provides a complete
educational experience that culminates in the bachelor of science degree
and eligibility for licensure. California state licensure is obtained through
the medical laboratory scientist examination offered by the ASCP Board
of Certification and other entities approved by the state of California. The
bachelor's degree in clinical laboratory science is granted independently
of any external certification or licensing examinations. The graduate
will demonstrate professional entry-level competencies in chemistry,
hematology, immunohematology, immunology, and microbiology; as well
as their respective subsections.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Demonstrate basic knowledge essential to the practice of clinical
laboratory science.
2. Demonstrate technical ability essential to the practice of clinical
laboratory science.
3. Practice professionalism through ethical behavior and attitudes.
4. Demonstrate leadership and administrative skills in laboratory
practice and the community consistent with the mission of the
School of Allied Health Professions.
5. Adhere to rules and regulations promoting workplace and patient
safety and continuous quality improvement.
6. Exhibit analytical skills necessary to succeed in laboratory medicine.
Clinical affiliations
Multiple clinical affiliations enrich the student's clinical training by
providing exposure to procedures in different types of medical facilities.
During the 40-week clinical practicum, supplemental training may be
scheduled at any of the following clinical sites:
Primary affiliation
Loma Linda University Medical Center
Loma Linda, California
Loma Linda University Medical Center
Murrieta, California
Supplemental affiliations
LifeStream
San Bernardino, California
Community Hospital of San Bernardino
San Bernardino, California
Jerry L. Pettis Memorial Veterans Medical Center
Loma Linda, California
Kaiser Permanente Medical Center
Fontana, California
Transportation to scheduled assignments
Transportation to training laboratories is the responsibility of the student.
Depending on the clinical assignment, commuting times may be up to
two hours one way. Senior students must coordinate their time with
the operational schedules of the Loma Linda University Medical Center
clinical laboratory and affiliate laboratories in the community. The senior
schedule is a full-time week (40 hours) arranged on a Monday-through-
Friday schedule. A special calendar schedule different from the University
academic calendar is followed.
Professional certification and licensure
Completion of the required sequence of academic course work and
directed professional experience prepares the graduate to take
the certifying examination of the ASCP Board of Certification and
obtain licensure by the state of California. Information regarding the
examination can be obtained from the website: <http://ascp.org/boc>.
Academic progression
A minimum grade of C (2.0) is required for all courses in the program.
C- grades are not acceptable. A student who receives a grade of less
than C in any academic course or who receives an Unsatisfactory
(U) in any segment of a clinical practicum is automatically placed on
probation. Continued enrollment for the next quarter, term, or rotation
segment of a student on probation or clinical probation is subject to the
recommendation of the department.
If continued enrollment is not recommended, the department will notify
the student in writing. Also, if continued enrollment is recommended,
the student will be required to institute a learning assistance program
contract and meet regularly scheduled appointments with the academic
advisor. A student on probation is automatically dismissed from the
76 Clinical Laboratory Science — B.S.
program if the terms of the learning assistance program contract are not
met.
CPR certification
Students are required to have current health-care provider adult, child,
and infant cardiopulmonary resuscitation (CPR) certification for all
scheduled clinical experiences. This certification must be completed at
the American Heart Association health-care provider level. Certification
may be completed prior to beginning the program of study or may be
obtained at Loma Linda University. Classes are available on campus at
Life Support Education, University Arts Building, 24887 Taylor Street,
Suite 102.
Accreditation
The program is accredited by the National Accrediting Agency for Clinical
Laboratory Sciences (NAACLS), 5600 North River Road, Suite 720,
Rosemont, IL 60018; telephone: 773/714-8800; fax: 773/714-8886; e-mail:
<[email protected]>; website: <http://www.naacls.org>.
It meets the requirements in medicallaboratoryscienceof the
American Societyfor Clinical Pathology, Board ofCertification
for Medical Laboratory Science, 33 West Monroe Street, Suite
1600,Chicago, IL 60603; telephone: 312/541/4998; fax: 312/541/4998.
The program is approved by the California Department of Public
Health (CDPH), Laboratory Field Services (LFS), 850 Marina Bay
Parkway, Richmond, CA 94804-6403; telephone: 510/873-6327;
website: <https://www.cdph.ca.gov/Programs/OSPHLD/LFS/Pages/
TrainingPrograms.aspx>.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must
complete the following requirements:
• A minimum G.P.A. of 2.75 for science courses.
• A minimum of 96 quarter units or 64 semester units at an accredited
college or university. Note: A minimum grade of C (2.0) is required
for all transfer courses; C- grades are not acceptable for transfer.
Prerequisites and transfer patterns may be viewed at <llu.edu/allied-
health/sahp/transfer>.
• Projected course work that will be completed before beginning the
program will be considered in the application process.
Application deadlines
Applications to the Clinical Laboratory Science Program are accepted
beginning January 1. Early submission of application is recommended.
Prerequisites
Humanities and religion, 20 quarter or 14 semester units total, selected
from at least three of the humanities and religion areas:
• Art/Music (performing arts not to exceed four quarter units)
• Civilization/History, foreign language, literature, philosophy, religion:
• a maximum of eight quarter units of religion may be applied
to the above 20 quarter/14 semester units; for students who
attended or are enrolled in an Adventist college, four quarter units
of religion are required per year attended
College mathematics (algebra or higher level)
General chemistry with laboratory, complete sequence
Organic chemistry with laboratory, complete sequence
* Introductory or general physics with laboratory (must include principles
of light and electricity)
* General biology with laboratory, one course
Cultural diversity or cultural anthropology (one course); (select remainder
of social sciences units to total 10 quarter units fromthese areas:
anthropology, economics, geography, political science, psychology,
sociology)
English composition, complete sequence; select remainder of
communication units to total 9 quarter units from these courses:
computers, public speaking, critical thinking
Personal health or nutrition (one course)
Two physical education (activity) courses
Electives, as necessary, to meet the minimum total requirement of 96
quarter units. Recommended courses are anatomy and physiology,
biochemistry, cellular or molecular biology, genetics, speech, computer
applications, and critical thinking
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
*Students planning to apply to advanced degree programs should verify
current admission requirements.
Program requirements
Junior Year Units
AHCJ328 Wholeness Portfolio I 1
CLSM105 Procedures in Phlebotomy 4
CLSM303 Urine and Body Fluid Analysis I 2
CLSM307 Medical Parasitology 3
CLSM309 Quantitative Analysis (Chemical) 4
CLSM315 Physiology 4
CLSM321 Hematology I 4
CLSM322 Hematology II 4
CLSM325 Clinical Immunology 3
CLSM327 Clinical and Pathogenic Microbiology I 5
CLSM328 Clinical and Pathogenic Microbiology II 5
CLSM331 Biochemistry 5
CLSM332 Clinical Chemistry I 4
CLSM333 Clinical Chemistry II 4
CLSM341 Immunohematology I 3
CLSM342 Immunohematology II 3
CLSM396 CLS Junior Seminar 1
RELE457 Christian Ethics and Health Care 2
RELT423 Loma Linda Perspectives 2
Senior Year
AHCJ498 Wholeness Portfolio II 1
CLSM411 Urine and Body Fluid Analysis II 1
CLSM413 Diagnostic Microbiology 6
CLSM414 Clinical Parasitology 2
Loma Linda University 2019-2020 77
CLSM422 Hematology III 6
CLSM434 Clinical Chemistry III 5
CLSM435 Immunoassay and Molecular Diagnostic
Techniques
3
CLSM442 Immunohematology III 3
CLSM451 Clinical Laboratory Management I 2
CLSM452 Clinical Laboratory Management II 2
CLSM453 Clinical Laboratory Management III 2
CLSM455 Special Procedures 4
CLSM471 Clinical Practicum I 5
CLSM472 Clinical Practicum II 5
CLSM473 Clinical Practicum III 5
CLSM474A Clinical Correlations 1
CLSM474B Clinical Correlations 1
CLSM474C Clinical Correlations 1
CLSM496 Clinical Laboratory Science Seminar I 1
CLSM497 Clinical Laboratory Science Seminar II 1
CLSM498 Clinical Laboratory Science Seminar III 2
RELT415 Christian Theology and Popular Culture 2
RELT416 God and Human Suffering 2
Total Units: 126
Normal time to complete the program
Four (4) years— Two (2) years (20 months) at LLU — full-time enrollment
required
Cytotechnology — B.S.
Program director
Matt Riding
Medical director
Pamela J. Wat
Cytotechnology is a specialty within the broad field of clinical laboratory
sciences. The cytotechnologist, working under the direction of a
pathologist, detects cell changes caused by different disease processes
and is able to differentiate between normal, atypical, and malignant
cell changes. In recognizing microscopic abnormalities of cells and
cellular patterns from various body sites, the cytotechnologist assists the
pathologist in detecting cancer at its earliest and potentially most curable
stage. As a result, physicians are able to diagnose and treat cancer by
alternate methodslong before discovering its existence.
Opportunities
Cytotechnologists work in hospitals, clinics, and independent pathology
laboratories. The employment outlook for cytotechnologists is favorable,
with the demand for trained technologists exceeding the supply.
Cytotechnologists can advance to supervisory positions, participate
in research activities, or become teachers in the field. Advancement is
based on experience, skill, and advanced education.
The program
The two-year Cytotechnology Program leads to aBachelor of Science
degree. The Bachelor of Science degree program requires completion of
two years of prerequisites at an accredited college or university. Accepted
students transfer to the program at the junior year level. The program
of study begins in the Fall Quarter. Upon satisfactory completion of the
program, the student is awarded a Bachelor of Science degree and is
eligible to take the national board of certification examination to become
a registered cytotechnologist.
The junior year includes lecture and laboratory, with an emphasis on
basic cytology courses. The senior year includes an 11-week clinical
practicum and advanced courses in histology, pathology, and laboratory
management.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Accurately evaluate cellular abnormalities by applying differential
diagnoses in the framework of patient outcome management.
2. Fulfill the ethical role and responsibilities of the cytotechnologist.
3. Assess the results of quality assurance measures and institute
proper procedures to maintain test accuracy.
4. Comprehendand apply sound principles of scientific research.
5. Advocate rules and regulations with emphasis on patient and
workplace safety.
Clinical affiliations
Multiple clinical affiliations enrich the student's clinical training
by providing exposure to different specimen types in the clinical
environments. During the 11-week clinical practicum, supplemental
training may be scheduled at any of the following clinical sites:
Primary affiliation
Loma Linda University Medical Center
Loma Linda, California
Supplementary affiliations
Loma Linda Pathology Group
Faculty Medical Offices
Loma Linda, California
Jerry L. Pettis Memorial Veterans Medical Center
Loma Linda, California
Quest Diagnostics
West Hills, California
Transportation to scheduled assignments
Transportation to scheduled clinical rotations is the responsibility of the
student. Depending upon assignment, commute times may be up to two
hours one way. During the clinical practicum, the senior-year schedule is
a full-time week (40 hours/week, eight hours/day).
Professional registration
Upon completion of the baccalaureate degree, the student is eligible
totake the certifying examination given by the Board ofCertification
of the American Society for Clinical Pathology (ASCP), 33 West
Monroe, Suite 1600, Chicago, IL 60603; telephone: 312/541-4999;
fax: 312/541-4998. Information about qualifying examinations can be
obtained from the program director.
Academic progression
A minimum grade of C (2.0) is required for all courses in the program. C-
grades are not acceptable.A student who receives a grade less than C
in any academic course or receives an unsatisfactory rating in clinical
78 Cytotechnology — B.S.
performance will be disqualified from the program for the remaining
academic year. Readmission to the program will require reapplication.
Accreditation
The program is accredited by the Commission on Accreditation of
Allied Health Education Programs (CAAHEP)—25400 U.S. Highway 19
North, Suite 158, Clearwater, Fl 33763; telephone: 727/210-2350; fax:
727/210-2354—in collaboration with the Cytotechnology Programs
Review Committee, which is sponsored by the American Society of
Cytopathology (ASC); the American Society for Clinical Pathology (ASCP);
the American Society for Cytotechnology (ASCT), and the College of
American Pathologists (CAP). Information regarding cytotechnology
accreditation status can be obtained from the CPRC at the American
Society for Cytopathology, 100 West 10th Street, Suite 605, Wilmington,
DE 19801; telephone: 302/543-6583, fax: 302/543-6597; e-mail:
<dmacintyre@cytopathology.org (dmacintyre@cytopathology.org)>.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following requirements:
• prerequisite course work at any accredited college before being
admitted to the School of Allied Health Professions; projected course
work that will be completed before beginning the program will be
considered in the application process. Please note: Grades of C- are
not transferable for credit.
Application deadlines
Applications to the Cytotechnology Program are accepted beginning
January 1. Early submission of application is recommended.
Applications continue to be reviewed and accepted until July 1 or until
program is filled. Preference will be given to applicants whose completed
applications and transcripts are received by March 1. Complete an
online application at <llu.edu/apply>. The B.S. degree program begins in
September with the start of fall quarter.
Applicants must complete prerequisite course work at any accredited
college or university prior to be being admitted to the School of Allied
Health Professions; projected course work that will be completed before
beginning the program will be considered in the application process.
Prerequisite for Cytotechnology, B.S.
Humanities—20 units minimum chosen from at least three of the
following areas: civilization/history, fine arts. literature, modern language,
performing/visual arts (not to exceed four quarter units), philosophy, or
general humanities elective.
• Included in the 20-unit minimum, four units of religion per year of
attendance at a Seventh-day Adventist college or university
General biology with laboratory, complete sequence
Human anatomy and physiology with laboratory, complete sequence
Microbiology with laboratory
General chemistry with laboratory, complete sequence
Organic chemistry with laboratory, complete sequence
College mathematics (algebra or higher level)
Cultural anthropology or cultural diversity (one course)
Select eight units from a minimum of two areas:
Sociology, economics, geography, political science, psychology,
anthropology
English composition, complete sequence (minimum of nine quarter units)
Personal health or nutrition
Two physical activity courses
Electives to meet the minimum total requirement of 98 quarter units
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
Program requirements
Junior Year
Autumn Quarter
AHCJ328 Wholeness Portfolio I 1
CLSM331 Biochemistry 5
CLSC341 Gynecologic Cytology 11
RELT423 Loma Linda Perspectives 2
Winter Quarter
AHCJ402 Pathology I 4
CLSC351 Respiratory Cytology 8
CLSC353 Urinary Tract and Prostate Cytology 3
RELE457 Christian Ethics and Health Care 2
Spring Quarter
AHCJ403 Pathology II 3
CLSC357 Gastrointestinal Tract Cytology 2
CLSC364 Body Fluid Cytology 5
CLSC381 Fine Needle Aspiration Cytology I 4
Senior Year
Summer Quarter 1
CLSC371 Cytopreparation Techniques 3
CLSC373 Histotechnology Techniques 1
CLSC382 Fine Needle Aspiration Cytology II 6
CLSM435 Immunoassay and Molecular Diagnostic
Techniques
3
CLSC481 Supervised Cytology Research Project I 2
Autumn Quarter
AHCJ498 Wholeness Portfolio II 1
CLSC301 Introduction to Radiographic Procedures I 2
CLSC411 Histopathology I 4
CLSC482 Supervised Cytology Research Project II 2
CLSM451 Clinical Laboratory Management I 2
RELT415 Christian Theology and Popular Culture 2
Winter Quarter
CLSC302 Introduction to Radiographic Procedures II 2
CLSC412 Histopathology II 4
CLSC432 Current Research Techniques 3
CLSC471 Advanced Cytology Practices I 2
CLSM452 Clinical Laboratory Management II 2
RELT416 God and Human Suffering 2
Loma Linda University 2019-2020 79
Spring Quarter
CLSC472 Advanced Cytology Practices II 2
CLSC494 Cytology Practicum 11
Total Units: 106
Microscope rental fees andusage-and-replacement fees are
requiredthroughout theprogram.
Normal time to complete the program
Four (4) years (two [2] years prior to LLU plus two [2] years [22 months] at
LLU)— full-time only
Phlebotomy — Certificate
Program director
Teri H. Ross
Medical director
Paul C. Herrmann
Procedures in phlebotomy education are designed to prepare individuals
to collect blood for laboratory analysis, which is necessary for the
diagnosis and care of the patient. Ideal for health professionals seeking
to expand their current skills, or for those interested in a profession in
laboratory medicine, this training program is approved by the California
Department of Public Health, Laboratory Field Services.
The program
The program prepares the modern phlebotomist to perform venipuncture
and capillary punctures. Topics include medical terminology, laboratory
safety, basic anatomy and physiology, infectious diseases, and medico-
legal issues of phlebotomy. A minimum of 40 hours of supervised clinical
experience is provided at Loma Linda University Medical Center and other
medical affiliates—allowing participants to achieve proficiency in the
health-care setting.
School certificate
Students registering in this certificate program register through the Office
of University Records for the courses; but the certificate is issued by
theDepartment of Clinical Laboratory Sciencein theSchool of Allied
Health Professions. The University Records Office maintains a record
of registration but not the certificate; record of the certificate and its
awarding are maintained by the Department of Clinical Laboratory
Science in the School of Allied Health Professions.
Financial aid is NOT available to students registered in school certificate
programs. These programs do not meet necessary requirements
established by the U.S. Department of Education for aid eligibility.
Professional registration
Upon successful completion of the certificate program, participants
receive a certificate of completion in phlebotomy and are eligible to take
examinations such as the national certifying examination offered by the
Board of Certification, American Society of Clinical Pathologists (ASCP),
33 West Monroe, Suite 1600, Chicago, IL 60603; telephone, 800/267-2727;
website: <http://www.ascp.org" target=>; or others recognized by the
state of California.
Approval
The program is approved by the California Department of Public Health
(CDPH), Laboratory Field Services (LFS), 850 Marina Bay Parkway,
Building P, 1st Floor, Richmond, CA 94804-6403; telephone: 510/620-3792;
website: <https://www.cdph.ca.gov/Programs/OSPHLD/LFS/>.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must also
complete the following requirements:
• be 18 years of age or older
• posses a high school diploma or GED.
All registrants must have current immunizations (measles, mumps,
rubella, tetanus) PPD skin test, proof of hepatitis B vaccine, CPR
(American Heart Association) Basic Life Support Certificate; and must
pass a background check.
Program Requirements
Required
AHCJ105 Procedures in Phlebotomy 5
Total Units 5
80 Department of Communication Sciences and Disorders
Department of Communication
Sciences and Disorders
The Communication Sciences and Disorders Program prepares students
for careers in the profession of speech-language pathology or audiology.
Speech-language pathologists (SLPs) evaluate and treat children
and adults who have communication, swallowing, and/or cognitive
communication disorders. Difficulties in the areas of speech, language,
fluency, swallowing, and voice are associated with a variety of disorders,
including developmental delay, hearing impairment, cleft palate, cerebral
palsy, stroke, and head injury. Audiologists are involved in prevention,
identification, assessment, and rehabilitation of hearing disorders.
Students who choose these professions should be interested in working
with people.
Opportunities
The entry level for speech-language pathology is the master's degree.
The entry level for audiology is the doctoral degree. Employment
opportunities for speech-language pathologists and audiologists
are found in speech and hearing clinics, public schools, hospitals,
universities, health departments, skilled nursing facilities, home health
agencies, rehabilitation centers, industry, research institutes, and private
practice. These environments allow for considerable flexibility. There is
ample opportunity for employment as a speech-language pathologist.
Employment opportunities for speech-language pathology assistants
(SLPAs) include working under the supervision of a speech-language
pathologist. Although SLPAs work primarily in schools, there are also
employment opportunities in hospitals and private clinics. Students
pursuing the Bachelor of Science degree may work toward meeting
eligibility requirements for registration in the state of California as
speech-language pathology assistants.
Student professional association
Students are eligible for membership in the National Student Speech-
Language-Hearing Association (NSSLHA) and are also encouraged
to become members, read the journals, and participate in the many
activities sponsored by the local chapter. Information about NSSLHA can
be found at <http://www.nsslha.org>. Further, students are encouraged
to become members of the California Speech-Language-Hearing
Association (CSHA). Information about membership and participation in
CSHA events can be found at <http://www.csha.org>.
Chair
Terry D. Douglas
Primary faculty
Lamitra Baez
Aieshea Banks
Janine G. Benner
Terry D. Douglas
Julia E. Hollister
Karen J. Mainess
Christina V. Nobriga
Eric Reid
Brian D. Sharp
Jennifer St. Clair
Keith Wolgemuth
Emeritus faculty
Jean B. Lowry
Programs
• Communication Sciences and Disorders— B.S. (p.80), M.S.
(traditional and transitional) (p.82), Comparison (p.86)
• Speech-Language Pathology— S.L.P.D. (p.87)
Communication Sciences and
Disorders — B.S.
Program director
Terry Douglas
The curriculum leading to the Bachelor of Science degreein
communication sciences and disorders begins Autumn Quarter of the
junior year. The freshman and sophomore years, which are taken at an
accredited college or university prior to coming to Loma Linda University,
provide the fundamentals of a liberal arts education. The emphasis in the
junior and senior years is on pre-professional courses and may include
practical experience.
Full-time enrollment in the undergraduate program is required; therefore,
one of the considerations for acceptance into the bachelor's degree
program is the student's ability to manage a full load of course work.
There is no option to enter the program on a part-time basis; neither will
a student be allowed to change from full-time to part-time status at any
time during program progression. Courses are completed sequentially
—with prerequisite courses offered in a given quarter, followed by more
advanced courses in a later quarter.
Upon completion of the Bachelor of Science degree, students are
prepared to seek admission to a graduate program in speech-language
pathology or related disciplines. Students are encouraged to take
CMSD267 Speech-Language Pathology Assistant Fieldwork during
their senior year in order to qualify for the speech-language pathology
assistant license, issued by the California Speech-Language Pathology
and Audiology Board.
Program learning outcomes
Students who graduate with a Bachelor of Science degreein
communication sciences and disorders will meet the University
outcomes (p.19).
By the end of the program, graduates should be able to:
1. Apply knowledge of basic human communication processes.
2. Describe linguistic differences and disorders and cultural differences
in children and adults.
3. Critically compare and contrast the nature of major classifications of
human communication and swallowing disorders.
4. Apply basic intervention procedures for the major types of human
communication and swallowing disorders.
Loma Linda University 2019-2020 81
5. Demonstrate a commitment to ethical and compassionate service.
6. Implement basic processes used in discipline-related research.
Minimum grade required for graduation
A minimum grade of C (2.0) is required for a course to qualify for
graduation.
Clinical experience
A supervised clinical practicum is recommended but not required in the
curriculum leading to the Bachelor of Science degree. Completion of
specific courses precedes placement for practicum. Clinical practicum
is available for students who have G.P.A.s of 3.0 or above in the major
courses.
Wholeness portfolio
Undergraduate students in the School of Allied Health Professions
develop portfolios during the junior and senior years. Students register
for AHCJ328 Wholeness Portfolio I during the junior year and AHCJ498
Wholeness Portfolio II during the senior year. The purpose of the portfolio
is to allow students to demonstrate achievement of the outcomes set
by the University. These outcomes were developed to aid students in
achieving personal and professional balance in the spiritual, intellectual,
social/emotional, and physical domains.
CLEP
CLEP tests must be taken within one quarter of receiving the degree
compliance report, otherwise, the course must be repeated.
Student progress review
Students must maintain a G.P.A. of 3.0 to ensure regular standing in
the program. If the student's G.P.A. drops below 3.0 by the end of an
academic quarter, s/he will be placed on academic probation for the
following quarter. If the student's G.P.A. does not improve to at least
3.0 by the end of that quarter, s/he will be dismissed from the program.
Each student's progress in the bachelor's degree curriculum is reviewed
quarterly. Students are provided written feedback with recommendations
for remediation if there are concerns about their academic or clinical
performance.
Speech-language pathology assistant
Students pursuing the Bachelor of Science in speech-language pathology
assistant degree may work toward meeting eligibility requirements for
registration in the state of California as a speech-language pathology
assistant.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following requirements:
Application deadline
Applications for the Bachelor of Science degree close June 1.
Prerequisites
Domain I: Humanities and religion (28-32 quarter units)
A minimum of 12 quarter units if the student is required to take 16 units
of religion from a Seventh-day Adventist university before graduation*
A minimum of 20 quarter units if the student is required to take eight
units of religion from Loma Linda University before graduation*
Humanities—selected from at least three of the following content areas:
civilization/history, fine arts, literature, modern language, performing/
visual arts (not to exceed four quarter credits), or philosophy
*
Specific religion courses offered at Loma Linda University are
required for graduation. The student's academic advisor will assist
him/her in determining how many religion courses will be needed,
which religion courses should be taken, and which academic quarters
it would be advisable to take these courses.
Domain II: Scientific inquiry and analysis (24-32 quarter units)
Natural Sciences (minimum of 12 quarter units):
Required courses are as follow:
Mathematics requirement: Four semesters of high school advanced
mathematics or intermediate algebra taken in college will meet the
University's mathematics requirement; however, the student will not
receive academic credit for the course work. College algebra will meet
the University's mathematics requirement. In addition, the student will
receive academic credit for the course.
Statistics: One course in introductory or basic statistics is required
One physical science required ( physics or chemistry recommended)
One biological science required (human anatomy and/or physiology,
general biology,microbiology,and life science are examples of biological
sciences)
Social Sciences (minimum of 12 quarter units)
Choose from anthropology, economics, geography, political science,
psychology, or sociology
General psychology required
Human growth and development, developmental psychology, or child
development required
Elective units to complete 12 quarter units minimum: Choose from
anthropology, economics, geography, political science, psychology, and
sociology
Domain III: Communication (9-13 quarter units)
English: Course work must include a complete sequence in English
composition that meets the baccalaureate degree requirements of a four-
year college or university (e.g., English 101 and 102)
Speech: One speech or interpersonal communication course required
Computer courses: Not required, but course work taken in this category
would be counted in this domain
Domain IV: Health and wellness (2-6 quarter units)
Personal health or nutrition: One course required
Physical activity: Must include at least two separate physical activity
courses totaling a minimum of one quarter unit
Electives
The student begins the bachelor's degree curriculum in communication
sciences and disorders with 96 quarter units (64 semester units) taken
at a college or university other than Loma Linda University. Students
who transfer from a community college may transfer a maximum of 105
82 Communication Sciences and Disorders — M.S.
quarter units (70 semester units). All other credits must come from a
senior college. Acceptance into the degree program does not guarantee
that students posses all the academic credits needed to graduate. Some
students may need to complete additional academic course work in
general education to bring their overall course unit total to a minimum
of 96 quarter units while enrolled at this University in order to meet
graduation requirements.
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
Program requirements
Although SLPAs typically receive an associate degree with a specialty in
speech-language pathology, students who have completed a bachelor's
degree in speech-language pathology or communication sciences and
disorders may qualify for the California state-issued SLPA registration
after achieving a grade of "P" (Pass) in CMSD267 Speech-Language
Pathology Assistant Fieldwork (two units), offered at Loma Linda
University.
Students generally make arrangements to register for CMSD267
Speech-Language Pathology Assistant Fieldwork in their last
year of undergraduate study (senior year). Further information
about SLPA registration can be obtained on the web at <http://
www.speechandhearing.ca.gov>. Select "Applicants," then "SLP
Assistants."
Junior Year Units
AHCJ305
1
Infectious Disease and the Health-Care Provider 1
CMSD217 Beginning Sign Language 3
CMSD284 Introduction to Speech-Language Pathology and
Audiology
3
CMSD314 Language Science 4
CMSD318 Transcription Phonetics 3
CMSD324 Language Disorders of Children 4
CMSD334 Speech Sound Disorders in Children 4
CMSD376 Anatomy of Speech-Hearing Mechanism 4
CMSD388 Communication across the Lifespan 4
CMSD445 Techniques for ESL and Accent Modification 2
CMSD454 Introduction to Audiology 4
CMSD485 Clinical Methods in Speech-Language Pathology 4
CMSD486 Diagnostic Methods in Speech-Language
Pathology
4
PSYC460 The Exceptional Individual 3
Cognates
AHCJ328
2
Wholeness Portfolio I 1
RELE457 Christian Ethics and Health Care 2
Choose one course
RELT406,
423, 436, or
437
Adventist Beliefs and Life 2-3
Senior Year
AHCJ498
2
Wholeness Portfolio II 1
CMSD304 Hearing Science 4
CMSD417 Speech Science 4
CMSD424 Adult Language Pathology 4
CMSD426 Behavior Management Applications with Special
Populations
4
CMSD444 Organic Speech Disorders 4
CMSD448 Disorders of Fluency 3
CMSD449 Voice Disorders 3
CMSD464 Introduction to Aural Rehabilitation 4
CMSD477 Bilingualism and Biculturalism 3
CMSD488 Autism Spectrum Disorders 4
Cognates
AHRM471 Statistics and Research for Health Professionals I 3
AHRM472 Statistics and Research for Health Professionals II 3
RELR 4__ Religion elective, relational 2
REL_ 4__ Religion elective 2
Total Units: 100-101
Optional
3
CMSD467 Speech-Language Pathology and Audiology
Practicum
1
Can be taken junior or senior year
2
Course must be registered each quarter:
• 0 units in autumn
• 0 units in winter
• 1 unit in spring
3
Available for students who have a G.P.A. of 3.0 or above in the major
courses.
Normal time to complete the program
Four (4) years — two (2) years (six [6] academic quarters) at LLU — full-
time enrollment required
Communication Sciences and
Disorders — M.S.
Program director
Karen Mainess
The Master of Science degreein communication sciences and disorders
offers preparation for careers in the professional practice of speech-
language pathology. It provides a basis for graduate study and research
at a more advanced level and encourages growth towards independence.
The clinical services of the department, Loma Linda University Medical
Center, and affiliated practicum sites provide opportunity for supervised
clinical experiences that represent the breadth and depth of the
profession in a variety of settings.
Upon completion of the Master of Science degree, graduates are eligible
to:
• receive the preliminary speech-language pathology services
credential (California Commission on Teacher Credentialing);
• receive the temporary license in speech-language pathology
(California Department of Consumer Affairs); and
• seek employment as clinical fellows, working towards the certificate
of clinical competence (through the Council for Clinical Certification
of the American Speech-Language-Hearing Association).
Two tracks lead to the Master of Science degree:
Loma Linda University 2019-2020 83
• Individuals who have completed a bachelor's degree in speech-
language pathology or in communication disorders may
apply for admission to the two-year master’s degree program.
Postbaccalaureate foundational course work completed at an
institution other than Loma Linda University by applicants who have
a bachelor's degree in a field other than speech-language pathology
or communication disorders is considered on an individual basis.
In general, foundational course work completed at California state
schools where undergraduate courses in communication sciences
and disorders are required is acknowledged. Prior to admission
or within the first quarter of study (see Program of Study below),
California Basic Education Skills Test (CBEST) scores are required.
• Individuals who have a bachelor's degree from an accredited college
or university, with a major in a field other than speech-language
pathology or communication disorders and who meet minimum
requirements may apply for admission to the transitional three-year
Master of Science degree curriculum.
The program
The curriculum consists of completing required graduate-level
courses, supervised clinical practice, capstone research, and clinical
presentations. The traditional Master of Science degree curriculum is two
years in length. Full-time students will complete the curriculum in seven
quarters, including the summer between the first and the second years.
Students begin the curriculum in the Autumn Quarter and go through
the program as a cohort. Classes are scheduled in the late afternoon or
early evening, and on one Friday per month. During the Winter Quarter
and Spring Quarter of the second year, students take the full-time public
school and medical field work. *Note: Students may be required to go out
of state for their full-time fieldwork and, therefore, should be prepared
financially.
Students enrolled in the three-year transitional master’s degree
curriculum will begin their program in the Autumn Quarter and go
through as a cohort. During the first year, students complete course
work that provides the necessary foundation for the second- and third-
year disorders courses and clinical practice. In the summer following
the first year, all students may be required to take the clinical practicum.
Beginning with the second year, the transitional master’s degree
students join the cohort of new students in the two-year master’s
degree program.The two groups complete the remaining two years
simultaneously.
University student learning outcomes
Students who graduate with a Master of Science degreein
communication sciences and disorderswill meet the University
outcomes (p.19).
Program learning outcomes
By the end of their program, students should be able to:
1. Define the major types of human communication and swallowing
disorders.
2. Assess human communication and swallowing disorders.
3. Develop interventions for communication and swallowing disorders.
4. Perform the role of the school-based speech-language pathologist.
5. Define basic processes used in discipline-related research
6. Explain counseling principles and practices applied to the practice of
speech-language pathology with diverse populations and across the
lifespan.
California Basic Educational Skills Test
(CBEST)
The California Commission on Teacher Credentialing requires that
all students pursuing a credential pass the CBEST. The CBEST must
be passed before beginning the graduate curriculum, or within the
first quarter. It is a measure of reading, writing, and mathematics
proficiency, and is required by law for anyone applying for a credential
in the public schools of California and Oregon. This test is given
by National Evaluation Systems, Inc., Box 340880, Sacramento, CA
95834-0880, 916/928-4001. Additional information may be found at
<http://www.cbest.nesinc.com/>.
Praxis examination
The Praxis (administered by a national testing service) is a multiple
choice examination designed to evaluate students' broad-based
knowledge across the disorders and is required for ASHA certification,
for the California license, and for the California school credential. It is
a nationally standardized and publicly administered test. A passing
score of 162 must be achieved, and the test may be taken multiple
times. Information about the Praxis may be obtained by going to
<http://www.ets.org/praxis>. Students in the Master of Science degree
curriculumin communication sciences and disordersare not required to
take the Praxis while in the graduate program. However, taking the Praxis
before graduation is a good idea.
Remediation
Alumni and graduate students who do not achieve a passing score on the
Praxis may take any course and/or seminar offered by the department
free of charge in order to refresh knowledge or remediate areas of
concern.
Graduate students who demonstrate unsatisfactory performance in
the clinical courses CMSD567 Clinical Practice in Speech-Language
Pathology and Audiology, Advanced, CMSD586 Educational Fieldwork
I, CMSD588 Educational Fieldwork II, CMSD596 Medical Fieldwork I,
or CMSD597 Medical Fieldwork II will be required to repeat the clinical
experience and to register for CMSD589 Remediation/Advanced Directed
Teaching and/or CMSD599 Remediation/Externship, respectively.
Student progress review
Each student's progress in the Master of Science degree curriculum in
communication sciences and disorders is reviewed quarterly. Written
feedback is provided, along with recommendations for remediation, if
needed. In addition, each cohort meets with the graduate advisor: as a
group, twice yearly, and on an as-needed basis.
Accreditation
The Master of Science degree education program in speech-language
pathology at Loma Linda University is accredited by the Council on
Academic Accreditation in Audiology and Speech-Language Pathology
of the American Speech-Language-Hearing Association, 220 Research
Boulevard, #310, Rockville, MD 20850, 800/498-2071 or 301/296-5700;
website: <http://www.asha.org>.
84 Communication Sciences — M.S.
The curriculum is also accredited by the California Commission on
Teacher Credentialing (CTC) and is approved by the California Department
of Consumer Affairs' Speech-Language Pathology and Audiology and
Hearing Aid Dispenser's Board (SLPAHADB).
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following requirements:
Acceptable undergraduate preparation includes a bachelor's degree
in speech-language pathology or in communicative disorders. Post-
baccalaureate foundational course work completed at an institution
other than Loma Linda University by applicants who have a bachelor's
degree in a field other than speech-language pathology or communication
disorders is considered on an individual basis. In general, foundational
course work completed at California state schools where undergraduate
courses in communication sciences and disorders are required is
acknowledged. Prior to admission or within the first quarter of study (see
Program of Study below), CBEST scores are required.
The admissions committee considers the following qualifications in
making admission decisions: personal statement, overall G.P.A., G.P.A. for
last 96 quarter units, professional potential, personal interview, on-site
writing sample, and letters of recommendation.
Regular admission may be granted to applicants who (1) submit a literate
personal statement that addresses professional motivation and reasons
for selecting Loma Linda University; (2) complete a writing sample
that demonstrates appropriate grammar, style, and critical thinking;
(3) submit three letters of recommendation (preferably academic); (4)
demonstrate professional potential and present well during the interview;
(5) have no undergraduate deficiencies; and (6) meet the scholarship
requirements for admission—minimum cumulative G.P.A. of 3.0 with a
minimum G.P.A. of 3.3 for the last 96 quarter units or 64 semester units
(last two undergraduate years). *Note: The required minimum G.P.A. for
consideration is not a guarantee of admission.
Alternate status may be granted to qualified applicants who are not
accepted in the first round of selection.
Denial of admission indicates that the applicant did not meet one or more
of the admission requirements, that the application was incomplete, or
that the application deadline was not met.
Application deadlines
Online applications open October 1. Applications close January 1 for the
two-year master's and on March 1 for the three-year transitional master's.
Applications and all supporting information (transcripts, letters of
recommendation) must be submitted by January 1 to be included in the
first round of selection for the two-year master's program and March 1 for
the three-year transitional master's program.
Programs
• Communication Sciences - M.S. (p.84), M.S. (Transitional)
(p.85), Comparison (p.86)
Communication Sciences — M.S.
Students who have been accepted into the Master of Science degree
curriculum in communication sciences and disorders are already
recognized as academic achievers.
Expectations for these students are high. Candidates for the master's
degree are expected to:
1. Meet academic and professional standards of excellence.
2. Exhibit the highest quality of work in the classroom, clinic, and as a
graduate assistant.
3. Demonstrate excellenceby following through on all activities,
completing all assignments and commitments in the agreed-upon
time frame.
4. Show initiative and support for volunteer and extracurricular
professional/student organizations.
5. Exhibit interaction and personal qualities consistent with
professionalism.
In addition to courses, degree requirements include:
1. Minimum of one quarter in residence as a graduate student.
2. Minimum G.P.A. of B (3.0), with no course grade below C (2.0).
3. Religion (three units minimum).
4. Completion of the California Basic Education Skills Test (CBEST).
First Year Units
CMSD511 Graduate Portfolio I 2
CMSD523 Seminar in Early Childhood Language Disorders 3
CMSD525 Seminar in School-Aged Child Language Disorders 3
CMSD554 Swallowing Disorders 3
CMSD567 Clinical Practice in Speech-Language Pathology
and Audiology, Advanced
1
CMSD575 Instrumentation in Speech and Hearing I 1
CMSD586 Educational Fieldwork I 1
CMSD596 Medical Fieldwork I 1
CMSD598 Research Methods and Professional Literature in
Communication Sciences and Disorders
3
CMSD679 Seminar: Motor Speech Disorders/Augmentative
Communication
3
CMSD682 Seminar: Traumatic Brain Injury 3
CMSD684 Seminar: Adult Language Disorders 3
CMSD685 Seminar: Stuttering 3
CMSD688 Seminar: Speech Sound Disorders - Advanced 3
Second Year
CMSD567,
586, or 596
1
Clinical Practice in Speech-Language Pathology
and Audiology, Advanced
1
CMSD512 Graduate Portfolio II 1
CMSD535 Voice Disorders 3
CMSD545 Issues in School Speech-Language Pathology 3
CMSD564 Seminar: Aural Rehabilitation and Cochlear
Implants/Hearing Aids
3
CMSD576 Instrumentation in Speech and Hearing II 1
CMSD587 Counseling in Communication Disorders 3
CMSD588 Educational Fieldwork II 8
CMSD597 Medical Fieldwork II 8
Loma Linda University 2019-2020 85
CMSD687
2
Seminar: Open Seminar 4
CMSD697 Research 1
REL_ 5__ 3
Total Units: 72
1
Choose one course
2
One unit each time seminar is taken
Normal time to complete the program
Two (2) years (seven [7] academic quarters); full-time enrollment required
Communication Sciences — M.S.
(Transitional)
Students who have been accepted into the transitional Master of Science
degree curriculum are already recognized as academic achievers.
Expectations for these students are high. Candidates for the master's
degree are expected to:
1. Meet academic and professional standards of excellence.
2. Exhibit the highest quality of work in the classroom and the clinic and
as a graduate assistant.
3. Demonstrate excellence in follow through, completing all
assignments and commitments in the agreed-upon time frame.
4. Show initiative and support for volunteer and extracurricular
professional/student organizations.
5. Exhibit interaction and personal qualities consistent with
professionalism.
In addition to courses, degree requirements include:
1. Minimum of one quarter in residence as a graduate student.
2. Minimum G.P.A. of 3.3 for foundational course work during the first
year.
3. Minimum G.P.A. of B (3.0), with no course grade below C (2.0),
for years two (2) and three (3) of the master's degree program; a
minimum of 45 quarter units of foundational courses, including the
following completed during the first year.
4. Religion (three units minimum).
5. Completion of the California Basic Education Skills Test (CBEST).
Transitional Year Units
CMSD514 Anatomy of Speech-Hearing Mechanism 4
CMSD515 Transcription Phonetics 3
CMSD520 Communication across the Lifespan 4
CMSD521 Language Disorders of Children 4
CMSD522 Organic Speech Disorders 4
CMSD529 Adult Language Pathology 4
CMSD533 Language Science 4
CMSD534 Speech Sound Disorders in Children 4
CMSD537 Clinical Methods in Speech-Language Pathology 4
CMSD538 Diagnostic Methods in Speech-Language
Pathology
4
CMSD539 Introduction to Audiology 4
CMSD577 Bilingualism and Biculturalism 3
First Year
CMSD511 Graduate Portfolio I 2
CMSD516 Speech and Hearing Science 3
CMSD523 Seminar in Early Childhood Language Disorders 3
CMSD525 Seminar in School-Aged Child Language Disorders 3
CMSD554 Swallowing Disorders 3
CMSD567 Clinical Practice in Speech-Language Pathology
and Audiology, Advanced
2
CMSD575 Instrumentation in Speech and Hearing I 1
CMSD586 Educational Fieldwork I 1
CMSD596 Medical Fieldwork I 1
CMSD598 Research Methods and Professional Literature in
Communication Sciences and Disorders
3
CMSD679 Seminar: Motor Speech Disorders/Augmentative
Communication
3
CMSD682 Seminar: Traumatic Brain Injury 3
CMSD684 Seminar: Adult Language Disorders 3
CMSD685 Seminar: Stuttering 3
CMSD688 Seminar: Speech Sound Disorders - Advanced 3
Second Year
CMSD567,
586, or 596
1
Clinical Practice in Speech-Language Pathology
and Audiology, Advanced
1
CMSD512 Graduate Portfolio II 1
CMSD535 Voice Disorders 3
CMSD545 Issues in School Speech-Language Pathology 3
CMSD564 Seminar: Aural Rehabilitation and Cochlear
Implants/Hearing Aids
3
CMSD576 Instrumentation in Speech and Hearing II 1
CMSD587 Counseling in Communication Disorders 3
CMSD588 Educational Fieldwork II 8
CMSD597 Medical Fieldwork II 8
CMSD687
2
Seminar: Open Seminar 4
CMSD697 Research 1
REL_ 5__ (Graduate-level religion elective) 3
Total Units: 122
1
Choose one course
2
One unit each time seminar is taken
Normal time to complete the program
Three (3) years, 11 academic quarters; full-time enrollment required
86 Communication Sciences — M.S., M.S. (Transitional) Comparison
Communication Sciences — M.S., M.S. (Transitional) Comparison
Course Title MS (Transitional) MS
Transitional Year
CMSD514 Anatomy of Speech-Hearing Mechanism 4.0
CMSD515 Transcription Phonetics 3.0
CMSD520 Communication across the Lifespan 4.0
CMSD521 Language Disorders of Children 4.0
CMSD522 Organic Speech Disorders 4.0
CMSD529 Adult Language Pathology 4.0
CMSD533 Language Science 4.0
CMSD534 Speech Sound Disorders in Children 4.0
CMSD537 Clinical Methods in Speech-Language Pathology 4.0
CMSD538 Diagnostic Methods in Speech-Language Pathology 4.0
CMSD539 Introduction to Audiology 4.0
CMSD577 Bilingualism and Biculturalism 3.0
Totals 46.0
Course Title MS (Transitional) MS
Master's First Year
CMSD516 Speech and Hearing Science 3.0
CMSD567 Clinical Practice in Speech-Language Pathology and Audiology, Advanced 2.0 1.0
CMSD511 Graduate Portfolio I 2.0 2.0
CMSD523 Seminar in Early Childhood Language Disorders 3.0 3.0
CMSD525 Seminar in School-Aged Child Language Disorders 3.0 3.0
CMSD554 Swallowing Disorders 3.0 3.0
CMSD575 Instrumentation in Speech and Hearing I 1.0 1.0
CMSD586 Educational Fieldwork I 1.0 1.0
CMSD596 Medical Fieldwork I 1.0 1.0
CMSD598 Research Methods and Professional Literature in Communication
Sciences and Disorders
3.0 3.0
CMSD679 Seminar: Motor Speech Disorders/Augmentative Communication 3.0 3.0
CMSD682 Seminar: Traumatic Brain Injury 3.0 3.0
CMSD684 Seminar: Adult Language Disorders 3.0 3.0
CMSD685 Seminar: Stuttering 3.0 3.0
CMSD688 Seminar: Speech Sound Disorders - Advanced 3.0 3.0
Totals 37.0 33.0
Course Title MS (Transitional) MS
Master's Second Year
Select of the following: 1.0 1.0
CMSD567 Clinical Practice in Speech-Language Pathology and Audiology, Advanced
CMSD586 Educational Fieldwork I
CMSD596 Medical Fieldwork I
CMSD512 Graduate Portfolio II 1.0 1.0
CMSD535 Voice Disorders 3.0 3.0
CMSD545 Issues in School Speech-Language Pathology 3.0 3.0
CMSD564 Seminar: Aural Rehabilitation and Cochlear Implants/Hearing Aids 3.0 3.0
CMSD576 Instrumentation in Speech and Hearing II 1.0 1.0
CMSD587 Counseling in Communication Disorders 3.0 3.0
CMSD588 Educational Fieldwork II 8.0 8.0
CMSD597 Medical Fieldwork II 8.0 8.0
CMSD687 Seminar: Open Seminar (one unit each time seminar is taken) 4.0 4.0
CMSD697 Research 1.0 1.0
Loma Linda University 2019-2020 87
REL_ 5__ 3.0 3.0
Totals 39.0 39.0
Overall Totals 122.0 72.0
Speech-Language Pathology —
S.L.P.D.
Program Director
Keith Wolgemuth
The Doctor of Speech-Language Pathology is a post-entry level
professional degree for individuals who want to increase depth of
knowledge in the field of speech-language pathology while also acquiring
clinical research experience. Graduates of the program will be trained to
take positions as master clinicians, clinical researchers, and university
clinical faculty.
The post-entry level professional program at Loma Linda University is
one of a handful of such programs in the country and is currently the only
program in California. Current practitioners will gain advanced knowledge
in the field of speech-language pathology, with specialized training
in evidence-based practice, critical thinking, legal and ethical issues,
problem solving and clinical research. Doctoral students will become
adept at analyzing and synthesizing the existing research literature as
they design and conduct their own clinical study in their area of interest.
Doctoral students will be required to complete an applied dissertation,
research capstone project designed by the student and his or her faculty
mentor. This project will be a clinical research study that will be in the
form of a written manuscript for potential publication.
Student learning outcomes
In addition to the institutional learning outcomes (p.19), by the end of the
program, the graduate should be able to:
1. Independently conduct clinically based research.
2. Disseminate information from their novel research findings.
3. Demonstrate specialized knowledge in speech-language pathology.
4. Demonstrate knowledge in disciplines outside the field of speech-
language pathology.
Admissions
Note: If you live in a state that has regulatory requirements for online
education, please check if Loma Linda University is able to accept residents
of your state for online education. Contact the Admissions office for School
of Allied Health Professions, 909-558-4599.
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must also
complete the following requirements:
• Be speech-language pathologists with a Master’s degree (M.A./
M.S.) in speech-language pathology or equivalent and six months of
professional practice
• Have a current Certificate of Clinical Competence (CCC), and current
licensure in one of the 50 United States.
• Document a minimum graduate GPA of 3.3
• Provide three letters of reference
• Submit a two- to three-page written statement describing research
interests (and experience, if any), professional experience/
accomplishments, reason for pursuing a Doctorate in Speech-
Language Pathology, and reason for attending Loma Linda University.
If the applicant has a particular faculty mentor in mind, it should be
mentioned here.
In the admissions screening process, the applicant’s recommendations,
interview, personal statement, and work experience are all considered.
The most qualified applicants will be selected to be interviewed. The
strength of the interview will be evaluated along with the applicant's
stated research goals/plans. Admission will be decided based on
the perceived potential of the applicant to succeed in this clinical
research program as well as availability of a faculty mentor suited to the
applicant’s research area.
Program requirements
Courses in the program fall into two broad domains: research and theory.
Students will be required to take all courses in each domain
Major
SLPD550 Advanced Seminar in Neuroanatomy and
Neuroscience
3
SLPD560 Advanced Seminar in Motor, Speech, and Voice 3
SLPD570 Special Topics in Speech-Language Pathology (3)
1
6
SLPD580 Clinical Issues in Speech-Language Pathology 3
SLPD600 Components of Clinical Inquiry 3
SLPD610 Capstone IRB Proposal 4
SLPD621 Capstone Planning 3
SLPD622 Capstone Proposal 2
SLPD623 Capstone II 3
SLPD624 Capstone III 3
SLPD625 Capstone IV 3
SLPD626 Dissemination of Research 3
Cognates
AHCJ541 Managing Stress 3
Religion (Choose from two of the following areas) 6
RELE_ 5__ Religion elective ethics
RELR_ 5__ Religion elective relational
RELT_ 5__ Religion elective theological
Electives 3
Total Units 51
1
Course will be taken twice with a different topic each time.
88 Department of Health Informatics and Information Management
Department of Health Informatics
and Information Management
Health informatics and information management (HIIM) professionals
provide leadership necessary to provide real time quality information
that supports clinical and nonclinical decision making in the health-care
industry. Transforming data into health intelligence while governing and
respecting the privacy rights of patients and providers is a challenge
all health-care delivery systems face. The profession aims to improve
patients' experiences with respect to quality and satisfaction, to improve
the health of populations, and to improve the per capita costs of health
care. Professionals trained in HIIM possess the necessary leadership
—as well as the technological, administrative, legislative, analytical,
and decision-making skill sets—to ensure a competent workforce in the
health-care industry.
Chair
Debra L. Hamada
Primary faculty
Pauline J. Calla
Debra L. Hamada
Terri L. Rouse
Ryan Stephan
Braden Tabisula
Clinical faculty
Kimberly A. Alcaraz
Jere E. Chrispens
Marilyn Davidian
Jennifer Guerrero
Melanie Hanson
DP Harris
Thomas Hatch
Audrey J. Shaffer
Brenda Muniz Taylor
David Wren
Mark E. Zirkelbach
Programs
• Coding Specialist — Certificate (p.88)
• Health Informatics— M.S. (p.89)
• Health Information Administration— B.S. (p.90), Certificate
(p.90)
Coding Specialist — Certificate
Program closed to admission for the 2019-2020 academic year.
Program director
Ryan Stephan
Advisory committee
Susan Armstrong
Angela Barker
Tim Bristol, Chair
Pauline Calla
Deanna Klure
Tanya McCandish
Diana McWaid-Harrah
Diana Medal
Beverly Miller
Evelia Munoz
Carel Randolph
Patricia Small
Guadalupe Valdepena
Invitees
Debra Hamada
Terri Rouse
Braden Tabisula
Medical coding professionals
Health-care facilities need coders who accurately select ICD-10-CM/PCS
codes, CPT codes, and HCPCS codes; and identify appropriate DRG or
APC assignments for diagnostic and surgical information filed in health
records. In most instances, financial reimbursement is directly tied to
these codes. The statistical information generated from these codes is
used in research, quality improvement in patient care, education, and
administrative decision making.
Opportunities
Coding specialists are in demand in acute care and ambulatory care
facilities, physicians' office practices, and long-term care facilities. A
variety of government agencies require coding expertise as well. The
need for accurate, skilled coders is acute in California and throughout
the nation. Available information about job opportunities is provided to
alumni.
The program
The Coding Specialist Program is seven quarters in length.Prior to
beginning coding courses, the student is introduced to health-care
records, confidentiality, ethics, and pharmacology. Classes meet one
night a week until the final two quarters. The last two quarters of the
program, practical experience courses are integrated into the course
schedule. During these quarters, students will spend one night a week in
class and one night a week in practicum.
Program learning outcomes
Upon completion of the program, the graduate should be able to:
1. Adhere to the format, organization, and mechanical conventions of
the ICD-10-CM/PCS, CPT, E & M, and HCPCS coding systems.
2. Determine the appropriate medical codes for health-care encounters
with accuracy and consistency.
Loma Linda University 2019-2020 89
3. Analyze health record documentation to verify that it is accurate,
timely, and complete; and that it supports the diagnosis and other
clinical findings.
4. Supervise health data collection and processing through coding,
indexing, and maintaining disease and operation statistics.
5. Develop policies and procedures for coding, including a plan for
coding quality.
6. Comply with federal, state, and professional association guidelines
for coding in the healthcare environment.
7. Interpret the revenue management cycle in relation to the prospective
payment system.
8. Perform diagnostic-related group and ambulatory patient-
classification assignments using decision trees and computerized
patient-data groupers.
9. Develop appropriate physician queries to resolve discrepancies in
clinical documentation and coding.
Professional certification
Upon successful completion of the program, the student is eligible to
take the national entry-level certification examinations of the American
Health Information Management Association.
Special course work/credit
Credit for life experience may be offered through waiver or equivalency
examination as allowed by University policy.
Approval
The Loma Linda University Coding Specialist Certificate Program is
approved by AHIMA's Professional Certificate Approval Program (PCAP).
This designation acknowledges the coding program as having been
evaluated through a peer-review process and against a national minimum
set of standards for entry-level coding professionals. This process allows
academic institutions, health-care organizations, and private companies
to be acknowledged as offering an approved coding certificate program.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must also
complete the following requirement:
• High School Diploma or GED
Program requirements
Corequisite
The following corequisites/courses must be completed at a regionally
accredited college or university:
• Human anatomy and physiology (must be completed before Summer
Quarter of first year)
• Medical terminology
• Introduction to computer applications (must be completed before
HLCS961 Coding Practicum I)
• Essentials of human diseases/pathophysiology (must be completed
before Fall Quarter of second year)
Year 1
HLCS236 Pharmacology 2
HLCS239 Introduction to Health Records Science 3
HLCS242 Coding I 4
HLCS247 Computer Applications in Health Care 2
RELE257 Health Care Ethics 2
Year 2
HLCS243 Coding II 4
HLCS245 Coding III 4
HLCS254 Evaluation and Management Coding for Billing and
Reimbursement
2
HLCS961 Coding Practicum I 2
HLCS962 Coding Practicum II 2
HLCS257 Coding Special Topics 3
Total Units 30
A minimum grade of C (2.0) is required for all courses in the program.
Normal time to complete the program
Two (2) years based on less than half-time enrollment, with no full-time
option available.
Health Informatics — M.S.
Program director
Braden Tabisula
Advisory committee
Kirk Campbell
Dawn Cardillo
Joseph Cawood, Chair
Kent Chow
Jere Chrispens
David P. Harris
Joyce Hopp
Craig Jackson
Art Kroetz
Jennifer Miller
Rodney Roath
Terri Rouse
Brenda Taylor
David Wren
Mark Zirkelbach
Invitees
Pauline Calla
Debra Hamada
Ryan Stephan
Braden Tabisula
Program Overview
The dynamics within the health-care industry are creating an information-
intensive environment that professionals must navigate as they deliver
health care to patients. Clinical and nonclinical professions in this
industry will be required to be knowledgeable and proficient in the
development and use of information technology. The future success or
failure of health-care organizations will be predicated on their abilities
to effectively and efficiently manage the valuable asset of information.
This curriculum blends the topics of leadership, system theory and
management, technology, data analytics, project management,
process improvement, data management, and regulatory constraints
in order to prepare graduates for critical leadership roles in health-care
90 Health Information Administration — B.S., Certificate
organizations. As informatics leaders, graduates will assist in developing
information systems in health care that positively impact patient care at
individual, local, and national levels.
Opportunities
As the health-care industry develops under vastly expanding regulatory
mandates, there is a need for information systems that will meet the
needs of all stakeholders. The demand for informatics professionals is
steadily increasing as health-care organizations look for greater numbers
of skilled workers. There is a projected need for more than 50,000 new
information technology workers in the coming years. Health informatics
professionals are employed in a wide variety of health settings, including
acute care, outpatient care, long-term care, research facilities, software
development companies, government agencies, rehabilitation facilities,
consulting firms, and others.
Program learning outcomes
Upon completion of this program, the graduate should be able to:
1. Conduct information system analysis, design, implementation and
management.
2. Evaluate data structure, function and transfer of information, socio-
technical aspects of health computing, and human-computer
interaction.
3. Recommend information technology, including but not limited to,
computer networks, databases and system administration, security
and programming.
4. Develop effective verbal and written communications.
5. Ensure successful project management.
6. Assess quality and performance issues in health care using data
analytics and performance improvement tools
Accreditation
Loma Linda University is regionally accredited by the WASC Senior
College and University Commission (WSCUC), 985 Atlantic Avenue, Suite
100, Alameda, CA 94501; telephone: 510/748-9001; fax: 510/748-9797;
website: <http://www.wascsenior.org/contact>.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following:
• Provide evidence of completion of a bachelor’s degree from an
accredited U.S. college or university or the foreign equivalent
• Provide three letters of recommendation that indicate a strong
academic background and professional readiness
• Interview, if deemed necessary
• Minimum G.P.A. of 3.0. The Graduate Record Examination (GRE) may
be requested and considered for G.P.A.s less than 3.0.
Note: Because this program is designed as a part-time program for
working individuals, it does not meet the criteria for an F1 or J1 visa. For
this reason, admissions is not open to international students who need
these types of visas.
Program requirements
Year 1
AHCJ555 Writing for Health-Care Professionals 3
AHRM514 Biostatistics 3
HLIF510 Health-Care Information Systems 4
HLIF515 The U.S. Health-Care System 3
HLIF525 Management of Health-Care Data and Information 2
HLIF548 Human Computer Interactions 2
HLIF565 Technical Structures in Health Informatics 3
Year 2
HLIF520 Data Management: Modeling and Development 3
HLIF526 Quality and Performance Improvement for Health
Care
2
HLIF530 Data Analytics and Decision Support 3
HLIF540 Leadership Perspectives and Practice 3
HLIF545 System Design, Implementation, and Management 3
HLIF555 Health-Care Vendor and Project Management 2
HLIF560 Policy Development for Privacy and Security in
Health-Care Systems
3
HLIF570 Professional Portfolio 2
Choose one: 2
HLIF575 Capstone Project and Special Topics in Health
Informatics
HLIF584 Professional Practicum and Seminar for Health
Informatics
REL_ 5__ Religion elective 3
Total Units 46
Non-course requirements
An LLU G.P.A. of 3.0 must be maintained throughout the program.
A minimum grade of C (2.0) is required for each course in the program.
Normal time to complete the program
Two (2) years (seven [7] academic quarters) based on three-quarter-time
enrollment
Health Information Administration —
B.S., Certificate
Program director
Pauline Calla
Clinical coordinator
Ryan Stephan
Recruitment coordinator
Pauline Calla
Advisory committee
Felicia Chao, Chair
Kristen Borth
Deborah Critchfield
Cynthia Doyon
Craig Jackson, ex officio
Raymound Mikaelian
Jennifer Miller
Loma Linda University 2019-2020 91
Eric Morales
Gilbert Rodriquez
Braden Tabisula
Brenda Taylor
Marvin Torres
Invitees
Pauline Calla
Debra Hamada
Terri Rouse
Ryan Stephan
Program overview
The Health Information Administrator (HIA) manages health information
systems that serve the needs of patients,the health-care team, and
the administrative staff. It is an excellent career choice for the person
who desires a profession in health care that combines interests in
data analytics, computer science, business, management,informatics,
law, and medicine. This unique mixture provides the HIA with great
opportunities in a variety ofdifferent settings and job titles, along with
substantial income.
HIAs have opportunities to assist in the development and implementation
of health information systems for quality patient care, financial
reimbursement, medical research, health-care planning, and health-care
quality evaluation. Other responsibilities include privacy, security, and
data governance.
One of the many career options chosen by HIAs is the management of
a health information department. In this position, managers evaluate
and motivate employees, provide leadership in department planning
and organizing, determine department policies, and budget department
resources. Managers are also involved in decision making and health-
care committees.
The HIA designs, develops, and maintains systems for storage, retrieval,
and dissemination of information in accordance with federal, state,
and local statutes and regulations. This person works with the medical
staff and other health professionals in research, administrative studies,
functions relative to health information, and patient-care evaluation.
The HIA in a health-care facility provides management and leadership
in planning and organizing the department, motivating and evaluating
employees, and providing in-service programs for departmental
employees or other personnel. In addition, strategic planning involvement
for health information systems is an important function.
The health information administration curriculum is offered in two
pathways as follow:
1. Bachelor's degree completion program.
2. Postbaccalaureate degree certificate program for applicants with a
bachelor's degree.
The Health Information Administration Program, leading to the Bachelor
of Science degree, begins with the Autumn Quarter. Freshman and
sophomore years, which are taken at an accredited college or university,
afford the fundamentals of a liberal arts education and provide
background in science, humanities, social studies, and business.
Concentration on health information administration subject matter
begins at Loma Linda University in the junior year and continues through
the senior year.
Students are advised to complete the curriculum in two years as
scheduled. Those electing to study on a part-time basis must complete
all course work within a period specified by University policy.
Opportunities
Health information administration provides job flexibility for the person
seeking work in a variety of settings. Many are employed by hospitals
and medical centers. However, the job market is rapidly expanding
beyond hospitals. New openings are available in home-health agencies,
long-term care facilities, outpatient care, mental health facilities, private
medical practices and clinics, insurance companies, health management
organizations, commercial and industrial firms, government agencies,
legal offices, software vendors, and education.
Job positions include, but are not limited to: director of HIM, privacy
officer, security officer, chief compliance officer, EHR implementation
specialist, data application or system analyst, data integrity analyst,
consultant, cancer registrar, medical office administrator, HIM revenue
cycle auditor, revenue cycle manager, REC/HIE exchange director,
meaningful use specialist, data quality manager, documentation and
coding specialist, and coding manager.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Conduct assessment and management of data and information
needs for a variety of health-care settings.
2. Advocate effective strategies for health information protection:
privacy, security, and confidentiality.
3. Recommend technology, database models, and data analytic tools to
support decision making and strategic planning.
4. Discuss and apprise revenue cycle management principles, strategies
and processes.
5. Monitor and analyze compliance with standards, regulations, and
laws documentation related to healthcare.
6. Formulate management and leadership plans and strategies in
legal and ethical manners to utilization resources effectively and
efficiently.
7. Integrate pathophysiology, pharmacology, anatomy and physiology,
medical terminology, computer concepts and application, and math
statistics into the practice of health information administration.
Professional practice experience
Two complimentary types of clinical experience are offered. The first
is a variety of assignments and simulated exercises that will acquaint
the student with managing information in all aspects of the healthcare
environment. The second is a 120-hour affiliation during Spring Quarter
of the senior year. Arrangements for internships and affiliation sites are
made through the program director and the clinical coordinator. Students
are responsible for their own transportation, food, and lodging during this
affiliation.
Professional registration
Upon completion of either the B.S. degree or the certificate, and upon
recommendation of the faculty, graduates are eligible to take the
qualifying examination of the American Health Information Management
Association, 233 North Michigan Avenue, 21st Floor, Chicago, IL
60611-5519, for the designation of Registered Health Information
Administrator.
92 Health Information Administration — B.S.
Professional association
Students and graduates are eligible for becoming members of the
American Health Information Management Association and their
respective Component State Associations.The purpose of these
associations is to promote the art and science of health information
management. They grant student memberships at a nominal cost to
undergraduates in approved schools. Students are expected to become
members of these associations, pay the nominal dues, read the journals,
and become familiar with the professional activities.
Credit by examination or evaluation
Applicants who have comparable education or experience may be able to
gain credit per University policy.
Accreditation
The Health Information Administration Program is accredited by the
Commission on Accreditation for Health Informatics and Information
Management Education (CAHIIM), 233 North Michigan Avenue, Suite
2150, Chicago, IL 60601-5519; telephone: 312/233-1100; website:
<www.cahiim.org (http://www.cahiim.org)>.
Admission
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must also
complete the following requirements:
Health Information Administration—B.S.
To be eligible for admission to the B.S. degree curriculum in health
information administration, the applicant must have completed a
minimum of 96 quarter units at an accredited college or university.
Domain 1: Religion and humanities (20 quarter units)
Humanities—Choose a minimum of three areas from: history, literature,
modern language, philosophy, and art/music appreciation
Included in this minimum are four units of religion per year of attendance
at a Seventh-day Adventist college or university
Domain 2: Scientific inquiry and analysis (24-32 quarter units)
Natural sciences (12 units minimum)
Human anatomy and physiology with laboratory, complete sequence
Choose remaining units from: chemistry, geology, mathematics,
astronomy, physics, statistics
Social sciences (12 units minimum)
Cultural anthropology or an approved course dealing with cultural
diversity
Psychology (one course minimum)
Intermediate algebra (or two years of high school equivalent)
Chooseone additional course from: sociology, economics, geography,
political science
Domain 3: Communication (9-13 quarter units)
English composition, complete sequence
Business communications or Interpersonal communication
Domain 4: Health and wellness (2-6 quarter units)
Personal health or nutrition
Two physical activity courses
Other
Medical terminology
Electives to meet the minimum total requirement of 96 quarter units
For total unit requirements for graduation, seeLLU General Education
Requirements (p.28).
Health Information Administration—Certificate
To be eligible for admission, the applicant must have a bachelor's degree
from an accredited college or university.
Prerequisites
Human anatomy and physiology with laboratory, complete sequence—
concurrent with first quarter
Medical terminology
Intermediate algebra or two years of high school math
Psychology course
Business communications or Interpersonal communication
Programs
• Health Information Administration— B.S. (p.92), Certificate
(p.93)
Health Information Administration —
B.S.
Junior Year Units
HCBL345 Project Management in Health Care 3
HCBL346 Legal and Ethical Environment in Health Care 3
HLIN321 Health Information Science and the Health-Care
System I
4
HLIN322 Health Information Science and the Health-Care
System II
4
HLIN334 Clinical Classification Systems 4
HLIN335 Advanced Classification Systems and Coding
Compliance
4
HLIN340 Seminar and Portfolio for Health Information
Management
4
HLIN347 Advanced Information Privacy and Security 4
HLIN348 Pathopharmacology for Health Information
Administration
4
HLIN354 Professional Practice Experience 3
HLIN430 Quality Management and Performance
Improvement in Health Care
3
RELE457 Christian Ethics and Health Care 2
REL_ 4__ Upper-division religion course 2
Senior Year
AHRM475 Health-Care Research and Statistics 4
HCBL434 Financial Management for Health Care 3
HCBL471 Information Systems Management in Health Care I 4
HLIN344 Health-Care Informatics and Database
Management
4
Loma Linda University 2019-2020 93
HLIN435 Seminar and Portfolio for Health Information
Management II
4
HLIN437 Data Analytics and Visualizations for Health Care 4
HLIN438 Revenue Cycle Management for Health Care 4
HLIN439 Management in Health Care 4
HLIN440 Leadership and Strategy Management in Health
Care
4
HLIN454 Professional Practice Experience II 4
HLIN472 Information Systems Management in Health Care
II
4
RELT423,
406, 436, or
437 (choose
one course)
Loma Linda Perspectives 2
REL_ 4__ Upper-division religion course 2
Total Units: 91
Graduation Requirements: A minimum grade of C (2.0) is required for all
courses in the program. 192 units (maximum junior college units = 105;
60 units must be upper division).
An G.P.A. of 2.0 from LLU must be maintained throughout the program.
Normal time to complete the program
Two (2) years (six [6] academic quarters) at LLU based on full-time
enrollment
Health Information Administration —
Certificate
Junior Year Units
HCBL345 Project Management in Health Care 3
HCBL346 Legal and Ethical Environment in Health Care 3
HLIN321 Health Information Science and the Health-Care
System I
4
HLIN322 Health Information Science and the Health-Care
System II
4
HLIN334 Clinical Classification Systems 4
HLIN335 Advanced Classification Systems and Coding
Compliance
4
HLIN340 Seminar and Portfolio for Health Information
Management
4
HLIN347 Advanced Information Privacy and Security 4
HLIN348 Pathopharmacology for Health Information
Administration
4
HLIN354 Professional Practice Experience 3
HLIN430 Quality Management and Performance
Improvement in Health Care
3
RELE457 Christian Ethics and Health Care 2
Senior Year
AHRM475 Health-Care Research and Statistics 4
HCBL434 Financial Management for Health Care 3
HCBL471 Information Systems Management in Health Care I 4
HLIN344 Health-Care Informatics and Database
Management
4
HLIN435 Seminar and Portfolio for Health Information
Management II
4
HLIN437 Data Analytics and Visualizations for Health Care 4
HLIN438 Revenue Cycle Management for Health Care 4
HLIN439 Management in Health Care 4
HLIN440 Leadership and Strategy Management in Health
Care
4
HLIN454 Professional Practice Experience II 4
HLIN472 Information Systems Management in Health Care
II
4
Total Units: 85
A minimum grade of C (2.0) is required for all courses in the program.
An G.P.A. of 2.0 from LLU must be maintained throughout the program. A
minimum of 50 units is required for completion.
Normal time to complete the program
Two (2) years (six [6] academic quarters) at LLU
94 Department of Nutrition and Dietetics
Department of Nutrition and Dietetics
The Department of Nutrition and Dietetics offers degree programs that
lead to professional careers. Graduates are prepared to be registration
eligible; and upon passing the boards, be employed as clinical dietitians
in hospitals and as directors of health-care and school food service
facilities. Some own private practices, offering consulting services
to long-term care facilities, sports teams, and other venues. The
classroom-based B.S and M.S. coordinated programs that lead to RD/
RDN (registered dietitian/registered dietitian nutritionist) eligibility are
accredited by the Academy of Nutrition and Dietetics’ Accreditation
Council for Education in Nutrition and Dietetics. As a coordinated
program, both didactic course work and 1200 hours of supervised
practice are included in the curriculum. In addition to the ACEND-
accredited coordinated programs, two master’s-level degrees (online and
classroom-based)are offered fordietitians with bachelor's degrees who
want to further their educations.
Chair
Cindy Kosch
Associate chair
Georgia Hodgkin
Primary faculty
Edward Bitok
James Carter
Andrea Fanica
Cory Gheen
Georgia W. Hodgkin
Cindy Kosch
JeJe Noval
Kyndra J. Woosley
Clinical faculty
Adleit F. Asi
Margie I. Carson
Vivien Choi
Barbara Dickinson
Ruby Hayasaka
Inherla H. Hernando-Rivera
Susan Lewis
Marijane McTalley
Leann Onasch
M. Elizabeth Quigley
Maryellen Westerberg
Linda Whiting
Pamela Yong
Associated faculty
Ella Haddad
Sujatha Rajaram
Ronald Rea
Programs
• Nutrition and Dietetics— M.S. (Prior RD) (p.94)
• Nutrition and Dietetics (Coordinated Programs)— B.S. (p.98), B.S.
and M.S (p.99)., M.S. (Prior B.S.) (p.97), M.S. (DPD) (p.96),
Comparison (p.101)
Nutrition and Dietetics (Prior RD) —
MS
This is a one-year (four [4] quarters)program and begins every Summer
Quarter. A research project requirement is included in the curriculum.
Opportunities for a registered dietitian who has completed a master's
degree are enhanced by the additional education at the graduate level. By
2024, a master's degree will be required for entry-level employment.
The curriculum is identical to that ofthe third year of the Nutrition and
Dietetics—B.S. and M.S. Coordinated Program in dietetics.
Program learning outcomes
At the end of this program, the graduate should be able to:
1. Plan, process and perform nutrition-related research while protecting
the public.
2. Demonstrate ability to translate evidence-based literature into
formats lay public can understand, including use of videos, writing
articles, and counseling.
3. Evaluate emerging trends in nutrition and give competent, evidence-
based answers to the public.
4. Use metabolic pathways to determine patient and client nutritional
needs.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• Be a registered dietitian
• Have a 3.0 or above G.P.A.
• Complete an interview (by phone or in person)
Program requirements
Graduate Year Units
AHCJ548 Human Resource Management in the Health-Care
Environment
3
AHRM604 Research-Proposal Writing 3
DTCS526 Pharmacology in Medical Nutrition Therapy 2
DTCS584 Contemporary Issues in the Dietetic Profession 4
DTCS589 Capstone Course in Nutrition and Dietetics 3
DTCS694 Research 4
Loma Linda University 2019-2020 95
EPDM509 Principles of Epidemiology 3
NUTR504 Nutritional Metabolism 5
NUTR510 Advanced Public Health Nutrition 3
NUTR517 Advanced Nutrition I: Carbohydrates and Lipids 4
NUTR518 Advanced Nutrition II: Proteins, Vitamins, and
Minerals
4
NUTR519 Phytochemicals 2
NUTR564 Contemporary Issues of Vegetarian Diets 2
REL_ 5__ 3
Elective: Any graduate-level course approved by advisor 3
Total Units: 48
Normal time to complete the program
One (1) year (four [4] academic quarters) at LLU based on full-time
enrollment. Part time permitted.
Nutrition and Dietetics —
Coordinated Programs
Advisory committee
Gurinder Bains
Lee Berk
Margie Carson
Elena Chai
Dorothy Chen-Maynard
Teslyn Henry-King
Robin Hernandez
Celine Heskey
Georgia Hodgkin
Gayle Hoxter
Craig Jackson, ex officio
Febra Johnson
Arthur Marshak
JeJe Noval
Larry Roberts
Jean Sellars
Khongmany Wells
The registered dietitian (RD) is a vital member of the health-care team
in the field of health promotion and medical nutrition therapy. This
profession focuses on the field of health promotion; and medical nutrition
therapy focuses on the science of nutrition, the art of food presentation,
and management in providing nutrition care—as well as instruction in
proper food choices throughout life. Individuals and groups benefit from
the work of the registered dietitian, which leads potentially to better
health and longer life. Dietetic practice is the application of principles
derived from integrating knowledge of food, nutrition, biochemistry,
physiology, business and management, journalism, and behavioral and
social sciences; as well as the artistic presentation of food to achieve and
maintain health, prevent disease, and facilitate recovery from illness.
The coordinated program—a joint effort of the School of Allied Health
Professions and the School of Public Health—offers students the option
to pursue one of three degrees:
• B.S. degreein nutrition and dietetics
• M.S. degreein nutrition and dietetics
• M.P.H. degree in public health nutrition (described in the Nutrition
Program of the School of Public Health section of the CATALOG)
Each of these degrees culminates in eligibility to take the registration
examination for dietitians.The student obtains the credential in
dietetics upon successful completion of the registration examination
offered by the Commission on Dietetic Registration of the Academy of
Nutrition and Dietetics. The coordinated program in dietetics combines
didactic and supervised professional practice experiences to develop
professionalcompetencies concurrently with cognitive and technical
skills that enable the graduate to establish eligibility to become a
registered dietitian.
The M.S. degree prepares entry-level dietitians to join the profession in
areas of advanced practice and in specialty areas that will allow them to
contribute to the wholeness of humankind. The graduate is awarded an
M.S. degree in nutrition and dietetics. The curriculum comprises didactic
and supervised professional practice experiences in a health-sciences,
liberal arts environment to prepare an educated graduate.
This curriculum includes theory, laboratory, research, and clinical
experiences. Twelve hundred hours of supervised professional practice
experiences are scheduled in medical nutrition therapy, community, and
administrative nutrition. Students participate as active members of the
nutrition-care team inclinical settings.
Fourchoices are available to earn a Master of Science degree in nutrition
and dietetics at Loma Linda University.
Opportunities
Members of the dietetics profession practice in a variety of environments
—including hospitals and other health-care facilities, schools and
universities, government and community agencies, business, and
industry. A growing number of dietitians are employed in physicians'
offices, clinics, home health-care agencies, mass communications, and
many other entrepreneurial roles.
By successfully passing the registration examination for dietitians,
practice opportunities as a specialist in medical nutrition therapy,
administrative dietetics, nutrition education, community nutrition, or
research are available. There is increased recognition of the importance
of nutrition in the fields of medicine, dentistry, and health promotion—
with emphasis on fitness and optimal well-being. This indicates that the
dietitian's scope of practice is steadily broadening.
The registered dietitian in medical nutrition therapy applies the science
of nutrition to the care of people through health promotion and disease
prevention, and uses medical nutrition therapy in the treatment of
disease. As a member of the patient-care team, the registered dietitian
(RD) is responsible for assessing, implementing, and monitoring the
nutritional care of patients. In addition, the RD may serve professionally
as a nutrition practitioner in health care; a teacher in an educational
institution; a research dietitian; or a nutrition consultant-educator in
municipal, state, or federal departments of health.
The dietitian in administration is accountable for the food service
system. In a health-care institution, s/he is responsible for the
effective functioning of food service from the standpoint of patients,
administration, medical staff, and personnel. The administrative RD may
also teach; manage food systems in educational, public, or commercial
facilities; serve as a consultant to health-care or educational institutions;
or enter the field of research.
Community registered dietitians practice in diverse settings, translating
nutrition science into improved health status. Opportunities may include
forming partnerships with various organizations, mastering technology,
96 Nutrition and Dietetics (DPD) — M.S.
enacting regulations and policies that protect and improve the public's
health, and creatively managing scarce resources. Dietitians working in
the community exhibit high-quality leadership and planning skills.
Professional registration
Upon satisfactory completion of the program and upon recommendation
of the faculty, the graduate will receive a verification statement and be
eligible to take the registration examination for dietitians in order to
become a registered dietitian.
Professional association
Students and graduates are eligible for membership in the Academy of
Nutrition and Dietetics. The association grants student membership at a
nominal rate to students in accredited programs.
The national office of the Academy of Nutrition and Dietetics is at 120
South Riverside Plaza, Suite 2000, Chicago, IL 60606-6995. Along with
membership in the Academy of Nutrition and Dietetics, students become
members of the California Dietetic Association. Students are encouraged
to join the California Dietetic Association-Inland District and, where
possible, the Seventh-day Adventist Dietetic Association.
Goals of the coordinated program
SAHP Program Goal 1
The program will prepare students to be competent graduates who are
eligible to write the registration examination for dietitians to become
entry-level practitioners.
SAHP Program Objectives for Goal 1
1. Eighty percent (80%) of graduates who write the registration
examination for dietitians will pass within the first year.
2. Eighty percent (80%) of students who enter the B.S., M.P.H., or M.S.
degree program will complete program/degree requirements within
150% of the program length.
SAHP Program Goal 2
Provide professionally trained registered dietitians with either an
emphasis in medical nutrition therapy or public health nutrition who may
be employed by or contribute to the health-care and educational systems
of the Seventh-day Adventist church; or local, national, or international
entities.
SAHP Program Objectives for Goal 2
1. Seventy percent (70%) or more of coordinated program graduates
who seek employment in dietetics will be employed within twelve
months of program completion.*
2. Sixty percent (60%) of coordinated program graduates will contribute
to the community and/or provide professional leadership in the field
of dietetics within five years of graduation.
Students admitted into the B.S. + M.S. degree in nutrition and
dietetics program satisfy CP requirements when the B.S. degree
is completed. They continue their graduate education and do not
typically seek employment until conclusion of the M.S. degree.
Accreditation
The coordinated program in dietetics is currently granted continuing
accreditation by the Accreditation Council for Education in Nutrition and
Dietetics of the Academy of Nutrition and Dietetics, 120 South Riverside
Plaza, Suite 2000, Chicago, IL 60606-6995; telephone, 312/899-5400; fax:
312/899-4817; website: <http://www.eatright.org/cade>.
Programs
• Nutrition and Dietetics— B.S. (p.98), B.S. and M.S. (p.99),
M.S. (Prior B.S.) (p.97), M.S. (D.P.D.) (p.96), Comparison
(p.101)
Nutrition and Dietetics (DPD) — M.S.
The M.S. degree for graduates of didactic programs in dietetics (DPD)
is specifically designed for those who choose not to pursue a standard
dietetic internship but who wish to complete a coordinated master's
degree and supervised practice experience in order to establish
eligibility for writing the registration examination for dietitians. This
curriculum builds upon didactic course work in nutrition and dietetics
and culminates with an M.S. degree and a verification statement covering
both didactic and supervised practice requirements.
Program learning outcomes
By the end of this program, the graduate should have been able to:
1. Integrate scientific information and translation of research into
practice.
2. Demonstrate beliefs, values, attitudes and behaviors consistent with
the professional dietitian nutritionist level of practice.
3. Develop and deliver information, products and services to individuals,
groups and populations.
4. Apply of principles of strategic management and systems in the
provision of services to individuals and organizations.
5. Plan, process and perform nutrition-related research while protecting
the public.
6. Demonstrate ability to translate evidence-based literature into
formats lay public can understand, including use of videos, writing
articles, and counseling.
7. Evaluate emerging trends in nutrition and give competent, evidence-
based answers to the public.
8. Use metabolic pathways to determine patient and client nutritional
needs.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• have a 3.0 G.P.A. or above (science and nonscience)
• complete an interview (by telephone or in person)
• complete program prerequisites
• provide a DPD verification statement (or equivalent if international)
Prerequisites
• College algebra or higher
• Anatomy and physiology with laboratory, complete sequence (two
terms)
• General chemistry with laboratory, two semester/three quarters
• Microbiology with laboratory
Loma Linda University 2019-2020 97
Program requirements
Junior Year Units
AHCJ305 Infectious Disease and the Health-Care Provider 1
Graduate Year
AHCJ548 Human Resource Management in the Health-Care
Environment
3
AHRM571 Statistics and Research for Health Professionals I 3
AHRM572 Statistics and Research for Health Professionals II 3
AHRM604 Research-Proposal Writing 3
DTCS506 Professional Seminar in Nutrition and Dietetics 1
DTCS526 Pharmacology in Medical Nutrition Therapy 2
DTCS545 Nutrition Care Management 4
DTCS554 Advanced Medical Nutrition Therapy 3
DTCS574 Advanced Food Systems Management 3
DTCS576 Exercise Physiology in Medical Nutrition Therapy 3
DTCS589 Capstone Course in Nutrition and Dietetics 3
DTCS694 Research 4
EPDM509 Principles of Epidemiology 3
NUTR504 Nutritional Metabolism 5
NUTR510 Advanced Public Health Nutrition 3
NUTR517 Advanced Nutrition I: Carbohydrates and Lipids 4
NUTR518 Advanced Nutrition II: Proteins, Vitamins, and
Minerals
4
NUTR519 Phytochemicals 2
Elective: Any graduate course approved by advisor 2
RELE 5___ Graduate-level ethics course 3
Total Units: 62
Affiliation and practicum units are required in addition to the didactic
units listed above.
Affiliation and practicum
DTCS778 Clinical Nutrition Affiliation (6, 12)
1
6,12
DTCS795 Nutrition and Dietetics Graduate Practicum 12
Total Units 18-24
1
Multiple registrations required to fulfill unit requirement
Comprehensive Examination
Comprehensive Examination is designed to establish that the student
has a broad understanding of Nutrition and Dietetics, research
statistics, and basic research methodology. The written comprehensive
examination will be administered after students have successfully
completed the majority of required courses. The comprehensive
examination will typically occur during the spring quarter of the student’s
second year in the MS program.
Normal time to complete the program
Two (2) years (eight [8] academic quarters) at LLU — based on full-time
enrollment; part time permitted
Nutrition and Dietetics (Prior B.S.) —
M.S.
Students desiring an M.S. degree in nutrition and dietetics who have a
bachelor's degree in a field other than nutrition take one year of basic
undergraduate foundation courses in nutrition. The second and third
years consist of nutrition and dietetics courses offered at the master's
degree level, including both the didactic course work and the supervised
professional practice. Program completion establishes eligibilityfor
writing the registration examination for dietitians and becoming a
registered dietitian. Listed below are the required admission and
prerequisite requirements to obtain a master's degree from Loma Linda
University.
Program learning outcomes
At the end of this program, the graduate should be able to:
1. Integrate scientific information and translation of research into
practice.
2. Demonstrate beliefs, values, attitudes and behaviors consistent with
the professional dietitian nutritionist level of practice.
3. Develop and deliver information, products and services to individuals,
groups, and populations.
4. Apply of principles of strategic management and systems in the
provision of services to individuals and organizations.
5. Plan, process, and perform nutrition-related research while protecting
the public.
6. Demonstrate ability to translate evidence-based literature into
formats lay public can understand, including use of videos, writing
articles, and counseling.
7. Evaluate emerging trends in nutrition and give competent, evidence-
based answers to the public.
8. Use metabolic pathways to determine patient and client nutritional
needs.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• have a 3.0 G.P.A. or above (science and non-science)
• complete an interview (by telephone or in person)
• complete program prerequisites
Prerequisites
• College algebra or higher
• Anatomy and physiology with laboratory, complete sequence (2
terms)
• General chemistry with laboratory,two semesters/three quarters
• Microbiology with laboratory
• Human nutrition
Program requirements
Junior Year Units
AHCJ305 Infectious Disease and the Health-Care Provider 1
DTCS302 Food Selection and Presentation 5
98 Nutrition and Dietetics — B.S.
DTCS304 Community Nutrition 4
DTCS305
1
Professional Issues in Nutrition and Dietetics 2
DTCS321 Nutrition and Human Metabolism 4
DTCS329 Organic Chemistry with Applications for Nutrition 4
DTCS334 Biochemistry with Applications for Nutrition 4
DTCS338 Introduction to Clinical Nutrition 2
DTCS340 Nutrition through Life Stages 3
DTCS342 Medical Nutrition Therapy I 5
DTCS343 Medical Nutrition Therapy II 5
DTCS371 Quantity Food Purchasing, Production, and Service 5
DTCS372 Food Systems Organization and Management 4
Graduate Year
AHCJ548 Human Resource Management in the Health-Care
Environment
3
AHRM571 Statistics and Research for Health Professionals I 3
AHRM572 Statistics and Research for Health Professionals II 3
AHRM604 Research-Proposal Writing 3
DTCS506 Professional Seminar in Nutrition and Dietetics 1
DTCS526 Pharmacology in Medical Nutrition Therapy 2
DTCS545 Nutrition Care Management 4
DTCS554 Advanced Medical Nutrition Therapy 3
DTCS566 Food Chemistry and Experimental Foods 4
DTCS574 Advanced Food Systems Management 3
DTCS576 Exercise Physiology in Medical Nutrition Therapy 3
DTCS589 Capstone Course in Nutrition and Dietetics 3
DTCS694 Research 4
EPDM509 Principles of Epidemiology 3
NUTR504 Nutritional Metabolism 5
NUTR510 Advanced Public Health Nutrition 3
NUTR517 Advanced Nutrition I: Carbohydrates and Lipids 4
NUTR518 Advanced Nutrition II: Proteins, Vitamins, and
Minerals
4
NUTR519 Phytochemicals 2
NUTR526 Nutrition Counseling and Education 2
Elective: Any graduate-level course approved by advisor 2
RELE 5__ Graduate-level Ethics 3
Total Units: 115
1
Registered twice to fulfill unit requirement
Affiliation and practicum units are required in addition to the didactic
units listed above.
Affiliation and practicum
DTCS778 Clinical Nutrition Affiliation (6, 12) 12
DTCS795 Nutrition and Dietetics Graduate Practicum 12
Total Units 24
Normal time to complete the program
One (1) year (three [3] academic quarters) of undergraduate preparatory
work plus two (2) years (eight [8] academic quarters) of graduate course
work at LLU — based on full-time enrollment. Part time permitted.
Nutrition and Dietetics — B.S.
The B.S. degree prepares entry-level dietitians to join the profession and
contribute to the wholeness of humankind. The graduate is awarded
the Bachelor of Science degree and is eligible to write the registration
examination of the Commission on Dietetic Registration of the Academy
of Nutrition and Dietetics. The B.S. degree curriculum includes didactic
and supervised professional practice experiences in a health-science and
liberal-arts environment to prepare an educated graduate. Admission at
this University begins with the junior year of college. The applicant will
present records of at least two years of education from an accredited
college or university to meet specific subject requirements.
The seven-quarter professional curriculum includes theory, laboratory,
and clinical experiences. Ten weeks of clinical experiences are scheduled
at the end of the junior year and again during the senior year. Students
participate as active members of the nutrition-care team inclinical
and communitysettings. Administrative affiliation experiences involve
decision-making assignments in volume feeding operations in school
food service or health care.
Program learning outcomes
At the end of this program, the graduate should be able to:
1. Integrate scientific information and translation of research into
practice.
2. Demonstrate beliefs, values, attitudes and behaviors consistent with
the professional dietitian nutritionist level of practice.
3. Develop and deliver information, products and services to individuals,
groups and populations.
4. Apply principles of strategic management and systems in the
provision of services to individuals and organizations.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions (p.47)
admissions requirements, the applicant must also complete the following
requirements:
• have a G.P.A. of 3.0 or above (science and nonscience)
• complete an interview (by phone or in person)
• complete program prerequisites
Listed below are the required admission and prerequisite requirements to
obtain a bachelor's degree from Loma Linda University.
Prerequisites
Humanities
20 quarter credits or 14 semester units 20
Select a minimum of three areas from the following: history,
literature, philosophy, foreign language, art/music appreciation, or
art/music history
Must include 4 units of religion per year, if attending a Seventh-day
Adventist college or university (1 unit for every 12 units of course
work taken at a Seventh-day Adventist institution).
Natural sciences
12 quarter units minimum 12
College algebra or higher
Loma Linda University 2019-2020 99
Anatomy and physiology with laboratory, complete sequence (two
terms)
General chemistry with laboratory, 2 semesters/3 quarters required.
Microbiology with laboratory
Social sciences
12 quarter units minimum 12
Psychology elective (one course minimum)
Sociology elective (one course minimum)
Social Science elective: Anthropology , Economics, Geography,
Political Science, Psychology or Sociology
Communication
9 quarter units minimum 9
English composition, complete sequence
Speech
Health and wellness
2 quarter units minimum 2
Two physical activity courses
Human nutrition
Total Units 55
Total minimum units required: 96 quarter units (64 semester units)
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
Program requirements
Junior Year Units
AHCJ305 Infectious Disease and the Health-Care Provider 1
DTCS302 Food Selection and Presentation 5
DTCS304 Community Nutrition 4
DTCS305
1
Professional Issues in Nutrition and Dietetics 2
DTCS321 Nutrition and Human Metabolism 4
DTCS329 Organic Chemistry with Applications for Nutrition 4
DTCS334 Biochemistry with Applications for Nutrition 4
DTCS338 Introduction to Clinical Nutrition 2
DTCS340 Nutrition through Life Stages 3
DTCS342 Medical Nutrition Therapy I 5
DTCS343 Medical Nutrition Therapy II 5
DTCS371 Quantity Food Purchasing, Production, and Service 5
DTCS372 Food Systems Organization and Management 4
RELE457 Christian Ethics and Health Care 2
REL_ 4__ Upper-division religion 2
Senior Year
AHCJ407 Financial Management 2
AHRM471 Statistics and Research for Health Professionals I 3
AHRM472 Statistics and Research for Health Professionals II 3
DTCS395 Nutrition and Dietetics Practicum 12
DTCS405 Senior Seminar 1
DTCS442 Nutrition Counseling 3
DTCS445 Nutrition Care Management 4
DTCS452 Advanced Nutrition 4
DTCS453 Advanced Medical Nutrition Therapy 3
DTCS461 Food Science 4
DTCS473 Medical Nutrition Therapy Affiliation 12
DTCS476 Exercise Physiology in Medical Nutrition Therapy 3
REL_ 4__ Upper-division religion 2
RELT436 Adventist Heritage and Health 2
Total Units: 110
1
Registered twice to fulfill unit requirement
Normal time to complete the program
Four (4) years total — two (2) years (seven [7] academic quarters) at LLU
— based on full-time enrollment; part time permitted
Nutrition and Dietetics — B.S. and
M.S.
Students desiring an M.S. degree in nutrition and dietetics who do not
have a bachelor's degree may take this three-year course of study at
Loma Linda University. The first two years of the curriculum offer the
opportunity to complete a bachelor's degree and take the registration
examination at the end of this time period in order to become an RD
(registered dietitian). The student completes the master's degree during
the third year—having enhanced his or her skills by completing additional
graduate didactic courses.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Integrate scientific information and translation of research into
practice.
2. Demonstrate beliefs, values, attitudes and behaviors consistent with
the professional dietitian nutritionist level of practice.
3. Develop and deliver information, products and services to individuals,
groups, and populations.
4. Apply of principles of strategic management and systems in the
provision of services to individuals and organizations.
5. Plan, process and perform nutrition-related research while protecting
the public.
6. Demonstrate ability to translate evidence-based literature into
formats lay public can understand, including use of videos, writing
articles, and counseling.
7. Evaluate emerging trends in nutrition and give competent, evidence-
based answers to the public.
8. Use metabolic pathways to determine patient and client nutritional
needs.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions (p.47)
admissions requirements, the applicant must also complete the following
requirements:
• have a 3.0 G.P.A. or above (science and non-science)
• complete an interview (by telephone or in person)
• complete program prerequisites
See course listing for B.S. degree prerequisites (p.98). Total
minimum units required upon entrance: 96 quarter units (64 semester
units).
100 Nutrition and Dietetics — B.S. and M.S.
Program requirements
For total unit requirements for graduation for the B.S. degree, see Division
of General Studies, LLU General Education Requirements (p.28) (Section
II).
Junior Year Units
AHCJ305 Infectious Disease and the Health-Care Provider 1
DTCS302 Food Selection and Presentation 5
DTCS304 Community Nutrition 4
DTCS305
1
Professional Issues in Nutrition and Dietetics 2
DTCS321 Nutrition and Human Metabolism 4
DTCS329 Organic Chemistry with Applications for Nutrition 4
DTCS334 Biochemistry with Applications for Nutrition 4
DTCS338 Introduction to Clinical Nutrition 2
DTCS340 Nutrition through Life Stages 3
DTCS342 Medical Nutrition Therapy I 5
DTCS343 Medical Nutrition Therapy II 5
DTCS371 Quantity Food Purchasing, Production, and Service 5
DTCS372 Food Systems Organization and Management 4
RELE457 Christian Ethics and Health Care 2
REL_ 4__ Upper-division religion 2
Senior Year
AHCJ407 Financial Management 2
AHRM471 Statistics and Research for Health Professionals I 3
AHRM472 Statistics and Research for Health Professionals II 3
DTCS395 Nutrition and Dietetics Practicum 12
DTCS405 Senior Seminar 1
DTCS442 Nutrition Counseling 3
DTCS445 Nutrition Care Management 4
DTCS452 Advanced Nutrition 4
DTCS453 Advanced Medical Nutrition Therapy 3
DTCS461 Food Science 4
DTCS473 Medical Nutrition Therapy Affiliation 12
DTCS476 Exercise Physiology in Medical Nutrition Therapy 3
REL_ 4__ Upper-division religion 2
RELT436 Adventist Heritage and Health 2
Graduate Year
AHCJ548 Human Resource Management in the Health-Care
Environment
3
AHRM604 Research-Proposal Writing 3
DTCS526 Pharmacology in Medical Nutrition Therapy 2
DTCS584 Contemporary Issues in the Dietetic Profession 4
DTCS589 Capstone Course in Nutrition and Dietetics 3
DTCS694 Research 4
EPDM509 Principles of Epidemiology 3
NUTR504 Nutritional Metabolism 5
NUTR510 Advanced Public Health Nutrition 3
NUTR517 Advanced Nutrition I: Carbohydrates and Lipids 4
NUTR518 Advanced Nutrition II: Proteins, Vitamins, and
Minerals
4
NUTR519 Phytochemicals 2
REL_ 5__ Graduate-level religion 3
Elective: Any graduate-level course approved by advisor 5
Total Units: 158
1
Registered twice to fulfill unit requirement
Normal time to complete the program
Five (5) years— two (2) years (seven [7] academic quarters) of
undergraduate work for the B.S. plus one (1) year (four [4] academic
quarters) of graduate-level courses at LLU — based on full-time
enrollment; part time permitted
Loma Linda University 2019-2020 101
Nutrition and Dietetics — B.S., B.S. and M.S., M.S. (Prior B.S.), M.S. DPD,
M.S. for RDs Comparison
Course Title BS BS and MS MS (Prior BS) MS DPD MS for RDs
Junior Year
AHCJ305 Infectious Disease and the Health-Care
Provider
1.0 1.0 1.0 1.0
DTCS302 Food Selection and Presentation 5.0 5.0 5.0
DTCS304 Community Nutrition 4.0 4.0 4.0
DTCS305 Professional Issues in Nutrition and
Dietetics
1
1.0 2.0 2.0
DTCS321 Nutrition and Human Metabolism 4.0 4.0 4.0
DTCS329 Organic Chemistry with Applications for
Nutrition
4.0 4.0 4.0
DTCS334 Biochemistry with Applications for Nutrition 4.0 4.0 4.0
DTCS338 Introduction to Clinical Nutrition 2.0 2.0 2.0
DTCS340 Nutrition through Life Stages 3.0 3.0 3.0
DTCS342 Medical Nutrition Therapy I 5.0 5.0 5.0
DTCS343 Medical Nutrition Therapy II 5.0 5.0 5.0
DTCS371 Quantity Food Purchasing, Production, and
Service
5.0 5.0 5.0
DTCS372 Food Systems Organization and
Management
4.0 4.0 4.0
RELE457 Christian Ethics and Health Care 2.0 2.0
Totals 49.0 50.0 48.0 1.0
Course Title BS BS and MS MS (Prior BS) MS DPD MS for RDs
Senior Year
AHCJ407 Financial Management 2.0 2.0
AHRM471 Statistics and Research for Health
Professionals I
3.0 3.0
AHRM472 Statistics and Research for Health
Professionals II
3.0 3.0
DTCS395 Nutrition and Dietetics Practicum 12.0 12.0
DTCS405 Senior Seminar 1.0 1.0
DTCS442 Nutrition Counseling 3.0 3.0
DTCS445 Nutrition Care Management 4.0 4.0
DTCS452 Advanced Nutrition 4.0 4.0
DTCS453 Advanced Medical Nutrition Therapy 3.0 3.0
DTCS461 Food Science 4.0 4.0
DTCS473 Medical Nutrition Therapy Affiliation 12.0 12.0
DTCS476 Exercise Physiology in Medical Nutrition
Therapy
3.0 3.0
RELT436 Adventist Heritage and Health 2.0 2.0
REL_ 4__ Upper-division Religion 4.0
REL_ 4__ Upper-division Religion 4.0
Totals 60.0 60.0
Course Title BS BS and MS MS (Prior BS) MS DPD MS for RDs
Graduate Program
AHCJ548 Human Resource Management in the
Health-Care Environment
3.0 3.0 3.0 3.0
AHRM604 Research-Proposal Writing 3.0 3.0 3.0 3.0
DTCS526 Pharmacology in Medical Nutrition Therapy 2.0 2.0 2.0 2.0
102 Nutrition and Dietetics — B.S., B.S. and M.S., M.S. (Prior B.S.), M.S. DPD, M.S. for RDs Comparison
DTCS584 Contemporary Issues in the Dietetic
Profession
4.0 4.0
DTCS589 Capstone Course in Nutrition and Dietetics 3.0 3.0 3.0 3.0
DTCS694 Research 4.0 4.0 4.0 4.0
EPDM509 Principles of Epidemiology 3.0 3.0 3.0 3.0
NUTR504 Nutritional Metabolism 5.0 5.0 5.0 5.0
NUTR510 Advanced Public Health Nutrition 3.0 3.0 3.0 3.0
NUTR517 Advanced Nutrition I: Carbohydrates and
Lipids
4.0 4.0 4.0 4.0
NUTR518 Advanced Nutrition II: Proteins, Vitamins,
and Minerals
4.0 4.0 4.0 4.0
NUTR519 Phytochemicals 2.0 2.0 2.0 2.0
REL_ 5__ Graduate-level Religion 3.0
Elective: Any graduate-level course approved by advisor 5.0
AHRM571 Statistics and Research for Health
Professionals I
3.0 3.0
AHRM572 Statistics and Research for Health
Professionals II
3.0 3.0
DTCS506 Professional Seminar in Nutrition and
Dietetics
1.0 1.0
DTCS545 Nutrition Care Management 4.0 4.0
DTCS554 Advanced Medical Nutrition Therapy 3.0 3.0
DTCS566 Food Chemistry and Experimental Foods 4.0
DTCS574 Advanced Food Systems Management 3.0 3.0
DTCS576 Exercise Physiology in Medical Nutrition
Therapy
3.0 3.0
NUTR526 Nutrition Counseling and Education 2.0
RELE 5__ Graduate-level Ethics 3.0
Elective: Any graduate-level course approved by advisor 2.0
RELE 5__ Graduate-level Ethics 3.0
Elective: Any graduate-level course approved by advisor 2.0
Elective (Graduate-level required) 3.0
NUTR564 Contemporary Issues of Vegetarian Diets 2.0
REL_ 5__ Graduate-level Religion 3.0
Totals 48.0 67.0 61.0 48.0
Overall Totals 109.0 158.0 115.0 62.0 48.0
1
Registered twice to fulfill unit requirement
Course Title BS BS and MS MS (Prior BS) MS PDP MS for RDs
Affiliation and practicum
DTCS778 Clinical Nutrition Affiliation
2
, 24.0
DTCS795 Nutrition and Dietetics Graduate Practicum
2
12.0 12.0
Totals - 36.0
2
Affiliation and practicum units do not count toward minimum didactic units required for the degree.
Loma Linda University 2019-2020 103
Department of Occupational Therapy
Transforming lives through occupation, service, and advocacy.
Through the therapeutic use of everyday activities or occupations,
occupational therapists help people across the lifespan—from infancy
through older adults—to participate in the things they want and need to
do. Common occupational therapy interventions include helping children
with disabilities to participate fully in school and social situations,
helping people recovering from injury to regain skills, and providing
support for older adults experiencing physical and cognitive changes.
Practice settings are diverse— hospitals, schools, behavioral health
clinics, outpatient clinics, and community sites with at-risk youth and
survivors of domestic violence.
Occupational therapy services may include comprehensive evaluations
of the client's home and other environments (e.g., workplace, school),
recommendations for adaptive equipment and training in its use,
and guidance and education for family members and caregivers.
Occupational therapy practitioners have a wholistic perspective focusing
on adapting the environment to fit the person, considering the person as
an integral part of the therapy team.
Following the mission of this University, students immerse themselves
in the community, exploring emerging areas of practice including: aging,
at-risk youth, domestic violence settings, lifestyle medicine, obesity, and
trauma-exposed children.
Opportunities
Occupational therapy is an exciting field with its broad population areas
and diverse settings. The American Occupational Therapy Association
has identified eight areas of focus: children and youth, evidence-
based practice, health and wellness, mental health, productive aging,
rehabilitation, disability, and participation; work and industry.
Occupational therapy fosters entrepreneurship that promotes health
and wellness and meaningful occupational participation. Occupational
therapists are moving into areas such as health promotion, obesity,
telehealth, and domestic violence.
Professional associations
Students are eligible for membership in the American Occupational
Therapy Association and Occupational Therapy Association of California
—two organizations that foster development and improvement of
service and education. Students are encouraged to become members,
read the journal, and attend local professional meetings. The national
association address is: American Occupational Therapy Association,
4720 Montgomery Lane, Bethesda, MD 20814-3449. Website: <http://
www.aota.org>; telephone: 800/729-2682. The state association address
is: Occupational Therapy Association of California, P.O. Box 276567,
Sacramento, CA 95827-6567. Website: <http://www.otaconline.org>;
telephone: 888/686-3225.
Chair
Liane H. Hewitt
Program director, M.O.T.
Heather A. Javaherian-Dysinger
Program director, O.T.D.
Julie D. Kugel
Primary faculty
Stacey B. Cunningham
Jessica N. De Brun
Liane H. Hewitt
Heather A. Javaherian-Dysinger
Dragana Krpalek
Julie D. Kugel
Aaron Moesser
Sharon L. Pavlovich
Douglas R. Rakoski
Heather A. Roese
Arezou Salamat
Clinical faculty
Beth Aune
Joyce A. Cabrera
Luella M. Grangaard
Kathryn I. Gundersen
Praveen Injeti
Danielle J. Meglio
Harold T. Neuendorff
Yvette M. Paquin
Diana Su-Erickson
Christine M. Wietlisbach
Associated faculty
Noha Salim Daher
Michael S. Deleon
Lida Gharibvand
Ehren Ngo
Programs
• Master of Occupational Therapy (M.O.T.) (p.103)
• Doctor of Occupational Therapy (O.T.D.) (p.105)
Occupational Therapy (entry level) —
M.O.T.
Program director
Heather A. Javaherian-Dysinger
Academic fieldwork coordinator
Aaron Moesser
104 Occupational Therapy (entry level) — M.O.T.
Transforming lives through occupation, advocacy, and service. Loma Linda
University’s Department of Occupational Therapy's mission aims to
graduate compassionate, service-oriented leaders who demonstrate
excellence and integrity to advance practice and facilitate occupational
engagement among individuals, communities, and societies. Graduates
will demonstrate critical thinking, leadership, and service to wholistically
promote health and occupational justice. The engaged educational
process will transform students into compassionate practitioners,
advocates, and visionaries who utilize research and evidence-based
practice to meet the needs of our changing society.
Curricular threads: transformative nature of occupation; evidence-
based practice and research; health, lifestyle, and wellness; and service-
learning; advocacy, justice, and civic responsibility.
Clinical experience
Aligning with the unique mission of Loma Linda University, our students
have the opportunity to experience fieldwork in community practices and
emerging areas, as well as traditional sites. Students will participate in
two Level I fieldwork experiences, exposing them to different areas of
practice to observe and begin building an understanding of occupational
therapy practice. Students participate in service-learning projects using
their skills to create and implement programs for community partners.
Each student then completes two Level II fieldwork experiences. The
fieldwork coordinator works with the student to arrange the fieldwork
sites. Students are responsible for their own transportation and must
complete the fieldwork within twenty-four months of the didactic course
work. Students must also complete a background check and any specific
facility requirements prior to beginning fieldwork.
CPR certification
Students are required to have current adult and child cardiopulmonary
resuscitation (CPR) certification for all scheduled clinical experience. All
CPR certifications must be completed at a health-care provider level and
accredited through the American Heart Association. Classes are available
on campus at Life Support Education, University Arts building, 24887
Taylor Street, Suite 102.
Immunizations
For all scheduled fieldwork experience, students are required to have
immunizations for MMR, TDAP, hepatitis B series, varicella; and a yearly
tuberculosis test.
Program goals
1. Graduate experts in the therapeutic use of occupation and theory to
envision possibilities and transform lives and communities through
service and advocacy. Measured through program learning outcomes
1, 2, 3, 4.
2. Graduate critical thinkers who engage in evidence-based practice.
Measured through program learning outcomes 1, 3, 4.
3. Graduate advocates whose personal and professional use of
occupation promotes health, lifestyle, quality of life, and wellness.
Measured through program learning outcomes 1, 2, 3, 4.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Articulate the importance of the history and philosophical base of
the profession of occupational therapy, using occupation as the
therapeutic basis of transformation and meaning.
2. Describe the importance of balancing areas of occupation with
the achievement of health and wellness for the clients in a holistic
perspective.
3. Design occupation-based intervention plans and strategies (including
goals and methods to achieve them) on the basis of the stated needs
of the client, and data gathered during the evaluation process in
collaboration with the client and other health professionals.
4. Use scholarly literature to make evidence-based decisions.
Professional registration and certification
Upon satisfactory completion of the occupational therapy entry-level
M.O.T. degree, including completion of Level II fieldwork within 24 months
of completion of academic preparation, and upon recommendation
of the faculty, the graduate is eligible to take the national certification
examination administered by the National Board for Certification
in Occupational Therapy (NBCOT). The board offers computerized
examinations on demand throughout the year. After successful
completion of this examination, the individual will be a registered
occupational therapist (OTR).
Many states require licensure in order to practice. The student should
consult the Occupational Therapy Board for the state in which s/he plans
to practice. The American Occupational Therapy Association provides
recognition essential to the practice of occupational therapy in the United
States and most foreign countries.
When the graduate applies to write the certification examination with
NBCOT, s/he will be asked to answer questions related to the topic of
felonies. Felony convictions may affect a candidate's ability to sit for
the national certification examination or obtain state licensure. For
further information on these limitations, contact NBCOT at 12 South
Summit Avenue, Suite 100, Gaithersburg, MD 20877-4150; telephone:
301/990-7979; website: <nbcot.org (http://www.nbcot.org)>. Graduates
practicing in the state of California must acquire licensure from the
California Board of Occupational Therapy. For further information, contact
CBOT at 916/263-2294; e-mail: <[email protected]>. The office address is
2005 Evergreen Street, Suite 2050, Sacramento, CA 95815-3831.
Accreditation
The Master of Occupational Therapy Program was re-accredited
in May 2013 with a full 10-year accreditation status through May
2023. The program is accredited by the Accreditation Council for
Occupational Therapy Education (ACOTE), c/o Accreditation Department,
American Occupational Therapy Association (AOTA), 4720 Montgomery
Lane, Bethesda, MD 20814-3449; telephone: 301/652-2682; website:
<www.acoteonline.org (http://www.acoteonline.org)>.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• Earned a prior bachelor's degree in any major from an accredited
college or university.
• A minimum science prerequisite G.P.A. of 3.20, and a minimum
cumulative G.P.A. of 3.20.
• Complete program prerequisites no later than December of the year
prior to submission of an application.
Loma Linda University 2019-2020 105
• Complete observation experience—a minimum of 40 hours of
documented observation in occupational therapy settings is required
before application will be considered for admission.
Prerequisites
The applicant must complete the following subject requirements at an
accredited college or university:
Human anatomy*
Human physiology*
Human lifespan development
Statistics*
Medical terminology
*
These courses must have been taken within 5 years prior to
application to our program.
Program requirements
First Year
Summer Quarter Units
AHCJ510 Human Gross Anatomy 9
OCTH501 Professional Foundations I 3
OCTH505 Occupation-Based Activity Analysis 3
OCTH701 Service in Occupational Therapy Practice 1
Autumn Quarter
AHCJ524 Pharmacology 2
OCTH502 Professional Foundations II: Human Occupation 3
OCTH510 Functional Kinesiology 1
OCTH514 Conditions in Occupational Therapy: Behavioral
Health
4
OCTH522 Analysis and Intervention: Behavioral Health 3
OCTH570 Critical Inquiry and Evidence-Based Practice I 1
Winter Quarter
OCTH506 Functional Neuroscience 3
OCTH508 Splinting 1
OCTH511 Conditions in Occupational Therapy: Orthopedic 4
OCTH521 Analysis and Intervention I: Orthopedic 3
RELE564 Ethics and Health Disparities 3
Spring Quarter
OCTH507 Trends in Neuroscience 2
OCTH512 Conditions in Occupational Therapy: Neuroscience 4
OCTH523 Analysis and Intervention: Neuroscience 3
OCTH530 Sensorimotor 2
OCTH712 Level I Fieldwork 1
Second Year
Summer Quarter
AHCJ705 Infectious Disease and the Health Care Provider 1
OCTH503 Professional Foundations III 1
OCTH509 Design and Technology 2
OCTH574 Critical Inquiry and Evidence-Based Practice II 3
Autumn Quarter
OCTH515 Conditions in Occupational Therapy: Infants,
Children, Youth
4
OCTH524 Analysis and Intervention: Infants, Children, Youth 3
OCTH534 Introduction to Sensory Processing 2
OCTH545 Current Trends in Occupational Therapy Practice 3
Winter Quarter
OCTH516 Conditions in Occupational Therapy: General
Medicine
4
OCTH527 Analysis and Intervention: General Medicine 3
OCTH551 Occupation and Wellness 2
OCTH575 Critical Inquiry and Evidence-based Practice III 2
OCTH713 Level I Fieldwork 2
Spring Quarter
OCTH560 Occupational Therapy Advocacy and Leadership 3
OCTH576 Critical Inquiry and Evidence-based Practice IV 2
OCTH702 Service Learning I 3
RELR536 Spirituality and Everyday Life 3
Third Year
Summer Quarter
OCTH517 Introduction to Physical Agent Modalities 1
OCTH552 Professional Transition 3
OCTH703 Service Learning II 3
Autumn Quarter
OCTH721 Level II Fieldwork Experience 1 8
Winter Quarter
OCTH722 Level II Fieldwork Experience 2 8
Total Units: 122
A minimum G.P.A. of 3.00 is required quarterly as well as cumulatively
throughout the program.
Normal time to complete the program
Three (3) years (11 academic quarters) — full-time enrollment required
Occupational Therapy — O.T.D.
Program director
Julie D. Kugel
The Doctor of Occupational Therapy degree curriculum provides
occupational therapists an opportunity to further their educations
through its flexible online format. The online community fosters learning
and professional growth through creative learning experiences, critical
reflections, and discussions.
Course work includes emphasis on spirituality, diversity, critical
reasoning, advocacy, participation, education, and research. The capstone
project is individually designed by the student, allowing him/her to
creatively explore new areas of practice and to engage in innovative
research and programming.
The intensive track is designed for students who want to complete the
post-professional program as full-time students rather than as a part-time
sequence, completing the program in six as opposed to nine quarters.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Interact with and serve the community by promoting health and the
integration of mind, body, and spirit.
2. Contribute to the profession's body of knowledge through written
dissemination of research and oral presentations.
106 Occupational Therapy — O.T.D.
3. Advocate for the profession, client, and those in need through
participation in community and professional organizations.
4. Commit to lifelong learning through disciplined advancement of
knowledge and participation in professional activities.
Admissions
If you live in a state that has regulatory requirements for online education,
please check if Loma Linda University is able to accept residents of your
state for online education. You may check online at http://www.llu.edu/
central/assessment/distance-education.page? or contact the Admissions
office for School of Allied Health Professions, 800/422-4558.
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions (p.47)
admissions requirements, the applicant must also complete the following
requirements:
• Must have earned a master in occupational therapy degree or another
related field. Applicants may have a bachelor's degree in occupational
therapy and a master's degree in occupational therapy or another
related field, or they may have a bachelor's degree in a related field
and a master's degree in occupational therapy.
• Minimum graduate G.P.A. of 3.0.
• Six months of professional practice.
• Applicants from the United States must be certified by the National
Board of Certification in Occupational Therapy (NBCOT).
• Applicants from other countries must submit verification of licensure
and certification in occupational therapy.
The applicant's recommendations, interview, personal statement, and
work experience are also considered in the admissions screening
process.
Program requirements
Major
OCTH600 Occupational Science and Health Promotion 3
OCTH601 Spirit of Diverse Abilities I 3
OCTH602 Spirit of Diverse Abilities II 3
OCTH604 Health, Society, and Participation 3
OCTH605 Education for Health Professionals 3
OCTH606 Leadership for Health Professionals 3
Cognates
AHRM605 Critical Analysis of Scientific Literature 3
OCTH632 Capstone I: Introduction to Theory & Research 4
OCTH633 Capstone Proposal: IRB or Program Development 4
OCTH634 Capstone II 3
OCTH635 Capstone III 4
OCTH636 Capstone IV 4
OCTH637 Professional Publication and Dissemination 4
RELE524 Bioethics and Society 3
RELR535 Spirituality and Mental Health 3
____ ___ Elective 3
Total Units 53
Normal time to complete the program
2.67 years (nine [9] academic quarters) — based on less than full-time
enrollment
Loma Linda University 2019-2020 107
Department of Orthotics and
Prosthetics
Chair
Johannes Schaepper
Primary faculty
Heather Appling
Michael Davidson
Ralph Ibarra
Aileen Kingsley
Michael Moor
Johannes Schaepper
Program
• Orthotics and Prosthetics— M.S.O.P. (Entry Level) (p.107)
Orthotics and Prosthetics — M.S.O.P.
(Entry Level)
Program director
Heather Appling
The entry-level Master of Science in Orthotics and Prosthetics (M.S.O.P.)
degree is for individuals who wish to enter the profession of orthotics and
prosthetics at the 2012 NCOPE-mandated level. The professional course
work at this University is 10 quarters, which includes a quarter of 500
hours of clinical affiliation supervised by the professional development
committee.
The curriculum for the entry-level Master of Science in Orthotics and
Prosthetics degree is designed to provide the student with the knowledge,
behaviors, and skills required for entry into the clinical practice of
orthotics and prosthetics residency according to NCOPE's published
2010 standards of the profession.
Students who enter with a previous bachelor's degree will be granted the
Master of Science Orthotics and Prosthetics degree upon completion
of the curriculum. Students who enter the program without a previous
bachelor's degree will be granted a Bachelor of Science degree in health
sciences and a Master of Science in Orthotics and Prosthetics degree
upon completion of the curriculum.
Professional association
Students and graduates are eligible for membership in the American
Academy of Orthotics and Prosthetics (AAOP). The objective of the
association is to foster development and improvement of service and
education. This organization grants student membership at a nominal
cost to students of approved schools. The student is required to become
a member of this association while in the program, and is encouraged to
read the Journal of Orthotics and Prostheticsand attend AAOP-sponsored
or AAOP-approved local or national meetings.
Professional practice requirements
Satisfactory completion of entry-level M.S.O.P. degree curriculum
requirements qualifies the student to enter an NCOPE-accredited
residency site of his/her choice. After completing a 12-month prosthetic
and a 12-month orthotic residency, or an 18-month combined ortho-
prosthetic residency, the resident then is eligible to sit for the certification
examination offered by the American Board of Certification in Orthotics
and Prosthetics (ABC). Passing the ABC examination will earn
certification in orthotics, certification in prosthetics, or dual certification
as a prosthetist-orthotist. In addition to the certification, and depending
on the state where the certified practitioner intends to practice, it may be
necessary for the student to pass a state licensure examination in order
to practice his or her profession.
Clinical experience
Supervised clinical experience is obtained in a variety of settings during
the program through clinical rotations and weekly grand rounds. These
ongoing, weekly clinical rotations are an essential part of a student's
academic and professional requirements and prepare the student for the
10th quarter clinical affiliations required for the completion of the entry-
level M.S.O.P. degree curriculum.
All clinical assignments will be made by the academic coordinator for
clinical education. Because of the limited number of local facilities
available, assignments cannot be made on the basis of the student's
family/marital status or personal preferences. Although the department
makes an effort to accommodate the student's preference, the student
agrees to accept the clinical assignments made by the department at any
of the affiliated facilities.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Exercise keen insight, progressive care, and critical judgment through
careful evaluation in clinical care, skills application, and thinking
throughout the profession.
2. Adhere to guiding principles and recognized ethics of the profession.
3. Value and apply new technology, investigations, and knowledge to
patient care and the profession through a commitment to discovery
and education.
4. Examine the importance of embracing and serving the unmet and
ever-changing needs of a diverse world.
5. Participate in teamwork within and across disciplines in all aspects of
the profession
Accreditation
Accreditation for the entry-level Master of Science in Orthotics and
Prosthetics degree was granted on September 23, 2013, by the National
Commission on Orthotic and Prosthetic Education (NCOPE), 330 John
Carlyle Street, Suite 200, Alexandria, VA 22314; telephone: 703/836-7114;
website: <http://www.ncope.org/> in collaboration with the Commission
on Accreditation of Allied Health Education Programs (CAAHEP), 25400
U.S. Highway 19 North, Suite 158, Clearwater, FL 33763; telephone:
727/210-2350, website: <https://www.caahep.org/>.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• must have completed a minimum of 64 semester or 96 quarter credit
units at a regionally accredited college or university
108 Orthotics and Prosthetics — M.S.O.P. (Entry Level)
• a minimum G.P.A. of 3.0 in both science and non-science courses.
• It is also advisable for the student to complete 80 hours of volunteer
field experience at an orthotics and prosthetics facility of his or her
choice, and to obtain a letter of attestation from the facility owner or
clinical supervisor.
The following prerequisites and general education courses will provide
the knowledge, behavior, and skills required of students in a professional
curriculum in the orthotics and prosthetics program. Individuals who
already have an earned bachelor's degree in any field from a regionally
accredited institution need to complete only the prerequisites denoted
with an asterisk (*).
The minimum subject admission requirements are listed below.
Note: Grades of C- and below are not transferable for credit.
Domain 1: Religion and Humanities (20 quarter/14 semester units,
minimum)
Humanities (14 quarter/10 semester units minimum)
Humanities to include one course in each of the following areas: history,
philosophy, and a third area selected from the following.
Fine arts
Literature
Modern language
Performing/visual arts (not to exceed four quarter units)
Religion
Religion is required only if a student attended a Seventh-day Adventist
college or university for a portion of his/her prerequisites—four quarter
units of religion per year. A maximum of eight quarter units may apply
toward Domain I.
Domain 2: Scientific Inquiry and Analysis
Encompasses both the natural and social sciences.
Natural Sciences—All courses are required, credits may vary
*Human anatomy with laboratory
*Physiology
*Chemistry with laboratory
*Physics with laboratory
*Statistics
Social Sciences—Required (12 quarter/8 semester units, minimum)
General psychology
*Growth and developmental or abnormal psychology
Domain 3: Communication (9 quarter/6 semester units, minimum)
English
Complete sequence in English composition that meets the baccalaureate
degree requirements
One course in basic communication skills (speech)
Domain 4: Health and Wellness (3 quarter/2 semester units,
minimum)
Two activity courses in physical education
Domain 5: Electives
Courses in Domain 5: Electives can be used to meet the minimum number
of units (96 quarter/64 semester units) required for admission.
*
Individuals who have received a bachelor's degree from a regionally
accredited college or university need to complete only the
prerequisites denoted with an asterisk (*).
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
Program requirements
Junior Year
Spring Quarter Units
AHCJ320 ADL and Assistive Devices 3
AHRM472 Statistics and Research for Health Professionals II 3
ORPR330 Lower Extremity Orthotics I 3
ORPR340 Lower Extremity Prosthetics I 3
ORPR405 Gait Analysis 3
ORPR410 Orthotic and Prosthetic Clinical Rotation 1
RELT423 Loma Linda Perspectives 2
Autumn Quarter
AHCJ362 Anatomy 3
AHCJ375 Physiology 3
ORPR301 Orthotics and Prosthetics Laboratory and
Technical Skills
3
ORPR305 Orthotic Fitting Techniques 3
ORPR310 Patient Management, Assessment, and
Documentation
3
ORPR410 Orthotic and Prosthetic Clinical Rotation 1
RELR427 Crisis Counseling 2
Winter Quarter
AHRM471 Statistics and Research for Health Professionals I 3
ORPR315 Pedorthics 3
ORPR320 Biomechanical Evaluation 3
ORPR325 Medical Terminology 3
ORPR402 Pathology I 3
ORPR410 Orthotic and Prosthetic Clinical Rotation 1
RELE455 Christian Understanding of Sexuality 2
Senior Year
Summer Quarter
AHCJ422 History of Disability 3
DTCS301 Human Nutrition 3
ORPR410 Orthotic and Prosthetic Clinical Rotation 1
ORPR415 Lower Extremity Orthotics II 3
ORPR420 Lower Extremity Prosthetics II 3
ORPR425 CAD/CAM Technologies 3
Autumn Quarter
ORPR323 Economics, Business Management, and
Entrepreneurship
3
ORPR345 Spinal Orthotics 3
ORPR404 Materials Science in Orthotics and Prosthetics 3
ORPR410 Orthotic and Prosthetic Clinical Rotation 1
ORPR414 Kinesiology I 3
Loma Linda University 2019-2020 109
ORPR439 Computers and Electronics for O&P Clinicians 3
ORPR491 Research I 1.5
Winter Quarter
AHCJ315 Psychosocial Aspects of Health Care 3
ORPR410 Orthotic and Prosthetic Clinical Rotation 1
ORPR430 Upper Extremity Orthotics 3
ORPR435 Upper Extremity Prosthetics 3
ORPR440 Bionics and Cyborg Technology 3
RELE457 Christian Ethics and Health Care 2
Graduate Year
Spring Quarter
AHCJ516 Clinical Imaging 3
ORPR510 Advanced Clinical Rotations 1
ORPR522 Self-Care Portfolio and Community Outreach .5
ORPR526 Prosthetics III 3
ORPR544 Applied Functional Neuroanatomy 3
ORPR575 Couples, Families, and Disabilities 3
ORPR593 Research III 3
Summer Quarter
AHCJ507 Pharmacology in Rehabilitation 3
ORPR510 Advanced Clinical Rotations 1
ORPR522 Self-Care Portfolio and Community Outreach .5
ORPR528 Prosthetics IV 3
ORPR538 Biomechatronics 3
ORPR592 Research II 1.5
RELE524 Bioethics and Society 3
Autumn Quarter
AHCJ545 Legal and Ethical Issues in the Health Professions 3
ORPR506 Advanced Specialty Tracks in Orthotics and
Prosthetics
3
ORPR510 Advanced Clinical Rotations 1
ORPR522 Self-Care Portfolio and Community Outreach .5
ORPR527 Orthotics III 3
ORPR540 Rehabilitative Care in Developing Nations 3
Winter Quarter
ORPR514 Clinical Affiliation 8
Total Units: 155.5
Normal time to complete the program
Two (2) years (six [6] academic quarters) at LLU at the undergraduate
level and one (1) year (four [4] academic quarters) at the graduate level —
full-time enrollment required
110 Department of Physical Therapy
Department of Physical Therapy
The full spectrum of entry-level and postprofessional physical therapy
degree programs is provided, including: physical therapist assistant
(A.S.), entry-level Doctor of Physical Therapy, (D.P.T.), postprofessional
Doctor of Physical Therapy (D.P.T.), Doctor of Science (D.Sc.), and Doctor
of Philosophy (Ph.D.).
Chair
Lawrence E. Chinnock
Primary faculty
Skulpan Asavasopon
Bruce D. Bradley
Lawrence E. Chinnock
Timothy K. Cordett
Nicceta Davis
Michael DeLeon
Gina Gang
Henry Garcia
Susan M. Huffaker
Eric G. Johnson
Theresa M. Joseph
Everett B. Lohmann III
Bradford D. Martin
Jeannine Stuart Mendes
Pablo Mleziva
Todd Nelson
Ronald M. Rea
R. Wesley Swen
Antonio Valenzuela
Christine Wilson
Adjunct faculty
Robert F. Landel
Clinical faculty
Lauren M. Beeler
Michael Davidson
Christine Eddow
Steven D. Newton
William E. Walthall
Lily L. Young
Kristel J. Zuppan
Associated faculty
Lee S. Berk
Murray Brandstater
Clyde Cassimy
Noha Daher
Heather Javaherian-Dysinger
Ehren Ngo
Gail T. Rice
Ernest R. Schwab
Programs
• Physical Therapist Assistant— A.S. (p.110)
• Physical Therapy— D.P.T. (Entry Level) (p.112), D.P.T.
(Postprofessional) (p.112), D.Sc. (Postprofessional) (p.112),
Ph.D. (p.112)
Physical Therapist Assistant — A.S.
Program director
Jeannine Stuart Mendes
Assistant program director; director of clinical education
R. Jeremy Hubbard
Advisory committee
Brandi Bolanos
Lisa Ewan
Frank Holder
Carrie Kresser
Adam Smith
Steven Snitzer
The physical therapist assistant (PTA) is a skilled paraprofessional
health-care provider who implements the plan of care for patients under
the direction and supervision of a licensed physical therapist. Following
established procedures, the PTA may train patients in exercises and
activities of normal daily living; perform treatment interventions; utilize
special equipment; assist in performing tests, data collection, and
complex treatment procedures; and observe and document the patient's
responses.
Physical therapists and PTAs may serve as part of a rehabilitation team—
including occupational therapists, nurses, speech and hearing therapists,
respiratory therapists, recreational therapists, physicians, social workers,
chaplains, vocational counselors, dietitians, and psychologists. This team
has as its objective the optimum functional restoration and rehabilitation
of patients disabled by illness or injury.
Opportunities
Physical therapy offers a career for men and women who are interested
in medical science and who enjoy working with people. Graduates have a
wide range of opportunities in hospitals, rehabilitation centers, outpatient
clinics, national and state agencies, and school systems. For those who
Loma Linda University 2019-2020 111
desire to further their educations, the Doctor of Physical Therapy and the
Doctor of Physical Therapy Science degrees are available.
The program
The Physical Therapist Assistant Program, whichbegins with the
sophomore yearand lasts for 15 months, leads to the Associate in
Science degree and professional licensure. Instruction begins in June of
the current year and students participate in graduation ceremonies the
following June. Program completion occurs when clinical performance
requirements are met—typically by the end of September.
Clinical learning experiences
The program includes supervised, one-on-one clinical instruction across
the human lifespan in a variety of settings, including acute and sub-
acute inpatient facilities and outpatient clinics. Students complete
three, six-week, full-time clinical experiences. All clinical experiencesare
coordinated and monitored by the director of clinical education or the
program director. Although the program makes an effort to accommodate
each student's preference, the student agrees to accept the clinical
assignment made by the program at any of the affiliated facilities,
whether local or out of state. Because of the limited number of local
facilities available, assignments cannot be made on the basis of the
student's family/marital status or personal preference.
Transportation
Students are required to have their own transportation to and from
clinical sites.
CPR certification
Students are required to hold current certification in adult, child, and
infant cardiopulmonary resuscitation (CPR) during all scheduled clinical
experiences. Basic life-support CPR certification for health-care providers
must be completed via the American Heart Association. Certification
may be completed prior to beginning the program of study or may be
obtained at Loma Linda University. Classes are available on campus at
Life Support Education, University Arts building, 24887 Taylor Street,
Suite 102, Loma Linda, California.
Professional licensing
Satisfactory completion of the clinical affiliations and degree
requirements will qualify the student for the National Physical Therapy
Examination (NPTE) for physical therapist assistants. State licensure or
certification is required to practice as a PTA in all 50 states and in the
District of Columbia. Information about licensing or certification in the
state in which one wishes to practice can be found online at <http://
www.apta.org/licensure (http://www.apta.org/licensure)>.
Professional association
Students and graduates are eligible for membership in the American
Physical Therapy Association. The objectives of the association are
to foster the development and improvement of service and education.
This organization grants student membership at a nominal cost to
undergraduates of approved schools. The student is required to become
a member of this association while in the program. The national office
of the American Physical Therapy Association is at 1111 North Fairfax
Street, Alexandria, VA 22314.
Program philosophy statement
In accordance with the motto of Loma Linda University—"To make man
whole"—and the mission of the School of Allied Health Professions
—"To continue the teaching and healing ministry of Jesus Christ," --
the program is committed to the highest development of the physical,
emotional, mental, and spiritual capacities of its faculty and students.
Promoting wholeness constitutes a caring commitment to the well-being
of others, to students, and to program personnel; to active engagement
in the advancement of the profession; and to a living consecration
to God. Students in this program will have opportunities to develop a
commitment to excellence in service for others and their profession
and to develop a biblically-informed faith and a commitment to lifelong
spiritual growth.
Program mission
The Physical Therapist Assistant Program affirms the mission and values
of Loma Linda University and the School of Allied Health Professions
by providing an educational program that prepares physical therapist
assistants with balanced intellectual development, social skills,
competent practice, and spiritual connection.
Program goals
In order to achieve the mission of the Physical Therapist Assistant
Program, the program aims to:
1. Provide technical-level physical therapy education for the PTA that
culminates in an Associate in Science degree.
2. Prepare graduates ready to provide physical therapy interventions
and services under the direction and supervision of licensed physical
therapists in a variety of settings.
3. Prepare graduates for service who demonstrate ethical behavior
consistent with legal and professional standards.
4. Provide opportunities for students to gain compassionate insight
into practices and behaviors found in a variety of ethnic and cultural
backgrounds within an atmosphere of respect for differences.
5. Provide opportunities for graduates to consider the concept of
wholeness when addressing the needs of the patient/client in terms
of physical, mental, and spiritual concerns.
6. Prepare graduates to communicate effectively with patients/clients
and families, when appropriate; with colleagues; and with other
members of the health-care delivery team.
7. Maintain compliance with the Standards and Required Elements
for accreditation ofPTA educational programspublished by the
Commission on Accreditation in Physical Therapy Education.
Program learning outcomes
Upon completion of the program, the graduate should be able to:
1. Demonstrate clinical competence: provision of physical therapy
interventions and services under the direction and supervision of
licensed physical therapists in a variety of settings.
2. Demonstrate effective written and oral communication skills.
3. Demonstrate critical-thinking and problem-solving skills.
4. Exhibit the values and attitudes of an entry-level physical therapist
assistant: altruism, compassion, competence, duty, integrity,
collaboration, and responsibility.
112 Physical Therapy — D.P.T. (Entry Level), D.P.T. (Postprofessional), D.Sc., Ph.D.
Accreditation
The Physical Therapist Assistant Program at Loma Linda University is
accredited by the Commission on Accreditation in Physical Therapy
Education (CAPTE), 1111 North Fairfax Street, Alexandria, VA 22314;
703/ 706-3245 or 703/ 706-3245; e-mail: [email protected];
website:http://www.capteonline.org.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• a minimum G.P.A. of 2.50 in the three basic science prerequisite
courses and a minimum G.P.A. of 2.50 in the remaining non-science
prerequisite courses
• transfer of prerequisite courses from a regionally-accredited
academic institution (college or university) Note: Grades below C are
not transferable for credit.
• a personal interview
• a writing assessment done at the time of the interview
• documentation of work or observation experience; specifically, at
least 20 hours of work or observation in an inpatient physical therapy
setting and at least 20 hours in an outpatient physical therapy setting,
plus additional work/observation hours in either an inpatient or an
outpatient physical therapy setting for a minimum total of 80 hours.
Prerequisites
All prerequisite courses must be completed prior to entering the program.
An application for admission may be submitted while some coursework
is in progress if the student expects to complete the required coursework
before the program begins. Individuals who have earned a bachelor's
degree from a regionally-accredited college or university need to
complete only the courses denoted with an asterisk (*):
Humanities: Four units from one of the topics listed; history, literature,
philosophy, foreign language, art/music appreciation/ history
*Human anatomy and physiology, complete sequence with laboratory
components (preferred); or general biology, complete sequence with
laboratory components (accepted)
*Introductory physics with laboratory component, one quarter/semester
*Two years high school mathematics with grades C or above, or
intermediate algebra in college or a college statistics course
*General psychology
*Human growth and development or developmental psychology or
abnormal psychology
English composition, complete sequence
*Speech (preferred) or Interpersonal communication (accepted)
Personal health/nutrition, or two physical education/activity courses
*Medical terminology
If needed, elective courses may be taken to meet the minimum total
requirements of 48 quarter units or 32 semester units
Program requirements
Sophomore
Summer Quarter 1 Units
PTAS201 Anatomy 4
PTAS205 Introduction to Physical Therapy 1
PTAS206 Documentation Skills 1
PTAS212 Physical Therapy Procedures 3
PTAS231 Physical Therapy Modalities 3
PTAS265 Professional Seminar 0
PTAS275 Psychosocial Aspects of Health 2
RELE257 Health Care Ethics 2
Autumn Quarter
AHCJ305 Infectious Disease and the Health-Care Provider 1
PTAS203 Applied Kinesiology 3
PTAS204 Applied Gait 1
PTAS224 General Medicine I 3
PTAS225 Neurology 3
PTAS227 Therapeutic Exercise 2
PTAS236 Applied Electrotherapy 3
PTAS265 Professional Seminar 0
Winter Quarter
PTAS226 Orthopaedics I 3
PTAS234 General Medicine II 1
PTAS238 Wound Care 1
PTAS243 Applied Geriatrics 3
PTAS252 Applied Neurology 3
PTAS264 Applied Orthotics and Prosthetics 2
PTAS265 Professional Seminar 0
RELR275 Whole Person Care 2
Spring Quarter
PTAS241 Applied Pediatrics 2
PTAS251 Orthopaedics II 3
PTAS261 Physical Therapy Practice 1
PTAS265 Professional Seminar 1
PTAS293 Physical Therapist Assistant Clinical Experience I 6
Summer Quarter 2
PTAS294 Physical Therapist Assistant Clinical Experience II 6
PTAS295 Physical Therapist Assistant Clinical Experience III 6
Total Units: 72
A minimum grade of C (2.0) is required for all courses in the program.
Normal time to complete the program
1.33 years (Five [5] academic quarters) at LLU. Full-time enrollment is
typical; half-time enrollment (3.25 years) by permission only.
Physical Therapy — D.P.T. (Entry
Level), D.P.T. (Postprofessional),
D.Sc., Ph.D.
Physical therapists are highly educated, licensed health-care
professionals who provide services to patients/clients who have
impairments, disabilities, or changes in physical function and health
status as a result of injury, disease, or other causes.
Physical therapists teach patients how to prevent injury or disability
and manage their conditions so that they will achieve long-term health
benefits. They examine each individual and develop a plan, using
treatment techniques to promote the ability to move, reduce pain, restore
Loma Linda University 2019-2020 113
function, and prevent disability. In addition, physical therapists work with
individuals to prevent the loss of mobility before it occurs by developing
fitness- and wellness-oriented programs for healthier and more active
lifestyles.
Physical therapists provide care for people in a variety of settings,
including hospitals, private practices, outpatient clinics, home-health
agencies, schools, sports and fitness facilities, work settings, and skilled
nursing facilities. State licensure is required in each state in which a
physical therapist practices.
In addition to the Associate in Science degree (PTA, found in the previous
section of the CATALOG), the program options within the Department of
Physical Therapy include:
• entry-level Doctor of Physical Therapy
• postprofessional Doctor of Physical Therapy
• Doctor of Science
• Doctor of Philosophy
Programs
• Physical Therapy— D.P.T. (Entry Level) (p.113), D.P.T.
(Postprofessiona (p.114)l) (p.112), D.Sc. (Postprofessional),
(p.116) Ph.D. (p.117)
Physical Therapy — D.P.T. (Entry
Level)
Program director
Lawrence E. Chinnock
Academic coordinator of clinical education
Theresa Joseph
The entry-level Doctor of Physical Therapy (D.P.T.) degree is for individuals
who have no previous degree in physical therapy or who have an
associate degree in the field of physical therapy. The D.P.T. degree
curriculum lasts for three years. Individuals must have an earned
bachelor degree in any field prior to entering the program.
Clinical experience
Supervised experience is obtained in a variety of settings and at different
times during the course of study. First-year students complete a two-
week clinical assignment during the Spring Quarter. Second-year
students complete a four-week clinical assignment following the Spring
Quarter. The major clinical assignments are required during the third
year. The student will be assigned affiliation as follows: 10 weeks during
the Summer Quarter, 11 weeks during the Winter Quarter, and 10 weeks
during the Spring Quarter.
The academic coordinator of clinical education or a designee plans and
schedules all clinical assignments. Because of the limited number of
local facilities available, assignments cannot be made on the basis of
the student's family/marital status or personal preference. Although the
department makes an effort to accommodate the student's preference,
the student agrees to accept the clinical assignments made by the
department at any of the affiliated facilities, whether local or out of
state. Students should expect that at least one rotation will be beyond
commuting distance from Loma Linda University. Many clinical sites will
require the student to have a current flu vaccine if the rotation is during
the flu season. Therefore, the University requires that all students receive
the flu vaccine on a yearly basis.
Program learning outcomes
Upon completion of the degree, the graduate should be able to:
1. Conduct a safe and effective physical therapy practice.
2. Demonstrate, compassion and respect during interactions with
individuals from different ethnic and cultural backgrounds.
3. Think critically and integrate evidence-based practice into their
clinical decision-making skill set.
4. Apply ethical and legal parameters surrounding the profession of
physical therapy.
5. Provide evidence-based clinical care utilizing collaborative
relationships among the patient, physical therapist, and other health-
care practitioners.
6. Make use of effective verbal and nonverbal communication with
instructors, classmates, and clinical personnel as needed to work
effectively as a member of a health-care team.
Professional association
Students and graduates are eligible for membership in the American
Physical Therapy Association (APTA). The objective of the association is
to foster development and improvement of service and education. This
organization grants student membership at a nominal cost to students
in member schools. The student is required to become a member of this
association while in the program, and is encouraged to read the journal
and attend the APTA-sponsored meetings.
Professional registration
Satisfactory completion of the entry-level D.P.T. degree requirements
qualifies the student to sit for the National Physical Therapy Examination.
Information about the state registries of physical therapists can be
obtained at the office of the department chair. All states require that a
physical therapist pass the national qualifying examination for license
to practice. California application form and fee are submitted to the
Physical Therapy Board of California, 2005 Evergreen Street, Suite 1350,
Sacramento, CA 95815; website: <http://www.ptbc.ca.gov/>.
Accreditation
The entry-level Doctor of Physical Therapy Program at Loma Linda
University is accredited by the Commission on Accreditation in Physical
Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria,
Virginia 22314; Telephone 703-706-3245; Email: [email protected];
website: <http://www.capteonline.org>.
Admissions
Admission is based on a selective process. Criteria used include: G.P.A.,
completion of subject requirements, interview, and recommendations.
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following requirements:
• an earned Bachelor degree in any field from a regionally accredited
institution
• a minimum prerequisite G.P.A. of 3.4
• anatomy and physiology, complete sequence with laboratory
• general chemistry, complete sequence with laboratory
114 Physical Therapy — D.P.T. (Postprofessional)
• general physics, complete sequence with laboratory
• two additional biological science courses (e.g. cell biology,
microbiology, exercise physiology, upper division anatomy and/or
physiology,)
• statistics
• medical terminology
• general psychology
• human growth and development (developmental psychology, child
psychology)
• one course in basic communication (speech)
• work/observation experience—A minimum of 80 hours of work /
observation experience is required prior to beginning the degree. Of
the 80 hours, a minimum of 20 hours must be in an inpatient physical
therapy setting and a minimum of 20 hours must be in an outpatient
physical therapy setting.
Technology requirement
Students are required to have an iPad that can be brought to class with
them as the majority of quizzes and tests are completed on the device. A
$65 technology fee is charged each year.
Program requirements
First Year Units
AHCJ510 Human Gross Anatomy 9
AHCJ705 Infectious Disease and the Health Care Provider 1
AHCJ721 Wholeness Portfolio I 1
PHTH505 Integrated Clinical Experience 1
PHTH506 Exercise Physiology 3
PHTH508 PT Communication and Documentation 2
PHTH509 Biophysical Agents 3
PHTH510 Kinesiology 3
PHTH513 Therapeutic Procedures 3
PHTH514 Manual Muscle Testing 3
PHTH516 Histology 2
PHTH519 Locomotion Studies 3
PHTH521A Orthopaedics 1A 3
PHTH528 Therapeutic Exercise I 3
PHTH539 Integrative Physiology 4
PHTH557 Pediatrics I 3
PHTH563 Scientific Inquiry I 2
PHTH564A Scientific Inquiry II A 1
PHTH564B Scientific Inquiry II B 1
PHTH566 Pathology 4
PHTH568 Integrative Neueroanatomy 4
PHTH569 Clinical Neurology 2
PHTH571 Physical Therapy Practicum I 1
PHTH586 Orthotics and Prosthetics 2
RELR775 Whole Person Care 2
RELT718 Adventist Heritage and Health 2
Second Year
AHCJ722 Wholeness Portfolio II 1
PHTH501 Neurology I 3
PHTH502 Neurology II 3
PHTH503 Neurology III 3
PHTH505 Integrated Clinical Experience 1
PHTH511 Clinical Orthopaedics 2
PHTH512 Clinical Psychiatry 2
PHTH517 Movement Science 2
PHTH518 Aspects of Health Promotion 2
PHTH521B Orthopaedics 1B 3
PHTH522 Orthopaedics II 3
PHTH523 Orthopaedics III 3
PHTH525 General Medicine 3
PHTH526A Cardiopulmonary I 3
PHTH526B Cardiopulmonary II 3
PHTH530 Therapeutic Exercise II 3
PHTH534 Soft Tissue Techniques 2
PHTH540 Concepts of Acute Care 2
PHTH555 Medical Screening 2
PHTH558 Pediatrics II 3
PHTH559 Geriatrics 2
PHTH561 Physical Therapy Administration 4
PHTH575 Orthopaedics IV 1
PHTH587 Pharmacology 2
PHTH595 Clinical Imaging 3
RELE707 Ethics for Allied Health Professionals 2
RELT740 World Religions and Human Health 3
Third Year
PHTH504 Neurology IV 3
PHTH505 Integrated Clinical Experience 1
PHTH567 Pain Science 2
PHTH572 Physical Therapy Practicum II 2
PHTH596 Orthopaedics V 3
PHTH597 Specialized Interventions in Physical Therapy 3
PHTH701 Physical Therapy Affiliation I 5
PHTH702 Physical Therapy Affiliation II 5
PHTH703 Physical Therapy Affiliation III 5
Total Units: 163
Normal time to complete the program
Three (3) years (12 academic quarters) — full-time enrollment required
Physical Therapy — D.P.T.
(Postprofessional)
Program director
Everett B. Lohmann III
The postprofessional Doctor of Physical Therapy (PP-D.P.T.) degree is
designed for the individual with a degree in physical therapy who wishes
to pursue advanced studies in the profession. This program is also
offered on the campus of Universidad Adventista de las Antillas located
in Mayagüez, Puerto Rico.
Two tracks lead to the postprofessional Doctor of Physical Therapy
degree:
Loma Linda University 2019-2020 115
• The 66-unit track is designed for the individual with a bachelor's
degree in physical therapy from an accredited program or who has
the equivalent of a U.S. bachelor's degree in physical therapy.
• The 45-unit track is designed for the individual with a bachelor's
degree in physical therapy from an accredited program or who has
the equivalent of a U.S. bachelor's degree in physical therapy and has
earned a master's degree.
Technology requirement
Students are required to have an iPad for the courses in the orthopaedic
and neurology tracks, as well as for testing activities in all courses. It is
highly recommended that students have access to a personal computer
(minimum: 800 MHz multimedia) with Internet access (minimum: 56
k.b.p.s. [connected at 44+ k.b.p.s.]). A $65 technology fee is charged in
year one for the 45-unit track and years one and two for the 66-unit track.
Program learning outcomes
In addition to the stated institutional learning outcomes (p.19), by the
end of this program, the graduate should be able to:
1. Demonstrate a commitment to discovery.
2. Apply basic sciences to physical therapy practice.
3. Provide advanced patient-specific physical therapy care.
4. Select best practice and examination techniques based on scientific
evidence.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions (p.47)
admissions requirements, the applicant must also complete the following
requirements:
• must have earned a bachelor's degree in physical therapy from an
accredited program or have the equivalent of a four (4) year U.S.
bachelor's degree in physical therapy
• must have earned a master's degree (45-unit track only).
• upon evaluation of transcripts, additional corequisites may be
required, and sequencing of courses may be modified.
There is no GRE requirement for acceptance into this program.
Program requirements
45-unit track
Required
AHCJ519 Graduate Wholeness Portfolio
1
1
AHRM605 Critical Analysis of Scientific Literature 2
PTGR511 Advanced Clinical Practice I: Orthopaedic
Rehabilitation
3
PTGR512 Advanced Clinical Practice II 3
PTGR513 Advanced Clinical Practice III 3
PTGR514 Professional Systems in Management I 3
PTGR516 Movement Science of the Upper Quarter 3
PTGR517 Movement Science: Lower Quarter Biomechanical
Relationships
3
PTGR571 Advanced Physiology I: Neurobiology 3
PTGR577 Pharmacology in Physical Therapy 3
PTGR578 Medical Screening for Physical Therapists 3
PTGR579 Clinical Imaging for Physical Therapist 3
RELR525 Health Care and the Dynamics of Christian
Leadership
3
Electives
Choose 9 units from the following: 9
PTGR500 Integrative Approach to Early Rehabilitation
PTGR501 Advanced Orthopaedic Specialty Tracks I
PTGR503 Medical Documentation and Billing
PTGR504 Science and Biomechanics of the Fascia and the
Art of Myofascial Release
2
PTGR505 Orthopaedic Intervention: Regional
Interdependency of the Cervical Spine & Upper
Extremities
3
PTGR507 Advanced Pediatric Clinical Practice
PTGR509 Function-Based Rehabilitation
2
PTGR515 Cardiopulmonary Approaches to Assessment,
Wellness, and Disease
PTGR518 Topics in Rehabilitation
2
PTGR519 Home Health Physical Therapy for the Post-Acute
Patient
PTGR524 Women's Health Issues I
PTGR529 Integumentary and Lymphatic Systems: Evaluation
and Intervention
Total Units 45
1
In lieu of AHCJ 519, students in Puerto Rico register for AHRM605
Critical Analysis of Scientific Literature for 3 units.
2
Available to both on-campus students and those attending the
Puerto Rico site.
3
Available only to students attending the Puerto Rico site.
Normal time to complete the program
One (1) year (four [4] academic quarters) — based on full-time enrollment
66-unit track
Required
AHCJ519 Graduate Wholeness Portfolio
1
1
AHRM571 Statistics and Research for Health Professionals I 3
AHRM572 Statistics and Research for Health Professionals II 3
AHRM605 Critical Analysis of Scientific Literature 2
PTGR505 Orthopaedic Intervention: Regional
Interdependency of the Cervical Spine & Upper
Extremities
3
PTGR506 Soft-Tissue Mobilization 3
PTGR509 Function-Based Rehabilitation 3
PTGR510 Neurologic Upper Extremity Management 3
PTGR511 Advanced Clinical Practice I: Orthopaedic
Rehabilitation
3
PTGR512 Advanced Clinical Practice II 3
PTGR513 Advanced Clinical Practice III 3
PTGR514 Professional Systems in Management I 3
PTGR516 Movement Science of the Upper Quarter 3
PTGR517 Movement Science: Lower Quarter Biomechanical
Relationships
3
PTGR571 Advanced Physiology I: Neurobiology 3
116 Physical Therapy — D.Sc. (Postprofessional)
PTGR577 Pharmacology in Physical Therapy 3
PTGR578 Medical Screening for Physical Therapists 3
PTGR579 Clinical Imaging for Physical Therapist 3
RELR525 Health Care and the Dynamics of Christian
Leadership
3
Electives
Choose 12 units from the following: 12
AHCJ528 Lifestyle Health and Wholeness
2
PTGR500 Integrative Approach to Early Rehabilitation
PTGR501 Advanced Orthopaedic Specialty Tracks I
2
PTGR503 Medical Documentation and Billing
PTGR504 Science and Biomechanics of the Fascia and the
Art of Myofascial Release
2
PTGR507 Advanced Pediatric Clinical Practice
PTGR515 Cardiopulmonary Approaches to Assessment,
Wellness, and Disease
2
PTGR518 Topics in Rehabilitation
2
PTGR519 Home Health Physical Therapy for the Post-Acute
Patient
PTGR524 Women's Health Issues I
2
PTGR529 Integumentary and Lymphatic Systems: Evaluation
and Intervention
Total Units 66
1
In lieu of AHCJ 519, students in Puerto Rico register for 3 units of
AHRM605 Critical Analysis of Scientific Literatureinstead of 2 units.
2
Available to both on-campus students and those attending the
Puerto Rico site.
Normal time to complete the program
1.5 years (six [6] academic quarters)— based on full-time enrollment
Physical Therapy — D.Sc.
(Postprofessional)
Program director
Everett B. Lohmann III
Closed to admissions.
The Doctor of Science Program is a research-oriented doctoral degree
designed for the physical therapist who wishes to pursue advanced
studies in the area of education, research, basic science, and advanced
clinical practice. To be eligible for admission, the applicant must have
a Bachelor of Science degree in physical therapy earned from an
accredited program or the equivalent of a U.S. bachelor's degree in
physical therapy, and an earned master's degree. Upon evaluation of
transcripts, additional corequisites may be required; and sequencing of
courses may be modified. There is no GRE requirement for acceptance;
however, successful completion of a comprehensive written examination
is required in order to advance to candidacy. A written dissertation and
a defense of such are required. Upon completion of the curriculum, the
diploma will be awarded by the School of Allied Health Professions in
conjunction with the Faculty of Graduate Studies.
Technology requirement
Students are required to have an iPad for the courses in the orthopaedic
and neurology tracks, as well as for testing activities in all courses. It is
highly recommended that students have access to a personal computer
(minimum: 800 MHz multimedia) with Internet access (minimum: 56
k.b.p.s. [connected at 44+ k.b.p.s.]). A $65 technology fee is charged in
years one and two.
Research funding
Each student will be required to perform one or more research projects in
partial fulfillment of the requirements for the Doctor of Science degree
in physical therapy. The typical costs for student research projects range
from $1,500 to $10,000. The physical therapy department will cover the
first $1,500 of approved research expenses. The student and/or his/her
sponsor will be required to cover any research-related expenses over this
amount. When necessary, the program director and dissertation chair will
assist the student in attempting to secure funding for unmet research
expenses.
Program learning outcomes
In addition to the stated institutional learning outcomes (p.19), by the
end of this program, the graduate should be able to:
1. Demonstrate a commitment to discovery.
2. Apply the basic sciences to physical therapy practice.
3. Provide physical therapy care and education to the larger world
population
4. Provide advanced patient-specific physical therapy care.
5. Serve as mentors and educators.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions (p.47)
admissions requirements, the applicant must also complete the following
requirements:
• a Bachelor of Science degree in physical therapy earned from an
accredited program or the equivalent of a U.S. bachelor's degree in
physical therapy
• an earned master's degree.
• upon evaluation of transcripts, additional corequisites may be
required; and sequencing of courses may be modified.
There is no GRE requirement for acceptance
Program requirements
Required
AHCJ506 Educational Evaluation and Clinical Assessment 3
AHCJ515 Curriculum Development in Higher Education 3
AHCJ556 Administration in Higher Education 3
AHCJ564 Collaborative Learning in Higher Education 3
AHCJ599 Directed Teaching 3
AHRM581 Research and Statistics I 3
AHRM582 Research and Statistics II 3
AHRM605 Critical Analysis of Scientific Literature 3
PTGR511 Advanced Clinical Practice I: Orthopaedic
Rehabilitation
3
PTGR512 Advanced Clinical Practice II 3
PTGR513 Advanced Clinical Practice III 3
PTGR514 Professional Systems in Management I 3
Loma Linda University 2019-2020 117
PTGR517 Movement Science: Lower Quarter Biomechanical
Relationships
3
PTGR523 Advanced Neurological Rehabilitation 3
PTGR571 Advanced Physiology I: Neurobiology 3
PTGR572 Advanced Physiology II: Exercise and
Thermoregulation
3
PTGR577 Pharmacology in Physical Therapy 3
PTGR578 Medical Screening for Physical Therapists 3
PTGR579 Clinical Imaging for Physical Therapist 3
PTGR599 Comprehensive Examination 0
PTGR693 Research and Statistics III: Development and
Approval of Research Topic and Questions
3
PTGR695 Research and Statistics V: Data Collection 3
PTGR696 Research and Statistics VI: Data Analysis 3
PTGR699 Research and Statistics VII - Dissertation 3
RELE525 Ethics for Scientists 3
RELR525 Health Care and the Dynamics of Christian
Leadership
3
RELT557 Theology of Human Suffering 3
____ ___ Elective 6
Total Units 84
Other requirements
• successful completion of a comprehensive written examination is
required in order to advance to candidacy.
• a written dissertation and a defense of the dissertation.
Normal time to complete the program
Five (5) years (20 academic quarters) based on full-time enrollment
Physical Therapy — Ph.D
Program director
Everett B. Lohman III
The Department of Physical Therapy offers the Doctor of Philosophy
(Ph.D.) degree in physical therapy. This research-oriented program
for physical therapists emphasizes pain and movement sciences and
lifestyle health and wellness as it prepares graduates for research,
teaching, and administration. Successful completion of a comprehensive
written examination, written dissertation, and an oral defense of the
dissertation are required. The diploma will be awarded upon completion
of the curriculum and recommendation by the the School of Allied Health
Professions in conjunction with the Faculty of Graduate Studies.
Program Description
Designed for the working professional, the Ph.D. in physical therapy
synergizes with the University's Motto, "To Make Man Whole." Physical
therapists who are currently treating or teaching will benefit from a
modern, evidence-based curriculum aimed at caring for the whole person.
Face-to-face classes, two evenings a week, facilitate the balance of work
and study. Aligned closely with our core values, this program provides
physical therapy graduates with the skills and experience necessary to
pursue careers as researchers and educators.
It is the goal of the program to prepare graduates with:
• Skills to design and conduct novel, original research; provide
evidence of an understanding of research design and the ability
to formulate anddevelop methodologies; collect and reducedata;
interpret results;draw defensible conclusions; and effectively
disseminate research findings;
• Qualities of lifelong learning and commitment to scholarship after
graduation;
• Skills to add to the body of knowledge in physical therapy research
literature through publications and presentations;
• Ability to demonstrate a commitment to conducting research in
neurology, orthopaedics, pain science, movement science, or lifestyle
health and wellness;
• Ability to demonstrate a commitment to providing whole person care;
• Skills to serve as an educator in entry-level, post-professional and
graduate-level physical therapy programs;
• Ability to demonstrate personal and group leadership skills at
institutional, professional, national, and global levels.
Program learning outcomes
In addition to the stated institutional student learning outcomes (p.19),
by the end of this program, the graduate should be able to:
1. Demonstrate a commitment to discovery.
2. Demonstrate a commitment to the dissemination of knowledge
through publications and presentations.
3. Develop treatment plans that follow current evidence-based and best
practice guidelines.
4. Demonstrate a commitment to developing treatment plans that
follow current evidence-based and best practice guidelines.
Technology requirement
Students are required to have iPads for the courses in the orthopaedic
and neurology tracks, as well as for testing activities in all courses. It is
highly recommended that students have access to personal computers
(minimum: 800 MHz multimedia) with Internet access (minimum: 56
k.b.p.s. [connected at 44+ k.b.p.s.]). A $65 technology fee is charged in
years one and two.
Research funding
Each student will be required to conduct one or more research projects in
partial fulfillment of the requirements for the Doctor of Philosophy degree
in physical therapy. Typical costs for student research projects range
from $2,500 to $10,000. The physical therapy department will cover the
first $2,500 of approved research expenses. The student and/or sponsor
will be required to cover research-related expenses over this amount.
When necessary, the program director and dissertation chair will assist
the student in attempting to secure funding for unmet research expenses.
Additional financial support may be awarded by application for seed-
grant funding through the SAHP Research Committee.
General requirements
For more information about program requirements and practices for
graduate students, the student should consult the Policies and General
Regulations in Section II and the School of Allied Health Professions
in Section III of this CATALOG. The student should also consult the
Doctor of Philosophy's 26 elements for program-specific requirements.
These elements can be found at <http://alliedhealth.llu.edu/academics/
physical-therapy/degree-options/physical-therapy-phd>.
118 Physical Therapy — Ph.D
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions (p.47) admissions requirements, the applicant must also
complete the following requirements:
• Bachelors of Science degree in Physical Therapy plus a master’s
degree, a Masters of Physical Therapy degree, or a Doctor of Physical
Therapy degree from an accredited program or equivalency.
• Minimum grade point average of 3.3 in academic and professional
coursework.
• Proof of physical licensure or equivalency in the US or their country of
training.
Must also submit:
• At least one example of written work (e.g., personal essay, term paper,
publication, master’s thesis or project).
• Curriculum vitae, including work history, formal education, continuing
education, licensure and certification, professional organizations,
honors, awards, publications, presentations, and grants.
• A formal letter outlining research interests.
• A structured oral interview.
Program requirements
Required units:
• 96 – for students with a Bachelor of Science degree in physical
therapy plus a Masters of Physical Therapy (MPT) degree or another
appropriate master's degree
• 75 – for students with a Doctor of Physical Therapy (D.P.T.) degree
Domain 1: Core courses
PTGR550 Introduction to Psychoneuroimmunology: The
Science of Whole Person Care
3
PTGR552 Pain Science: Interactions of the Brain and Body 3
PTGR580 Movement Science: Bio-control 3
PTGR591 Biomechanics I 3
PTGR599 Comprehensive Examination 0
STAT515 Grant- and Contract-Proposal Writing 3
Domain 2: Clinical and Applied Sciences
1
15-30
Select from the following: (15 units required for students with a prior
D.P.T. degree and 30 units required for students with a prior M.S./
M.P.T. degree)
2
PTGR500 Integrative Approach to Early Rehabilitation
PTGR501 Advanced Orthopaedic Specialty Tracks I
PTGR502 Advanced Orthopaedic Specialty Tracks II
PTGR503 Medical Documentation and Billing
PTGR504 Science and Biomechanics of the Fascia and the
Art of Myofascial Release
PTGR505 Orthopaedic Intervention: Regional
Interdependency of the Cervical Spine & Upper
Extremities
PTGR506 Soft-Tissue Mobilization
PTGR507 Advanced Pediatric Clinical Practice
PTGR508 Current Topics in Neurological Rehabilitation
PTGR509 Function-Based Rehabilitation
PTGR510 Neurologic Upper Extremity Management
PTGR511 Advanced Clinical Practice I: Orthopaedic
Rehabilitation
PTGR512 Advanced Clinical Practice II
PTGR513 Advanced Clinical Practice III
PTGR515 Cardiopulmonary Approaches to Assessment,
Wellness, and Disease
PTGR516 Movement Science of the Upper Quarter
3
PTGR517 Movement Science: Lower Quarter Biomechanical
Relationships
3
PTGR518 Topics in Rehabilitation
4
PTGR519 Home Health Physical Therapy for the Post-Acute
Patient
PTGR520 Cervical Spine
PTGR521 Lumbar Spine
PTGR522 Assessment and Management of the Knee
PTGR523 Advanced Neurological Rehabilitation
PTGR524 Women's Health Issues I
PTGR527 Skilled Nursing Facility Physical Therapy Practice,
Interventions and Outcomes
PTGR531 Advanced Orthopaedic Procedures I
PTGR532 Advanced Orthopaedic Procedures II
PTGR533 Advanced Orthopaedic Procedures III
PTGR534 Sensory Integration Disorders
PTGR535 Sensory Integration Disorders II
PTGR536 Sensory Integration Disorders III
PTGR551 Clinical Translation of Pain Science
PTGR571 Advanced Physiology I: Neurobiology
PTGR574 Current Issues in Basic Science
PTGR577 Pharmacology in Physical Therapy
PTGR578 Medical Screening for Physical Therapists
PTGR579 Clinical Imaging for Physical Therapist
PTGR585 Three-dimension Medical Imaging Quantitation
PTGR592 Biomechanics II
Domain 3: Lifestyle health and wellness
Select from the following: (3 units required for students with a prior
D.P.T. degree and 6 units required for students with a prior M.S./M.P.T.
degree)
3-6
AHCJ528 Lifestyle Health and Wholeness
AHCJ541 Managing Stress
AHCJ546 Therapeutic Humor in Health Care
AHCJ568 Spirituality and Health: The Wholeness Connection
HPRO515 Mind-Body Interactions and Health Outcomes
PTGR526 Health-related Quality of Life and Health
Satisfaction in Health Care
Domain 4: Education, administration, and leadership 9
Select from the following:
AHCJ506 Educational Evaluation and Clinical Assessment
AHCJ509 Transformational Teaching and Learning
AHCJ515 Curriculum Development in Higher Education
AHCJ556 Administration in Higher Education
AHCJ557 Integrating Emotional Intelligence Leadership into
the Healthcare Professions
AHCJ564 Collaborative Learning in Higher Education
Loma Linda University 2019-2020 119
AHCJ599 Directed Teaching
AHCJ600 Active Online Learning
PTGR514 Professional Systems in Management I
PTGR590 Political Advocacy and Health Policy for Physical
Therapists
Domain 5: Religion
One course from each area (RELE, RELR, RELT) required.
Select one course from the following: 3
RELE524 Bioethics and Society
RELE525 Ethics for Scientists
RELE564 Ethics and Health Disparities
RELE567 World Religions and Bioethics
RELE568 Bioethics and the Law
RELE588 Explorers of the Moral Life
RELR540 Wholeness and Health 3
Select one course from the following: 3
RELT540 World Religions and Human Health
RELT557 Theology of Human Suffering
RELT617 Seminar in Religion and the Sciences
Domain 6: Research and statistics (24-27 units)
Not required of all students. See footnotes for details. 0-3
Required:
AHRM581 Research and Statistics I 3
AHRM582 Research and Statistics II 3
AHRM605 Critical Analysis of Scientific Literature
5
2,3
PTGR693 Research and Statistics III: Development and
Approval of Research Topic and Questions
3
PTGR694 Proposal Development and Institutional Review
Board Approval
3
PTGR695 Research and Statistics V: Data Collection (3)
6
6
PTGR696 Research and Statistics VI: Data Analysis 3
PTGR699 Research and Statistics VII - Dissertation 3
Total Units 75-96
1
All courses will be focused toward research topic.
2
Courses to be selected in consultation with program director and
dissertation chair to enhance the student's knowledge base in
regards to their research topic.
3
PTGR516 Movement Science of the Upper Quarter and PTGR517
Movement Science: Lower Quarter Biomechanical Relationships (or
equivalency) required for students who have not taken these courses
in prior M.P.T. or D.P.T. program.
4
PTGR518 Topics in Rehabilitation are courses related to special
topics in rehabilitation (e.g., Sports Medicine, Manual Therapy,
Neurological).
5
Required for M.S./M.P.T. Required for D.P.T. if course, or equivalent,
not taken prior to entrance into the program.
6
Course to be taken twice – each registration (3 units) pertains to the
data collection for one of the two required papers.
Comprehensive Examination
PTGR599 Comprehensive Examination is designed to establish that
the student has a broad understanding of physical therapy, research
biostatistics and basic research methodology, education, bioethics, and
professionalism. Since education is a component of the comprehensive
exam, students are encouraged to select a minimum of 9 units of
teaching/education-related courses from Domain 5. The written
comprehensive examination will be administered after students have
successfully completed the majority of required courses in Domains 1-6.
The comprehensive examination will typically occur during the summer
quarter of the student’s second year in the Ph.D. in Physical Therapy
program.
Noncourse requirement
Advancement to Candidacy
The student may apply for advancement to candidacy after a) passing
the comprehensive examination, b) securing support from their research
guidance committee, and c) successfully defending their research
topic and questions. The candidate’s capacity for original, independent
investigation and scholarly achievements must be demonstrated by the
presentation and oral defense of an acceptable dissertation in order
to participate in the commencement ceremony. The candidate must
submit a written dissertation to the Faculty of Graduate Studies. The
candidate must also submit a minimum of two papers for publication.
One paper must be accepted for publication to fulfill program completion
requirements.
Normal time to complete the program
Four (4) years (16 academic quarters) — full-time enrollment required
120 Department of Physician Assistant Sciences
Department of Physician Assistant
Sciences
Physician assistants (PAs) are health professionals who are licensed
to practice medicine under physician supervision. Physician assistants
are qualified by graduation from an accredited physician assistant
educational program and by certification by the National Commission
on Certification of Physician Assistants. Within the physician/PA
relationship, the PA exercises autonomy in medical decision making
and provides a broad range of diagnostic and therapeutic services.
The clinical role of a PA includes primary and specialty care in medical
and surgical settings in rural and urban areas. The PA's practice is
centered on patient care and may also include educational, research, and
administrative activities.
For more information, call 909/558-7295; e-mail: <[email protected]>; or visit
the department website at <llu.edu/allied-health/sahp/pa>.
Chair/Program director
Gerald Glavaz
Medical director
Wessam Labib
Associate program director
Cathy Oms
Didactic director
Mark Milliron
Didactic coordinator
Erin Gysbers
Clinical director
Courtney Marquez
Clinical coordinator
Lauren Bolda
Jennifer Hayhurst
Program assessment director
Rasha Abdrabou
Part-time faculty
Yasmin Chene
Anthony Sutton
William Wilson
Program
Physician Assistant— M.P.A. (p.120)
Physician Assistant — M.P.A.
Loma Linda University offers a professional course of study leading to
the Master of Physician Assistant (M.P.A.) degree. This degree prepares
students for medical work as midlevel health-care professionals.
The program consists of didactic and clinical phases that run
concurrently for eight quarters over a 24-month period. A new class
is accepted annually. Students are selected from a variety of clinical
backgrounds. Each applicant is evaluated based on the following:
experience in patient care, duration of experience, level of patient contact,
and degree of responsibility.
Mission statement
Loma Linda University Department of Physician Assistant (PA) Sciences
educates primary care physician assistants who will provide health care
in collaboration with physicians as active members of a professional
health-care team. We are committed to excellence and compassion for
the whole person and quality health care for under-served communities
locally and globally, in accordance with the mission of Loma Linda
University and the School of Allied Health Professions.
Vision
Graduates of the Loma Linda University Master of Physician Assistant
Program will be recognized for professional excellence, integrity, empathy,
teamwork, and advocating lifestyle changes to promote wholeness.
Program learning outcomes
In addition to the stated institutional learning outcomes (p.19), at the end
of this program, the graduate should be able to:
1. Apply the basic sciences to physician assistant sciences.
2. Demonstrate clinical skills in patient care settings
3. Demonstrate critical-thinking skills in physician assistant sciences
and practice.
4. Exhibit professionalism appropriate for physician assistants.
5. Provide culturally proficient, whole person care to individuals and
communities
6. Demonstrate a commitment to the promotion of the physician
assistant profession
Housing
On-campus housing is available for men and women. For information
on the men's dormitory (Daniells' Residence), call 909/558-4561. For
information on the women's dormitory (Lindsay Hall), call 909/558-4561.
Financial aid
Applications for financial aid should be submitted early, even before
the student is admitted into the program. Processing of financial aid
should be done by January 1. The Student Financial Aid Office will
help applicants obtain the necessary applications and guide them in
the process of applying for aid. Applicants for aid must contact the
Office of Financial Aid, Loma Linda University, Loma Linda, CA 92350 at
909/558-4509.
Accreditation
The Accreditation Review Commission on Education for the Physician
Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to
the Loma Linda University Physician Assistant program sponsored by
Loma Linda University. Accreditation-Continued is an accreditation status
granted when a currently accredited program is in compliance wit the
ARC-PA Standards.
Accreditation remains in effect until the program closes or withdraws
from the accreditation process or until accreditation is withdrawn for
Loma Linda University 2019-2020 121
failure to comply with the Standards. The approximate date for the next
validation review of the program by the ARC-PA will be March 2027.
The review date is contingent upon continued compliance with the
Accreditation Standards and ARC-PA policy.
Admissions
Applications are accepted between May 1 and October 1, 11:59 pm EST.
Applications must be made through the Central Application Service
for Physician Assistants. This service is available at <caspaonline.org
(https://portal.caspaonline.org)>. In addition, completion of a secondary
application from Loma Linda University is required. Completed
applications and all supporting documents must be received by the
Department of Physician Assistant Sciences no later than December 15,
11:59 pm PST. Required interviews are granted to qualified applicants
upon invitation by the admissions committee. The applicant must also
complete the following requirements:
• A baccalaureate degree from a regionally accredited institution,
completed by December 31 of the year of application.
• An overall G.P.A. of at least 3.0 or higher and a science G.P.A. of 3.0 or
higher on a 4.0 scale.
• Three letters of recommendation—one from a practicing M.D., D.O., or
P.A. (not from shadowing, friend, or relative) with whom the applicant
has worked in a paid patient care role.
• Documented paid patient-care experience of 2,000 hours minimum
by matriculation—It is preferred that this requirement be completed
by the time the application is submitted but must be completed by
matriculation in the program. Student clinical hours, shadowing, and
volunteer experience are not acceptable. An example or definition
of preferred direct patient-care experience are those accredited,
credentialed professions that provide: patient assessment, treatment,
patient-care plans, and diagnostic testing. Preferred applicants will
have direct patient-care experience working in clinical settings that
involve a range of patient responsibility and involve a high level of
critical thinking.
• Complete all prerequisite course work at a regionally accredited
college before being admitted to a program in the School of Allied
Health Professions. Note: Grades below C are not accepted as
prerequisites.
• A minimum score of 550 (paper based), 213 (computer based), or
80 (Internet based) from the Test of English as a Foreign Language
(TOEFL) must be submitted for any applicant whose native language
is not English or whose secondary education has been given outside
the United States. Any student with a score on the TOEFL writing test
(TWE) of less than 4 will be required to do remedial work during the
program and retake the TOEFL. TOEFL scores are valid for two years.
• Prerequisites:
• Only two prerequisite courses can be outstanding at the time
of submission of the Central Application Service for Physician
Assistants application (one science, one non-science), even if the
course will be completed prior to the applicant submitting his or
her supplemental application.
• Science prerequisites must include an on-campus laboratory
component.
• All prerequisite course work must be taken at a regionally
accredited institution in the United States.
Prerequisite courses
College-level prerequisite courses include the following:
Human anatomy and physiology with laboratory, complete sequence
OR separate courses in human anatomy with laboratory and human
physiology with laboratory. Must cover all organ systems
General chemistry, one-year sequence with laboratory or a sequence in
inorganic, organic, and biochemistry with laboratory (three quarters or
two semesters)
General microbiology with laboratory. Must cover medically important
bacteria, viruses, fungi, and protozoa.
General psychology or equivalent
General sociology or equivalent
or
Cultural anthropology or equivalent
College-level algebra or equivalent
English, one year (language courses not accepted)
Recommended
Statistics
Medical terminology
Conversational Spanish
Preference given to
Seventh-day Adventists
Graduates of Loma Linda University
Applicants from underrepresented populations
Applicants with a history of meaningful, continuous involvement in
community service consistent with the mission and values of Loma Linda
University
Applicants with documented military service
Program requirements
First Year Units
PAST501 Anatomy for Physician Assistants I 2
PAST502 Anatomy for Physician Assistants II 2
PAST503 Anatomy for Physician Assistants III 2
PAST504 Primary Care Pediatrics 2
PAST505 Women's Health Care 2
PAST511 Pharmacology for Physician Assistants I 2
PAST512 Pharmacology for Physician Assistants II 2
PAST513 Pharmacology for Physician Assistants III 2
PAST547 Basic Medical Science 3
PAST551 Normal and Pathologic Physiology for Physician
Assistants I
2
PAST552 Normal and Pathologic Physiology for Physician
Assistants II
2
PAST553 Normal and Pathologic Physiology for Physician
Assistants III
2
PAST554 Clinical Skills for Physician Assistants 5
PAST556 Preventive Medicine and Health Promotion 2
PAST558 Psychiatry for Physician Assistants 3
122 Physician Assistant — M.P.A.
PAST571 Multicultural Competencies for Physician
Assistants
3
PAST572 Cultural Immersion for Physician Assistants 3
PAST575 Clinical Correlation for Physician Assistants I 1
PAST576 Clinical Correlation for Physician Assistants II 1
PAST577 Clinical Correlation for Physician Assistants III 1
PAST578 Clinical Correlation for Physician Assistants IV 1
PAST581 Physical Diagnosis for Physician Assistants I 2
PAST582 Physical Diagnosis for Physician Assistants II 3
PAST583 Physical Diagnosis for Physician Assistants III 2
PAST584 Physical Diagnosis for Physician Assistants IV 2
PAST591 Clinical Medicine for Physician Assistants I 4
PAST592 Clinical Medicine for Physician Assistants II 5
PAST593 Clinical Medicine for Physician Assistants III 4
PAST594 Clinical Medicine for Physician Assistants IV 2
PAST601 Evidence-Based Medicine for Physician Assistants
I
2
PAST602 Evidence-Based Medicine for Physician Assistants
II
2
RELE505 Clinical Ethics 3
Second Year
PAST516 Physician Assistant Professional Issues 2
PAST603 Capstone 2
PAST701 Rotation I 6
PAST702 Rotation II 6
PAST703 Rotation III 6
PAST704 Rotation IV 6
PAST705 Rotation V 6
PAST706 Rotation VI 6
PAST707 Rotation VII 6
PAST708 Rotation VIII 6
Total Units: 128
Eight six-week clinical rotations, including: family medicine, internal
medicine, pediatrics, obstetrics/gynecology, general surgery, emergency
medicine, behavioral medicine, and one elective are required.
Normal time to complete the program
2.33 years (eight [8] academic quarters) — full-time enrollment required
Loma Linda University 2019-2020 123
Department of Radiation Technology
The Department of Radiation Technology is made up of diverse
professions. Radiographers image body structures utilizing ionizing
radiation. They can specialize in CT, MRI, imaging informatics,
mammography, nuclear medicine, sonography, or radiation therapy.
While CT and MRI both produce cross-sectional images of the body,
MRI utilizes a magnetic field rather than ionizing radiation. Nuclear
medicine employs the nuclear properties of radioactive and stable
nuclides to make diagnostic evaluations of the anatomic or physiologic
conditions of the body. Sonography uses sound waves to image the
human body; and radiation therapyemploys medical use of ionizing
radiation to treat cancer and control malignant cell growth. Professionals
in these areas are able to communicate effectively, think critically,
demonstrate professionalism by treating all persons with respect,
assume responsibility and accountability for their actions, and adhere to
the rules of confidentiality.
Chair
Laura L. Alipoon
Associate chairs
Michael F. Iorio
Timothy Seavey
Primary faculty
Laura L Alipoon
Brenda L. Boyd
Kathryn M. Cockrill
James R. Cruise II
Carol A. Davis
Marie T. DeLange
Wiliam J. Edmunds
Joseph E. Hewes
Raymond Ho
Michael F. Iorio
Arthur W. Kroetz
Brigit C. Mendoza
Teresa R. Mosley
James Rippetoe
Timothy Seavey
Secondary faculty
Reinhard W. Schulte
Clinical faculty
Ronda Adey
Irene M. Bielitz
Laura E. Evans
David Gentry
Noriece R. Kisinger
Sara Leeds
Anh M. Ly
Enoch Montalban
Ruth Reyes-Padilla
Glenn A. Rouse
Shelia A. Wilson
Adjunct faculty
Javed Ahmad
Mohamed Radwan El Atamna
Associated faculty
Noha S. Daher
Baldev Patyal
Grenith Zimmerman
Programs
• Cardiac and Vascular Imaging (CVI) — Certificate (p.123)
• Cardiac Electrophysiology Technology — A.S. (p.125)
• Diagnostic Medical Sonography— B.S. (p.126), Certificate
(p.128)
• Medical Dosimetry— Certificate (B.S. in Physics Track) (p.128),
Certificate (Radiation Therapist Track) (p.129), Comparison
(p.130)
• Medical Radiography— A.S. (p.130)
• Nuclear Medicine Technology— B.S. (p.132)
• Radiation Sciences— B.S. (p.137), M.S.R.S. (p.140)
• Radiation Therapy Technology— B (p.141).S. (p.141)
• Radiography Advanced Placement— School Certificate (p.143)
• Radiologist Assistant— M.S.R.S. (p.144)
• Special Imaging— CT, MRI, CT/MRI Certificate (p.145) Comparison
(p.147)
Cardiac and Vascular Imaging (CVI) —
Certificate
Program director
J. Robert Cruise
Cardiac interventional and vascular interventional technologists work in a
highly specialized field operating sophisticated imaging equipment. This
technology provides detailed fluoroscopic images of the human body,
assisting physicians with quality patient diagnosis and treatment.
The Cardiac and Vascular Imaging Program is a full-time, 12-month
certificate program that requires four quarters beginning in autumn.
During the program, students take structured course work along with
clinical instruction. There are no arrangements for part-time or evening
status. Clinical sites are available in a variety of regions in Southern
124 Cardiac and Vascular Imaging (CVI) — Certificate
California. The University cannot guarantee that the student will be
assigned close to his/her residence.
The program’s load requires 40 hours per week, which includes didactic
and clinical experience. Clinical experience involves up to four, eight-hour
days per week. Courses require the student to be on campus.
Students will be required to submit current immunization records and
undergo a background check during the registration process. Further
details regarding these two requirements can be found in the Admission
Policies and Information (p.24) section of this CATALOG. Students
will be responsible for paying fees associated with immunizations and
background checks. Loma Linda University and the Department of
Radiation Technology cannot guarantee employment.
Program learning outcomes
At the end of this program, the graduate should be able to:
1. Demonstrate clinical competency in cardiac interventional
radiography and vascular interventional radiography.
2. Provide competent advanced clinical life support.
3. Effectively communicate in the health sciences.
The CVI student profile
1. Is enthusiastic and interested in maintaining high standards of
academics, clinical performance, and patient care.
2. Possesses a broad knowledge of human anatomy and computer
skills.
3. Demonstrates strong academic performance in science and related
courses.
4. Is detail-oriented and able to work under pressure while
demonstrating critical-thinking and problem-solving skills.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must also
complete the following requirements:
• Recommendations: meaningful recommendations must be from
prior teachers, work supervisors, or health professionals who are
knowledgeable aboutyour qualifications
• Current ARRT registry in Radiography (R)
• Current California Certified Radiologic Technologist (CRT) license
• Current Basic Life Support (BLS) card with the American Heart
Association
• A minimum G.P.A. of 2.5 maintained in all didactic and clinical course
work
• Venipuncture is highly recommended
• One year of professional experience in imaging is highly
recommended
An applicant who is completing a program in radiologic technology prior
to the start of the program may apply as long as s/he has completed
ARRT, CRT, and BLS requirements by the program start date.
Observation experience
A minimum of eight hours of career observation in cardiac and/or
vascular imaging is required. The career observation form is available as
a download from the forms page on the Web site.
Application procedure
1. Applications are accepted starting January of each year.
2. Deadline for applications is May 31st
3. Applicants should submit applications early as there are a limited
number of slots available for interviews.
Interviews
Cardiovascular and Interventional (CVI) Program interviews are
conducted in June or July. All applicants will be interviewed by the
program director and representatives of the School of Allied Health
Professions. Applicants residing in Southern California should plan for a
personal interview on campus at Loma Linda. Applicants will be notified
by phone and/or e-mail of their interview schedule. Applicants are rated in
the following four areas:
• Work experience or training background
• Recommendations
• Academic record
• Communication skills, knowledge, and motivation.
Selection
After all applicants have been interviewed, the selection committee
for the CVI Program meets to make the final selections. Selections are
usually decided by mid-July, and confirmation of each decision is mailed
to the respective applicant from the Office of Admissions for the School
of Allied Health Professions.
Program requirements
First Year
Autumn Quarter Units
CEPT245 Cardiovascular Anatomy and Physiology 3
CEPT248 Cardiovascular Patient Assessment 2
CEPT251 Cardiac Electrophysiology and Rhythm
Recognition I
2
CEPT275 Cardiovascular Pharmacology 3
RTSI345 Cardiac/Interventional Procedures 3
RTSI975 Cardiac/Interventional (CVI) Affiliation 2.5
Winter Quarter
AHCJ402 Pathology I 4
CEPT252 Cardiac Electrophysiology and Rhythm
Recognition II
2
RTSI344 Interventional Pharmacology 4
RTSI975
1
Cardiac/Interventional (CVI) Affiliation 10
Spring Quarter
RTSI351 Angio/Interventional Procedures I 3
RTSI356 Vascular Anatomy and Physiology 3
RTSI975
1
Cardiac/Interventional (CVI) Affiliation 10
Summer Quarter
REL_ 4__ Religion elective 2
RTSI358 CVI Review Course 2
RTSI352 Angio/Interventional Procedures II 3
Loma Linda University 2019-2020 125
RTSI975
1
Cardiac/Interventional (CVI) Affiliation 10
Total Units: 68.5
1
Repeated registrations required to complete total units. Students
are only charged for2 units per quarter.
Cardiac Electrophysiology
Technology — A.S.
Program director
Timothy Seavey
Electrophysiology is a subspecialty of cardiology that focuses on treating
heart rhythm abnormalities. The cardiac electrophysiology technologist
assists the cardiologist during invasive procedures, including diagnostic
electrophysiology studies, arrhythmia mapping, catheter ablation for
supraventricular and ventricular tachycardias; and for pacemaker,
implantable cardioverter defibrillator, and cardiac resynchronization
therapy device implantations.
The Cardiac Electrophysiology Technology Program leadstoan Associate
in Science degree. The program is based on one year of prerequisites
completed at any regionally accredited college or university. The four
quarters of course work at Loma Linda University begin with the Autumn
Quarter of the sophomore year. Course work includes clinical experience
at affiliated cardiac electrophysiology departments. Subject to WSCUC
approval, the program is changing to an online delivery of didactic
courses and face-to-face delivery of clinical affiliation courses within the
State of California and other approved states.
CPR certification
Students are required to have current health-care provider adult, child,
and infant cardiopulmonary resuscitation (CPR) certification for all
scheduled clinical experience. CPR certification must be completed at
the American Heart Association health-care provider level. This may be
completed prior to beginning the program of study or be obtained at
Loma Linda University. Classes are available on campus at Life Support
Education, University Arts building, 24887 Taylor Street, Suite 102.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Demonstrate clinical competence.
2. Communicate effectively.
3. Exhibit critical-thinking and problem-solving skills.
4. Demonstrate the values and attitudes of an entry-level cardiac
electrophysiology technologist.
Certification
Upon completion of the program, students will be eligible for certification
by the International Board of Heart Rhythm Examiners.
Accreditation
The Cardiac Eletrophysiology Program is accredited by the the
Commission on Accreditation of Allied Health Education Programs
(CAAHEP) upon the recommendation of the Joint Review Committee on
Education in Cardiovascular Technology (JRC-CVT), 25400 U.S. Highway
19 North, Suite 158, Clearwater, FL 33763; telephone: 727/210-2350;
website: <www.caahep.org (http://www.caahep.org)>.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must also
complete the following requirements:
Minimum G.P.A. of 2.4 and prerequisites as follow:
Prerequisites
Religion: four units per year of attendance at a Seventh-day Adventist
college or university
High school algebra or intermediate college algebra
Anatomy and physiology with lab
Introductory physics or high school physics, recommended
Medical terminology
Choose one from the following: general psychology, general sociology,
cultural anthropology
College English composition, complete sequence
Electives to meet the minimum total requirement of 39 quarter units or 29
semester units for the A.S. degree
Program requirements
Autumn Quarter Units
AHCJ326 Fundamentals of Health Care 2
AHCJ328
1
Wholeness Portfolio I 0
CEPT245 Cardiovascular Anatomy and Physiology 3
CEPT248 Cardiovascular Patient Assessment 2
CEPT251 Cardiac Electrophysiology and Rhythm
Recognition I
2
CEPT258 Fundamentals of Biomedical Science 2
CEPT261 Cardiac Electrophysiology Science I 3
CEPT275 Cardiovascular Pharmacology 3
CEPT321 Cardiac Electrophysiology Clinical Practicum I 0.5
Winter Quarter
AHCJ402 Pathology I 4
AHCJ328
1
Wholeness Portfolio I 0
CEPT252 Cardiac Electrophysiology and Rhythm
Recognition II
2
CEPT262 Cardiac Electrophysiology Science II 3
CEPT271 Cardiology Diseases and Therapeutics I 2
CEPT281 Cardiac Electrophysiology Procedures I 3
CEPT322 Cardiac Electrophysiology Clinical Practicum II 1.5
Spring Quarter
AHCJ305 Infectious Disease and the Health-Care Provider 1
AHCJ328 Wholeness Portfolio I 1
CEPT253 Cardiac Electrophysiology and Rhythm
Recognition III
3
CEPT263 Cardiac Electrophysiology Science III 3
CEPT272 Cardiology Diseases and Therapeutics II 2
126 Medical Sonography — B.S., Certificate
CEPT282 Cardiac Electrophysiology Procedures II 3
CEPT285 Cardiology 3
CEPT323 Cardiac Electrophysiology Clinical Practicum III 1.5
Summer Quarter
CEPT324 Cardiac Electrophysiology Clinical Practicum IV 2
CEPT345 Case Studies in Cardiac Electrophysiology 2
CEPT348 Cardiac Electrophysiology Seminar 3
RELE457 Christian Ethics and Health Care 2
REL_ 4__ (Religion elective) 2
RTMR284 Radiation Protection and Biology 2
Total Units: 63.5
1
Students receive academic credit for this course in the third quarter
of registration.
Normal time to complete the program
Two (2) years — One (1) year (four [4] academic quarters) at LLU, based
on full-time enrollment
Medical Sonography — B.S.,
Certificate
Program director
Marie T. DeLange
Medical directors
Ramesh C. Bansal
Glenn A. Rouse
Clinical coordinator
Erin Marshall
Emily Unterseher
The diagnostic ultrasound profession is a multispecialty field comprised
of diagnostic medical sonographers (DMS) with subspecialties in
abdomen, obstetrics/gynecology, breast, and pediatrics; vascular
technologists (RVT); and diagnostic cardiac sonographers (DCS) with
subspecialties in adult, pediatrics, and fetal echocardiography.
The diagnostic ultrasound professional performs patient assessments
and acquires and analyzes data obtained using ultrasound diagnostic
technologies. The sonographer provides a summary of findings to the
physician to aid in patient diagnosis and management. He or she utilizes
independent judgment and systematic problem-solving methods to
produce quality diagnostic information. A sonographer must complete
comprehensive clinical training and obtain a credential by successfully
passing the American Registry of Diagnostic Medical Sonographers
(ARDMS) national boards.
Professional credentialing
Upon completion of either the Bachelor of Science degree or certificate
requirements, the student is eligible to sit for the national board
examination of the ARDMS.
All students are required to take and pass the ARDMS Standard Physics
and Instrumentation (SPI) Examination before completion of the program.
CPR certification (American Heart
Association only)
Students are required to have current health-care provider
cardiopulmonary resuscitation (CPR) certification (adult, child, and
infant) for all scheduled clinical experiences. CPR certification must be
completed at the American Heart Association health-care provider level,
and must be completed prior to beginning the program. CPR classes are
available on campus at Life Support Education, University Arts building,
24887 Taylor Street, Suite 102. It is suggested that CPR Certification
completion should be done upon acceptance to the program.
Accreditation
The medical sonography curricula in both general sonography and
echocardiography have been accredited since 1985 by the Commission
on Accreditation of Allied Health Education Programs (CAAHEP); and
reviewed annually by the Joint Review Committee on Education in
Diagnostic Medical Sonography. Contact information for CAAHEP is: 254
U.S. Highway 19 North, Suite 158, Clearwater, FL 33763; 727/210-2350; e-
mail: <[email protected]>,
Program Requirements
• Diagnostic Medical Sonography — B.S. (p.126)
• Diagnostic Cardiac Sonography — Certificate (p.128)
Diagnostic Medical Sonography —
B.S.
The Bachelor of Science degree in diagnostic medical sonography is a
27-month curriculum (nine academic quarters) leading to eligibility to
take the registered vascular technology (RVT) and registered diagnostic
medical sonography (RDMS) national ARDMS board examinations.
General sonographers perform examinations evaluating organs such as
the liver, kidneys, spleen, gallbladder, and thyroid; as well as obstetrics/
gynecology, pediatrics, and breast. The vascular sonographer performs
a variety of noninvasive examinations to evaluate the arteries and veins,
assess blood flow and valve competency, and to detect the presence of
clots.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Utilize meaningful communication skills within the health-care
context
2. Create meaningful interactions.
3. Reflect on leadership approaches to examine personal strengths and
weakness.
4. Develop personal and social competence around the emotional
competence framework.
5. Develop scanning techniques and skills in order to acquire complete
sonographic images and initial findings based on patient history.
Admissions
In addition to Loma Linda University (p.24) and School of Allied Health
Professions admissions requirements (p.47), the applicant must meet
the following requirements:
Loma Linda University 2019-2020 127
• A minimum of 103 degree transferable units
• Minimum G.P.A. of 2.5 (3.0 preferred)
• Eight hours of observation in medical sonography (preferably at
LLUMC) is required prior to the interview. Observations are scheduled
after October and after application to program has been submitted.
• Interview
Prerequisites
All the following courses must be completed prior to the start of the
program. All prerequisites, including general education courses, must be
completed at an accredited college or university.
Domain 1: Religion and Humanities (20 quarter or 14 semester
units)
Humanities (12-20 quarter or 8-14 semester units)
Selected from at least three of the following content areas: civilization/
history, fine arts, performing/visual arts (not to exceed four quarter
credits), literature, modern language, philosophy, general humanities
elective.
Religion (0-8 quarter or 0-6 semester units)
An applicant who has attended a Seventh-day Adventist college or
university is required to have taken four quarter units of religion from an
Adventist institution for each full year equivalent (48 quarter units/32
semester units) of attendance at an Adventist college or university. If the
applicant has not attended an Adventist institution, no religion units are
required. In either case, however, the applicant must have completed 20
quarter or 14 semester units in Domain 1: Religion and Humanities.
Domain 2: Scientific inquiry and analysis (24-32 quarter or 16-22
semester units)
Natural Sciences (minimum of 12 quarter or 8 semester units)
Human anatomy and physiology with laboratory, complete sequence.*
College algebra or higher, one semester/quarter.*
Introduction to physics (general physics also accepted), one semester/
quarter.*
* Must be completed within the past five years.
Social sciences (minimum of 12 quarter or 8 semester units)
Units must be selected from two of the following content areas:
anthropology, economics, geography, political sciences, psychology, and
sociology.
Domain 3: Communication (9-13 quarter or 6-9 semester units)
English composition (complete sequence).
Remaining courses may be selected from the following content areas:
computer information systems, critical thinking, and public speaking.
Domain 4: Health and Wellness (2-6 quarter or 1.5-4 semester
units)
Personal health or nutrition (one course).
Physical education (two separate physical activity courses).
Additional course requirement.
Medical terminology (must be completed within the past five years).
Domain 5: Electives
To meet the minimum requirement of 105 units quarter units required for
matriculation, electives may be selected from the previous four domains.
For more information regarding GE requirements for graduation, see LLU
general education requirements (p.27).
Program requirements
Junior Year
Summer Quarter 1 Units
AHCJ318 Emotional Intelligence and Leadership Skills for
Health-Care Professionals
3
AHCJ326 Fundamentals of Health Care 2
AHCJ493 Senior Portfolio I 3
RELE457 Christian Ethics and Health Care 2
RTCH385 Radiologic Trends in Health Care 2
RTCH387 Writing for Health-Care Professionals 3
Autumn Quarter
RTMS344 Introduction to Medical Sonography 5
RTMS371
1
Medical Sonography Clinical Affiliation 12
Winter Quarter
RTMS348 Abdomen/Neurosonography 5
RTMS372
1
Medical Sonography Clinical Affiliation 12
Spring Quarter
REL_ Religion elective 2
RTMS345 Ob-Gyn Sonography 5
RTMS373
1
Medical Sonography Clinical Affiliation 12
Senior Year
Summer Quarter 1
RELT423,
406, 436, or
437
Loma Linda Perspectives 2
RTCH489 Effective Communication for Supervisors 3
RTMS346 Vascular Technology/Doppler/Scan Techniques 5
RTMS471
1
Medical Sonography Clinical Affiliation 11
Autumn Quarter
RTMS379 Ultrasound Physics and Instrumentation I 2
RTMS421 Board Review OB-GYN Sonography 1
RTMS472
1
Medical Sonography Clinical Affiliation 11
Winter Quarter
REL_ Religion elective 2
RTMS387 Ultrasound Physics and Instrumentation II 2
RTMS422 Board Review Abdomen 1
RTMS473
1
Medical Sonography Clinical Affiliation 11
Spring Quarter
RTCH464 Moral Leadership 3
RTMS423 Board Review Vascular 1
RTMS474
1
Medical Sonography Clinical Affiliation 11
Summer Quarter
AHCJ494 Senior Portfolio II 3
RTCH467 Management of a Radiologic Service 3
RTMS424 Professionalism in Medical Sonography 1
RTMS475
1
Medical Sonography Clinical Affiliation 11
Total Units: 152
128 Diagnostic Cardiac Sonography — Certificate
1
27 units of affiliation count toward the 192 units required for the
degree. The remaining affiliation units are required for licensure and
must be completed prior to the awarding of the B.S. degree.
Normal time to complete the program
Four (4) years — (two [2] years prior to LLU plus two [2] years [27 months]
at LLU)— full-time only
Diagnostic Cardiac Sonography —
Certificate
The cardiac RDCS certificate is a 12-month curriculum leading to
proficiency in diagnostic imaging of cardiac function and disease
processes. Graduates are eligible to take the adult Registered Diagnostic
Cardiac Sonography (RDCS) board examination.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
Fulfill one of the following four requirements:
• Hold an ARRT-registered radiologic technologist certification.
• Have graduated from an accredited allied health program, including
nursing (two years minimum training), licensed vocational nurse, or
registered nurse.
• Hold an associate degree (science preferred not required).
• Hold a baccalaureate degree (science preferred not required).
and must have completed credits in the following:*
• Human anatomy and physiology with laboratory, complete two-
semester sequence
• College algebra
• Medical terminology
• Introduction to physics
• Patient-care methods (will be completed at LLU after being accepted
into the program) OR complete a Certified Nursing Assistant course,
approved by the Program Director
*
Specific course requirements must be completed at an accredited
college or university.
Program requirements
Required
RELE457 Christian Ethics and Health Care 2
RTMS339 Echocardiography I 4
RTMS347 Echocardiography II 4
RTMS379 Ultrasound Physics and Instrumentation I 2
RTMS384 Topics in Medical Sonography 1
RTMS385 Board Review Echocardiography 2
RTMS387 Ultrasound Physics and Instrumentation II 2
RTMS965 Cardiac Ultrasound Clinical Affiliation 12
RTMS966 Cardiac Ultrasound Clinical Affiliation 11
RTMS967 Cardiac Ultrasound Clinical Affiliation 11
RTMS968 Cardiac Ultrasound Clinical Affiliation 12
Total Units 63
Normal time to complete the program
47 weeks (four [4] academic quarters) — full-time enrollment required
Medical Dosimetry — Certificate (B.S.
in Physics Track, Radiation Therapist
Track)
Program director
Carol A. Davis
The Medical Dosimetry Program is designed to educate personnel in the
discipline of dosimetry within a radiation oncology environment, and to
prepare them to take the Medical Dosimetry Certification Board (MDCB)
examination.
Medical dosimetry is a dynamic, exciting field involving a combined
knowledge of mathematics, physics, and the biological and medical
sciences. Dosimetrists plan optimal isodose distributions and treatment
dose calculations for a variety of external beam as well as brachytherapy
treatments. Medical dosimetrists must possess excellent analytical skills,
the ability to critically evaluate data, and an aptitude for physics and
mathematics. They must also be able to work closely as part of a team
with physicists, physicians, radiation therapists, and other personnel.
Due to a shortage of training programs in medical dosimetry throughout
the United States, there is a great need for medical dosimetrists in many
areas of the country. Thus, this program aims to provide a supply of
well-trained dosimetrists who will be able to meet the needs of radiation
oncology facilities in the local area and beyond.
Mission statement
The mission of the certificate program in medical dosimetry is to prepare
professionals in the field through broad education and training in all
aspects of the profession. This will include critical thinking, clinical
competence, effective communication, and professionalism as they apply
to the field of medical dosimetry. The program encourages intellectual,
physical, social, and spiritual development by emphasizing these goals
in its curriculum, which is reflected in the motto of Loma Linda University
Health—"To Make Man Whole."
Program learning outcomes (PLOs)
By the end of this program, graduates should be able to:
1. Perform calculations, utilizing software tools to optimize isodose
distributions to achieve treatment goals through maximizing target
coverage, minimizing hot/cold spots, and sparing critical structures
as per prescription.
2. Create deliverable treatment plans with considerations of machine
and patient constraints, calculating monitor units for clinical set-
ups, and minimizing systematic and random errors by checking plan
parameters.
3. Follow hospital policies and procedures while performing all
dosimetry activities.
4. Communicate effectively, both verbally and in writing.
5. Treat everyone with respect and courtesy, abiding by all HIPPA rules.
Loma Linda University 2019-2020 129
6. Exhibit responsible attitudes and be accountable for their actions.
7. Pass the MDCB examination, have a job within six months after
passing their MDCB examination, and maintain an attrition rate of no
more than 25 percent.
Program design
• The program for both tracks is five quarters in length.
• Instruction includes a mixture of lecture, laboratory, and clinical
work. Students will be exposed to a variety of methodologies within
dosimetry, including work with proton therapy treatment planning.
• The majority of instruction will be conducted in the Radiation
Medicine Department of Loma Linda University Medical Center. There
are also short clinical rotations to Long Beach Memorial and City of
Hope medical centers.
• The program faculty consists of physicists, dosimetrists, and
radiation therapists who are extremely experienced in their field—
many in both photon and proton therapy treatment planning.
Accreditation
The American Association of Medical Dosimetrists (AAMD) strongly
supports the concept of formal dosimetry training, which leads to board
eligibility for the certification in medical dosimetry. This qualification is
considered the gold standard in dosimetry education.
The program is accredited by the Joint Review Committee on Education
in Radiologic Technology (JRCERT).
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
Track 1—radiation therapist track
• ARRT registration in radiation therapy technology.
• Must hold bachelor's degree in any major in addition to radiation
therapy certification
• College algebra
• Trigonometry
Track 2—B.S. physics track
• A baccalaureate degree in physics, mathematics, or equivalent from
an accredited university
• Anatomy and physiology (no laboratory required)
• Medical terminology
• Eight hours in a radiation oncology department observing the work of
the medical dosimetrist.
Program requirements
• Certificate in Medical Dosimetry— Radiation Therapist Track (http://
llucatalog.llu.edu/allied-health-professions/medical-dosimetry/
certificate-as-radiation-therapy-track), B.S. in Physics/Mathematics
Track (p.129), Comparison (p.130)
Certificate in Medical Dosimetry
(Radiation Therapist Track)
First Year Units
RTMD301 Treatment Planning I 2
RTMD307 Principles of Brachytherapy 2
RTMD309 Radiation Therapy Core—Concept Review 1
RTMD310 Applied Mathematics for Medical Dosimetry 1
RTMD355
1
Physical Principles of Radiation Therapy I 3
RTMD356
1
Physical Principles of Radiation Therapy II 3
RTMD971 Practicum 10
RTMD973 Practicum 10
RTMD972 Practicum 9
RTSI367 Cross-sectional Radiographic Anatomy 2
RTSI369 CT Physics 2
Second Year
RELE457 Christian Ethics and Health Care 2
RTMD302 Treatment Planning II 2
RTMD305 Special Topics 2
RTMD314 Quality Assurance, with Laboratory 2
RTMD974 Practicum 11
RTMD975 Practicum 11
Total Units: 75
1
RTTH355 Physical Principles of Radiation Therapy I and RTTH356
Physical Principles of Radiation Therapy II will not substitute for
these courses, respectively.
Normal time to complete the program
Fifty-six (56) weeks (five [5] academic quarters), based on full-time
enrollment
Certificate in Medical Dosimetry (B.S.
in Physics/Mathematics Track)
First Year Units
RTMD301 Treatment Planning I 2
RTMD307 Principles of Brachytherapy 2
RTMD355
1
Physical Principles of Radiation Therapy I 3
RTMD356
1
Physical Principles of Radiation Therapy II 3
RTMD961 Practicum 8
RTMD962 Practicum 10
RTMD963 Practicum 9
RTMR285 Principles of Radiography I 3
RTSI367 Cross-sectional Radiographic Anatomy 2
RTSI369 CT Physics 2
RTTH332 Radiation Biology 2
RTTH344 Radiation Therapy Procedures 2
RTTH364 Radiation Oncology I 2
RTTH365 Radiation Oncology II 2
RTTH366 Radiation Oncology III 2
Second Year
130 Medical Dosimetry — Certificate (B.S. in Physics Track, Radiation Therapist Track) Comparison
RELE457 Christian Ethics and Health Care 2
RTMD302 Treatment Planning II 2
RTMD305 Special Topics 2
RTMD314 Quality Assurance, with Laboratory 2
RTMD964 Practicum 11
RTMD965 Practicum 11
Total Units: 84
1
RTTH355 Physical Principles of Radiation Therapy I and RTTH356
Physical Principles of Radiation Therapy II will not substitute for
these courses, respectively.
Normal time to complete the program
Fifty-six 56 weeks (five [5] academic quarters), based on full-time
enrollment
Medical Dosimetry — Certificate (B.S.
in Physics Track, Radiation Therapist
Track) Comparison
Course Title BS in
Physics
Track
Radiation
Therapist
Track
First Year
RTMD301 Treatment Planning I 2.0 2.0
RTMD307 Principles of Brachytherapy 2.0 2.0
RTMD355 Physical Principles of Radiation
Therapy I
3.0 3.0
RTMD356 Physical Principles of Radiation
Therapy II
3.0 3.0
RTSI369 CT Physics 2.0 2.0
RTSI367 Cross-sectional Radiographic
Anatomy
2.0 2.0
RTMD961 Practicum 8.0
RTMD962 Practicum 10.0
RTMD963 Practicum 9.0
RTMR285 Principles of Radiography I 3.0
RTTH332 Radiation Biology 2.0
RTTH344 Radiation Therapy Procedures 2.0
RTTH364 Radiation Oncology I 2.0
RTTH365 Radiation Oncology II 2.0
RTTH366 Radiation Oncology III 2.0
RTMD309 Radiation Therapy Core—Concept
Review
1.0
RTMD310 Applied Mathematics for Medical
Dosimetry
1.0
RTMD971 Practicum 10.0
RTMD972 Practicum 9.0
RTMD973 Practicum 10.0
Totals 54.0 45.0
Course Title BS in
Physics
Track
Radiation
Therapist
Track
Second Year
RELE457 Christian Ethics and Health Care 2.0 2.0
RTMD302 Treatment Planning II 2.0 2.0
RTMD305 Special Topics 2.0 2.0
RTMD314 Quality Assurance, with Laboratory 2.0 2.0
RTMD964 Practicum 11.0
RTMD965 Practicum 11.0
RTMD974 Practicum 11.0
RTMD975 Practicum 11.0
Totals 30.0 30.0
Overall Totals 84.0 75.0
Medical Radiography — A.S.
Program director
William J. Edmunds
Medical advisor
Alvin L. Hensel
The medical radiographer, or radiologic technologist, is responsible
for the accurate imaging of body structures on an image receptor. The
technologist provides for patient protection and comfort, determines
proper exposure factors, manipulates medical imaging equipment,
evaluates the radiograph image for quality, and utilizes digital
technologies to archive and transmit the patient's examination images for
physician evaluation.
The technologist may also assist the radiologist in specialized
radiographic procedures. This may require the use of sterile procedures
and universal precautions in the administration of radiographic contrast
agents to the patient for the enhanced viewing of body systems and their
functions.
The program
The Medical Radiography Program begins with the Autumn Quarter and
is based on the completion of one year of prerequisite course work at any
regionally accredited college or university. The first quarter at Loma Linda
University primarily emphasizes the theoretical aspects of radiography,
with two days per week at a clinical affiliation beginning the third week
of the program. The remaining six quarters combine clinical training
on a two-to-five-days-per-week basis, with more advanced classroom
topics. The schedule may involve limited evening assignments. Clinical
and classroom involvement in the program is full time (40 hours/week).
Students are off on all national holidays and quarter breaks.
Program mission statement
The Medical Radiography Program at Loma Linda University provides
a quality educational experience focused on the whole person.
The program prepares students to be registry-eligible, entry-level
radiographers—equipped with the knowledge, skills, values, attitudes,
and behaviors appropriate for providing excellent patient care and safely
managing radiation exposure.
Program goals
Upon completion of this program, the graduate should be qualified to:
1. Be clinically competent.
2. Provide excellent patient care for a variety of radiologic examinations
with respect to the dignity and diversity of all people.
Loma Linda University 2019-2020 131
3. Follow radiation protection standards to minimize occupational and
public dose.
4. Safely operate all varieties of diagnostic radiography equipment.
5. Become a board eligible entry-level professional in the field of
radiography.
6. Defend the profession's code of ethics and work within the
profession's scope of practice.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Utilize knowledge needed to complete radiographic examinations of
diagnostic quality, while applying proper patient care and radiation
protection standards.
2. Integrate effective communication skills into their health care
practice with both patients and colleagues.
3. Employ critical-thinking and problem-solving skills to both prepare
for and apply image critique in order to successfully complete
radiography exams.
4. Demonstrate professional values, behaviors, and attitudes of an
entry-level radiographer.
Affiliations
For the clinical portion of the program, students are assigned to an
affiliated medical center: Loma Linda University Health in Loma Linda,
East Campus, Faculty Medical Offices, Murrieta, and the Surgical
Hospital; and Hemet Valley Medical Center, Eisenhower Medical Center,
Desert Hospital, Redlands Community Hospital, Parkview Community
Hospital, Pioneers Memorial Hospital, El Centro Regional Medical Center,
St. Bernardine Medical Center, Community Hospital of San Bernardino,
Riverside Community Hospital, Highland Springs, San Gorgonio, White
Memorial Medical Center, and St. Mary Regional Medical Center.
CPR certification
Students are required to have current health-care provider adult, child,
and infant cardiopulmonary resuscitation (CPR) certification for all
scheduled clinical experiences. CPR certification must be completed at
the American Heart Association health-care provider level. This may be
completed prior to beginning the program of study or may be obtained at
Loma Linda University. Classes are available on campus at Life Support
Education, University Arts building, 24887 Taylor Street, Suite 102.
Professional registration and certification
Upon completion of the requirements for the Associate in Science
degree, the graduate is eligible to write the qualifying examination of
The American Registry of Radiologic Technologists (ARRT). Program
graduates who pass the ARRT examination in radiography are eligible to
pay for and receive the state license (CRT) in California without further
testing within five years of passing the ARRT examination. Graduates are
encouraged to become members of the California Society of Radiologic
Technologists and the American Society of Radiologic Technologists
for professional growth and continuing education in their professional
discipline.
Quarterly fee
In addition to the cost of the ASMR program, additional fees include a
quarterly University fee and a program fee of $40.00.
Accreditation
The program is accredited by the Joint Review Committee on Education
in Radiologic Technology (JRCERT), 20 North Wacker Drive, Suite 2850,
Chicago, IL 60606-3182; telephone: 312/704-5300. The program is also
approved by the Radiologic Health Branch (RHB) of the state of California,
Department of Public Health MS 7610, P.O. Box 997414, Sacramento, CA
95899-7414; telephone: 916/327-5106.
Admissions
Admission is based on a competitive, selective process. In addition to
Loma Linda University (p.24) and School of Allied Health Professions
admissions requirements (p.47), the applicant must also complete the
following requirements:
• High school completion from an accredited institution, or passed the
GED.
• A minimum of 42 quarter units (or 28 semester units) at an accredited
college or university.
• Observation experience—A minimum of eight hours of career
observation in a radiology department is required. Contact the
department to obtain the appropriate form.
• Online application, three references, an essay, and transcripts from all
schools attended including high school. The essay should include:
why you are choosing LLU, your process for selecting this profession,
what makes you a good candidate, and anything else that helps us
get to know you. Contact the department for more information.
• A prerequisite GPA of 2.5 minimum; however, a competitive GPA of 3.0
or higher is preferred.
Prerequisites
• Human anatomy and physiology, complete sequence of two courses
minimum, with a lab for each course
• Intermediate algebra or college algebra (college algebra preferred)
• Medical terminology
• Introductory or general chemistry, or introductory or general physics
at the college level (one quarter/semester) (physics preferred)
• General psychology or general sociology
• English composition, complete sequence
• Interpersonal communication, oral communication, or public
speaking
• Religion is a requirement only if a student attended a Seventh-day
Adventist college or university (one unit of religion for every 12 units
earned at an SDA college)
• Electives to meet the minimum total requirement of 42 units (such
as: cultural anthropology, nutrition, health, life span development,
Spanish, or computer science)
Program Requirements
Sophomore
Autumn Quarter
AHCJ326 Fundamentals of Health Care 2
AHCJ328 Wholeness Portfolio I 0
RELT423 Loma Linda Perspectives 2
RTMR202 Clinical Orientaton 3
RTMR224 Legal Issues in Medical Radiography 1
RTMR246 Professional Communication & Presentation 2
132 Nuclear Medicine Technology — B.S.
RTMR253 Medical Radiography Procedures I 2
RTMR253L Medical Radiography Procedures Laboratory I 1
RTMR285 Principles of Radiography I 3
Winter Quarter
AHCJ328 Wholeness Portfolio I 0
RTMR221 Radiologic Patient Care 2
RTMR254 Medical Radiography Procedures II 2
RTMR254L Medical Radiography Procedures Laboratory II 1
RTMR284 Radiation Protection and Biology 2
RTMR286 Principles of Radiography II 3
RTMR371 Medical Radiography Affiliation I 5
Spring Quarter
AHCJ328 Wholeness Portfolio I 1
RTMR247 Languages for Radiographers 1
RTMR255 Medical Radiography Procedures III 2
RTMR255L Medical Radiography Procedures Laboratory III 1
RTMR283 Radiologic Physics 3
RTMR372 Medical Radiography Affiliation II 7
Clinical Year
Summer Quarter
RTMR373 Medical Radiography Affiliation III 12
Autumn Quarter
RELR275 Whole Person Care 2
RTMR305 Introduction to Computed Tomography I 2
RTMR324 Radiographic Image Evaluation and Pathology 3
RTMR374 Medical Radiography Affiliation IV 10
Winter Quarter
RTMR306 Introduction to Computed Tomography II 2
RTMR363 Comprehensive Review I 2
RTMR375 Medical Radiography Affiliation V 10
Spring Quarter
RTMR344 Professional Development and Service Learning 3
RTMR365 Comprehensive Review II 2
RTMR386 Medical Radiography Affiliation VI 10
Total Units: 104
Certain aspects of the curriculum require individual scheduling. Time
arrangements may be subject to change. Entrance to the clinical year is
contingent upon completion of all prior requirements.
A minimum G.P.A. of 2.5 is required for each quarter in the program.
Normal time to complete the program
Three (3) years — two (2) years (seven [7] academic quarters) at LLU —
full-time enrollment required
Nuclear Medicine Technology — B.S.
Program director
Raynold Ho
The Program
Nuclear medicine uses radioactivity to diagnose and treat disease. This
medical specialty provides information about both the structure and the
function of virtually every major organ system within the body. Nuclear
medicine procedures are safe, involve little or no patient discomfort, and
do not require the use of anesthesia.
The nuclear medicine technologist is responsible for preparing
and administering radio-pharmaceuticals; performing patient-
imaging procedures; accomplishing computer processing and image
enhancement; analyzing biologic specimens; and providing images, data
analysis, and patient information for diagnostic interpretation by the
physician health-care team member.
The Bachelor of Science degree with a major in nuclear medicine is a
face-to-face program and is completed in 24 to 27 months. In addition
to radiation sciences core courses, this program will include CT didactic
courses. With the addition of the B.S. degree core, there will now be 27
units taught online (less than 25 percent of the program). These courses
are taught by faculty members experienced in online teaching. Students
will interact with the faculty, their classmates, and the content material.
Content for nuclear medicine courses is guided by the Society of Nuclear
Medicine and Molecular Imaging (SNMMI), the Nuclear Medicine
Technology Certification Board (NMTCB), and the American Registry
of Radiation Technologists (ARRT) content specifications. The content
for the CT courses is guided by the American Society of Radiation
Technologists (ASRT), as well as the American Registry of Radiation
Technologists (ARRT) content specifications. Efforts are also made to
assist students in experiencing the core values of Loma Linda University.
The state of California requires approximately 1,000 clinical hours in
nuclear medicine; and this program provides more than 1,550 clinical
hours in nuclear medicine and more than 250 clinical hours inCT
procedures and patient care.
Objectives
During the Bachelor of Science degree in the nuclear medicine technology
program, students take formal course work along with instruction in the
clinical aspects of nuclear medicine. This includes participation, under
close supervision, in the actual procedures within the nuclear medicine
department.
Students are required to follow the guidelines given by the NMTCB and
the ARRT and to meet required competencies each quarter. Students
should accomplish the required competencies in the following areas:
skeletal, CNS, cardiovascular, endocrine/exocrine, gastrointestinal,
genitourinary, respiratory, radiopharmacy, venipuncture, vital signs, and
EKG placement and monitoring. Students will receive more than 1,550
hours of nuclear medicine and 250 hours of CT clinical experience.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Demonstrate the knowledge, skills, and responsibilities necessary for
the practice of nuclear medicine.
2. Practice safe, compassionate patient care, including appreciation and
respect for cultural diversity.
3. Demonstrate appropriate critical-thinking, problem-solving, and
decision-making skills in nuclear medicine.
4. Maintain and apply competent skills and knowledge by interacting
with fellow professionals, attending educational conferences, and
staying current with changing technology.
5. Apply knowledge of departmental organization and function.
Loma Linda University 2019-2020 133
6. Apply quantitative reasoning to the practice of nuclear medicine.
7. Achieve required clinical competencies for nuclear medicine.
Professional registration and certification
Upon completion of the certificate requirements, the student is eligible
to write the ARRT qualifying examination in nuclear medicine; and the
NMTCB and California (CTNM) certifying examination.
Accreditation
The program is accredited by the Joint Review Committee on Nuclear
Medicine Technology (JRCNMT), 2000 West Danforth Road, Suite
130 #203, Edmond, OK 73003; telephone: 405/285-0546; website:
<www.jrcnmt.org>. The program is approved by the California Department
of Public Health, Radiologic Health Branch, P.O. Box 942732, Sacramento,
CA 94234-7320. Loma Linda University is also regionally accredited by
the WASC Senior College and University Commission (WSCUC), 985
Atlantic Avenue, Suite 100, Alameda, CA 94501; telephone: 510/748-9001;
fax: 510/748-9797; website: <http://www.wascsenior.org/contact>.
Admissions
To be eligible for admission to the BSNM program, the applicant
must fulfill the following requirements: Complete the prerequisite
requirements, or be a graduate of an accredited radiologic technology
program who has completed the prerequisite requirements in conjunction
with that program.
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• Minimum of 96 quarter units that are applicable to the B.S. degree
program.
• G.P.A. of 3.0 or better
• A minimum of eight hours of career observation (volunteer/employee)
in a nuclear medicinedepartment is required prior to the interview.
The observation form is located online <www.llu.edu> under School of
Allied Health Professions, under "forms." Print it out and take it with
you to the facility you will be observing.
• Interview
Certifications
Applicants must have all of the following certifications completed prior to
the beginning of the school year.
• Current adult and child CPR card from the American Heart
Association.Classes are available on campus at Life Support
Education, University Arts building, 24887 Taylor Street, Suite 102.It
is highly suggested that the student obtain the CPR certification prior
to the start of the Nuclear Medicine Program.
Prerequisite courses
Applicants must complete the following subjects at an accredited college
or university prior to entering the program.Please note: C- grades are not
transferable for credit.
Humanities—20 quarter (14 semester) units minimum (choose minimum
of three areas from: history, literature, philosophy, foreign language, art/
music appreciation or art/music history
Included in this minimum, four units of religion per year of attendance at
a Seventh-day Adventist college or university
Natural sciences—Introductory or general chemistry with laboratory
Introductory or general physics with laboratory
Human anatomy and physiology with laboratory, complete sequence, two
courses
College algebra (statistics does not qualify)
Social Sciences—Minimum of 12 quarter units to include:
General psychology (four quarter/three semester units) required
Choose remaining units from the following areas: sociology, anthropology,
economics, and geography.
Communication—12 units English composition, complete sequence
(required)
Oral communication, speech preferred, interpersonal communication is
accepted
Health and Wellness—Physical education (two activities) health or
nutrition
Other—Medical terminology
Electives—Meet minimum total of 96 quarter units
The diversity requirement (anthropology) is fulfilled in the portfolio core
courses: AHCJ493 Senior Portfolio I and AHCJ494 Senior Portfolio II
(approved by the University GE Committee).
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
Program requirements
ARRT certified students
First Year
Autumn Quarter
AHCJ493 Senior Portfolio I 3
RELE456 Personal and Professional Ethics 3
RTCH318 Imaging Modalities 2
RTCH464 Moral Leadership 3
RTNM351 Principles of Nuclear Medicine I 4
RTNM351L Principles of Nuclear Medicine I Laboratory 1
Winter Quarter
RTCH387 Writing for Health-Care Professionals 3
RTNM352 Principles of Nuclear Medicine II 4
RTNM352L Principles of Nuclear Medicine II Laboratory 1
RTNM353 Nuclear Medicine Procedures I 2
RTNM353L Nuclear Medicine Procedures Laboratory 1
RTNM364 Nuclear Medicine Statistics 3
RTNM430 Clinical Affiliation Introduction 1
Spring Quarter
RTNM354 Nuclear Medicine Procedures II 2
RTNM354L Nuclear Medicine Procedures II Laboratory 1
RTNM357 Instrumentation I 4
134 Nuclear Medicine Technology — B.S.
RTNM357L Instrumentation I Laboratory 1
RTNM361 Radiopharmacy I 3
RTNM431 Clinical Affiliation I 2
Second Year
Summer Quarter
AHCJ318 Emotional Intelligence and Leadership Skills for
Health-Care Professionals
3
RTCH305 CT Fundamentals 2
RTNM358 Instrumentation II 4
RTNM358L Instrumentation II Laboratory 1
RTNM362 Radiopharmacy II 3
RTNM432 Clinical Affiliation II 3
Autumn Quarter
RELR409 Christian Perspectives on Death and Dying 3
RTCH385 Radiologic Trends in Health Care 2
RTNM363 Nuclear Cardiology 3
RTNM433 Clinical Affiliation III 4
RTSI367
1
Cross-sectional Radiographic Anatomy 2
RTSI369
1
CT Physics 2
Winter Quarter
RELT436 Adventist Heritage and Health 2
RTCH489 Effective Communication for Supervisors 3
RTNM355 PET/CT 2
RTNM366 Medical Informatics 1
RTNM434 Clinical Affiliation IV 4
RTSI364
1
CT Patient Care and Procedures 2
Spring Quarter
RTCH415 Radiation Emergency Procedures 3
RTCH485 Digital Management in Radiology 3
RTNM421 Comprehensive Review of Nuclear Medicine I 3
RTNM435 Clinical Affiliation V 4
Third Year
Summer Quarter
AHCJ494 Senior Portfolio II 3
RTCH467 Management of a Radiologic Service 3
RTNM422 Comprehensive Review of Nuclear Medicine II 3
RTNM436 Clinical Affiliation VI 4
Total Units: 116
1
The CT sequence (RTSI 364, RTSI 367, RTSI 369) may be substituted
with the CT sequence (RTMR305 Introduction to Computed
Tomography I, RTMR306 Introduction to Computed Tomography II,
and RTSI307 Introduction to Computed Tomography) completed by
LLU's ASMR students.
Non-ARRT certified students
First Year
Summer Quarter Units
AHCJ326 Fundamentals of Health Care 2
RTCH283 Basic Imaging 2
RTCH283L Radiation Clinical Basics Laboratory 1
RTCH285 The Principles and Physics of Radiation 4
RTMR224 Legal Issues in Medical Radiography 1
RTMR284 Radiation Protection and Biology 2
Autumn Quarter
AHCJ493 Senior Portfolio I 3
RELE456 Personal and Professional Ethics 3
RTCH318 Imaging Modalities 2
RTCH464 Moral Leadership 3
RTNM351 Principles of Nuclear Medicine I 4
RTNM351L Principles of Nuclear Medicine I Laboratory 1
Winter Quarter
RTCH387 Writing for Health-Care Professionals 3
RTNM352 Principles of Nuclear Medicine II 4
RTNM352L Principles of Nuclear Medicine II Laboratory 1
RTNM353 Nuclear Medicine Procedures I 2
RTNM353L Nuclear Medicine Procedures Laboratory 1
RTNM364 Nuclear Medicine Statistics 3
RTNM430 Clinical Affiliation Introduction 1
Spring Quarter
RTNM354 Nuclear Medicine Procedures II 2
RTNM354L Nuclear Medicine Procedures II Laboratory 1
RTNM357 Instrumentation I 4
RTNM357L Instrumentation I Laboratory 1
RTNM361 Radiopharmacy I 3
RTNM431 Clinical Affiliation I 2
Second Year
Summer Quarter
AHCJ318 Emotional Intelligence and Leadership Skills for
Health-Care Professionals
3
RTCH305 CT Fundamentals 2
RTNM358 Instrumentation II 4
RTNM358L Instrumentation II Laboratory 1
RTNM362 Radiopharmacy II 3
RTNM432 Clinical Affiliation II 3
Autumn Quarter
RELR409 Christian Perspectives on Death and Dying 3
RTCH385 Radiologic Trends in Health Care 2
RTNM363 Nuclear Cardiology 3
RTNM433 Clinical Affiliation III 4
RTSI367 Cross-sectional Radiographic Anatomy 2
RTSI369 CT Physics 2
Winter Quarter
RELT436 Adventist Heritage and Health 2
RTCH489 Effective Communication for Supervisors 3
RTNM355 PET/CT 2
RTNM366 Medical Informatics 1
RTNM434 Clinical Affiliation IV 4
RTSI364 CT Patient Care and Procedures 2
Spring Quarter
RTCH485 Digital Management in Radiology 3
RTCH415 Radiation Emergency Procedures 3
RTNM421 Comprehensive Review of Nuclear Medicine I 3
RTNM435 Clinical Affiliation V 4
Loma Linda University 2019-2020 135
Third Year
Summer Quarter
AHCJ494 Senior Portfolio II 3
RTNM422 Comprehensive Review of Nuclear Medicine II 3
RTCH467 Management of a Radiologic Service 3
RTNM436 Clinical Affiliation VI 4
Total Units: 128
A minimum grade of C (2.0) is required for all courses in this program.
Normal time to complete the program
Four (4) years — Based on full-time enrollment, a student who is a
radiologic technologist (ARRT) completes the LLU portion of the program
in eight (8) quarters (24 months). A student who is not a radiologic
technologist (Non-ARRT) starts one quarter earlier and will complete in
nine (9) quarters (27 months).
Comparison
See the comparison (p.136) of the ARRT certified students and Non-
ARRT certified students tracks of this program.
* For the CT sequence, students must take one of the two sets of CT
courses : RTSI 367 Cross-sectional Radiographic Anatomy, RTSI 369
CT Physics, and RTSI 364 CT Patient Care and Procedures or RTMR
305 Introduction to Computed Tomography I, RTMR 306 Introduction
to Computed Tomography II and RTSI 307 Introduction to Computed
Tomography Completion Course (LLU ASMR Students only).
136 Nuclear Medicine Technology B.S.— ARRT and Non-ARRT Certified Students Comparison
Nuclear Medicine Technology B.S.— ARRT and Non-ARRT Certified Students
Comparison
Course Title ARRT Certified Non-ARRT Certified
First Year: Summer Quarter
AHCJ326 Fundamentals of Health Care 2.0
RTCH283 Basic Imaging 2.0
RTCH283L Radiation Clinical Basics Laboratory 1.0
RTCH285 The Principles and Physics of Radiation 4.0
RTMR224 Legal Issues in Medical Radiography 1.0
RTMR284 Radiation Protection and Biology 2.0
Totals 12.0
Course Title ARRT Certified Non-ARRT Certified
First Year: Autumn Quarter
AHCJ493 Senior Portfolio I 3.0 3.0
RELE456 Personal and Professional Ethics 3.0 3.0
RTCH318 Imaging Modalities 2.0 2.0
RTCH464 Moral Leadership 3.0 3.0
RTNM351 Principles of Nuclear Medicine I 4.0 4.0
RTNM351L Principles of Nuclear Medicine I Laboratory 1.0 1.0
Totals 16.0 16.0
Course Title ARRT Certified Non-ARRT Certified
First Year: Winter Quarter
RTCH387 Writing for Health-Care Professionals 3.0 3.0
RTNM352 Principles of Nuclear Medicine II 4.0 4.0
RTNM352L Principles of Nuclear Medicine II Laboratory 1.0 1.0
RTNM353 Nuclear Medicine Procedures I 2.0 2.0
RTNM353L Nuclear Medicine Procedures Laboratory 1.0 1.0
RTNM364 Nuclear Medicine Statistics 3.0 3.0
RTNM430 Clinical Affiliation Introduction 1.0 1.0
Totals 15.0 15.0
Course Title ARRT Certified Non-ARRT Certified
First Year: Spring Quarter
RTNM354 Nuclear Medicine Procedures II 2.0 2.0
RTNM354L Nuclear Medicine Procedures II Laboratory 1.0 1.0
RTNM357 Instrumentation I 4.0 4.0
RTNM357L Instrumentation I Laboratory 1.0 1.0
RTNM361 Radiopharmacy I 3.0 3.0
RTNM431 Clinical Affiliation I 2.0 2.0
Totals 13.0 13.0
Course Title ARRT Certified Non-ARRT Certified
Second Year: Summer Quarter
AHCJ318 Emotional Intelligence and Leadership Skills for Health-Care Professionals 3.0 3.0
RTCH305 CT Fundamentals 2.0 2.0
RTNM358 Instrumentation II 4.0 4.0
RTNM358L Instrumentation II Laboratory 1.0 1.0
RTNM362 Radiopharmacy II 3.0 3.0
RTNM432 Clinical Affiliation II 3.0 3.0
Totals 16.0 16.0
Course Title ARRT Certified Non-ARRT Certified
Second Year: Autumn Quarter
RELR409 Christian Perspectives on Death and Dying 3.0 3.0
Loma Linda University 2019-2020 137
RTCH385 Radiologic Trends in Health Care 2.0 2.0
RTNM363 Nuclear Cardiology 3.0 3.0
RTNM433 Clinical Affiliation III 4.0 4.0
RTSI367 Cross-sectional Radiographic Anatomy 2.0 2.0
RTSI369 CT Physics 2.0 2.0
Totals 16.0 16.0
Course Title ARRT Certified Non-ARRT Certified
Second Year: Winter Quarter
RELT436 Adventist Heritage and Health 2.0 2.0
RTCH489 Effective Communication for Supervisors 3.0 3.0
RTNM355 PET/CT 2.0 2.0
RTNM366 Medical Informatics 1.0 1.0
RTNM434 Clinical Affiliation IV 4.0 4.0
RTSI364 CT Patient Care and Procedures 2.0 2.0
Totals 14.0 14.0
Course Title ARRT Certified Non-ARRT Certified
Second Year: Spring Quarter
RTCH415 Radiation Emergency Procedures 3.0 3.0
RTCH485 Digital Management in Radiology 3.0 3.0
RTNM421 Comprehensive Review of Nuclear Medicine I 3.0 3.0
RTNM435 Clinical Affiliation V 4.0 4.0
Totals 13.0 13.0
Course Title ARRT Certified Non-ARRT Certified
Third Year: Summer Quarter
AHCJ494 Senior Portfolio II 3.0 3.0
RTCH467 Management of a Radiologic Service 3.0 3.0
RTNM422 Comprehensive Review of Nuclear Medicine II 3.0 3.0
RTNM436 Clinical Affiliation VI 4.0 4.0
Totals 13.0 13.0
Overall Totals 116.0 128.0
Radiation Sciences — B.S.
Program director
Timothy Seavey
Assistant program director
Kathryn Cockrill
The program
The Bachelor of Science degree in radiation sciences provides imaging
professionals with the foundational education necessary to advance
into various career possibilities, including: advanced imaging modalities;
graduate degrees; professional advancement into entry management,
education in imaging, and imaging informatics positions.
The baccalaureate degree comprises a minimum of 192 quarter units in
the following:
• Loma Linda University general education requirements
• Professional certification in an imaging modality (entry-level imaging
degree)
• Radiation science core requirements*
• An area of emphasis: administration*, education*, advanced imaging
modalities, science, or imaging informatics*
• E-portfolio that comprises academic and professional work, a
signature project, and service learning
*online
Electives to meet the needs of individual students are selected from
existing courses after consultation with the program director.
Students have the ability to customize their programs by choosing
an area of emphasis for their studies. Emphases include: education,
imaging informatics (PACS administration), science, advanced medical
imaging, advanced imaging modalities (diagnostic sonography, cardiac
sonography, computed tomography, magnetic resonance imaging,
cardiac and/or vascular imaging, radiation therapy, nuclear medicine, or
dosimetry), or administration.Loma Linda University and the Department
of Radiation Technology cannot guarantee employment.
Program objectives
1. Graduate practitioners who are leaders in the profession and who are
capable of serving the greater community in the public, private, and
nonprofit sectors.
138 Radiation Sciences — B.S.
2. Graduate managers, administrators, and educators who contribute
to the profession's body of knowledge through leadership roles,
publications, professional presentations, and advocacy.
Program learning outcomes
Upon completion of the curriculum, the graduate should be able to:
1. Develop meaningful interactions in health care
2. Demonstrate moral leadership
3. Discuss health-care advancement and sustainability
4. Apply emotional intelligence and leadership skills
CPR certification
Students taking a clinically-based emphasis are required to have current
health-care provider adult, child, and infant cardiopulmonary resuscitation
(CPR) certification for all scheduled clinical experience. CPR certification
must be completed at the American Heart Association health-care
provider level. This may be completed prior to beginning the program of
study or be obtained at Loma Linda University. Classes are available on
campus at Life Support Education, University Arts building, 24887 Taylor
Street, Suite 102; telephone, 909/558-4977.
Accreditation
Loma Linda University is regionally accredited by the WASC Senior
College and University Commission (WSCUC), 985 Atlantic Avenue, Suite
100, Alameda, CA 94501; telephone: 510/748-9001; fax: 510/748-9797;
website: <http://www.wascsenior.org/contact>.
Admissions
Applicants may be accepted year-round and may enter the B.S. degree
program at the start of any quarter. Contact the program director for
advisement. Admission is based on a selective process. In addition to
Loma Linda University (p.24) and School of Allied Health Professions
admissions requirements (p.47), the applicant must meet the following
requirements:
• an associate degree or a minimum of 72-96 degree transferable units
per program director approval
• be a graduate of an approved program in radiologic technology,
computed tomography, magnetic resonance imaging, radiation
therapy, nuclear medicine, cardiac and/ or vascular imaging,or
sonography (ultrasound)
• certification from the American Registry of Radiologic Technologists
(ARRT), American Registry for Diagnostic Medical Sonography (AB,
BR, FE, OB/GYN, PS, AE, PT, and /or VT), or an equivalent specialty
credential.
Applicants who are eligible to take the ARRT (R) or ARDMS specialty
examination for certification/credential but who have not had opportunity
to do so are given provisional status for one quarter. Eligibility to continue
is subject to student's obtaining certification. The University will not sign
or validate registry documents of students who obtained their training in
another program.
Prerequisites/corequisites
A maximum of 70 semester or 105 quarter didactic units from an
accredited community college will be accepted as transfer credit.
Students who have completed a non-regionally accredited program, but
is accredited by the same national accrediting agency as LLU's program,
are allowed up to 46 community college-level quarter units of academic
credit on the basis of their registry licenses. Students should be within
12 quarter units of completion of general education requirements in
order to be considered for the Bachelor of Science core program OR have
developed an academic plan with the program director. For a complete
listing of general education requirements, see LLU General Education
Requirements (p.28). Following is a list of specific requirements and the
general education domain to which they apply:
Domain 1: Religion and Humanities (20 quarter or 14 semester
units)
Humanities (12-20 quarter or 8-14 semester units)
Selected from at least three of the following content areas: Civilization/
history, fine arts, performing/visual arts (not to exceed four quarter
credits), literature, modern language, philosophy, general humanities
elective.
Religion (0-8 quarter or 0-6 semester units)
An applicant who has attended a Seventh-day Adventist college or
university is required to have taken four quarter units of religion from an
Adventist institution for each full year equivalent (48 quarter units/32
semester units) of attendance at an Adventist college or university. If the
applicant has not attended an Adventist institution, no religion units are
required. In either case, however, the applicant must have completed 20
quarter or 14 semester units in Domain 1: Religion and Humanities.
Domain 2: Scientific inquiry and analysis (24-32 quarter or 16-22
semester units)
Natural Sciences (minimum of 12 quarter or 8 semester units)
Intermediate algebra or high school algebra II (not counted toward
domain total)
Must be selected from two content areas.
Human anatomy and physiology with laboratory, one semester/quarter
minimum; or general biology with laboratory, one semester/quarter
minimum.
Remaining units may be selected from the following content areas:
chemistry, geology, mathematics, physics, and statics.
Social sciences (minimum of 12 quarter or 8 semester units)
Units must be selected from two content areas: anthropology, economics,
geography, political sciences, psychology, and sociology.
Note: The B.S. degree program is approved to meet the cultural diversity
requirement of the University in lieu of cultural anthropology.
Domain 3: Communication (9-13 quarter or 6-9 semester units)
English composition (complete sequence).
Remaining courses may be selected from the following content areas:
computer information systems, critical thinking, and public speaking.
Domain 4: Health and Wellness (2-6 quarter or 1.5-4 semester
units)
Personal health or nutrition (one course).
Physical education (two separate physical activity courses).
Domain 5: Electives
To meet the minimum requirement of pf 72-96 quarter units required for
matriculation, electives may be selected from the previous four domains.
For more information regarding GE requirements for graduation, see LLU
general education requirements (p.27).
Loma Linda University 2019-2020 139
Program requirements
Core (30 units)
1
AHCJ493 Senior Portfolio I 3
RTCH387 Writing for Health-Care Professionals 3
AHCJ318 Emotional Intelligence and Leadership Skills for
Health-Care Professionals
3
RTCH489 Effective Communication for Supervisors 3
RTCH467 Management of a Radiologic Service 3
RTCH385 Radiologic Trends in Health Care 2
AHRM475 Health-Care Research and Statistics 4
RTCH464 Moral Leadership 3
RTCH485 Digital Management in Radiology 3
AHCJ494 Senior Portfolio II 3
Religion (4 - 16 units)
2
RELT423 Loma Linda Perspectives (Choose one course) 2
orRELT436 Adventist Heritage and Health
orRELT437 Current Issues in Adventism
orRELT406 Adventist Beliefs and Life
REL_4__ Religion Elective 6
Area of emphasis
3
12-24
Electives
4
0-34
Total Units 50-96
1
Core courses are available on campus and online.
2
Students are required to take one of the required RELT courses listed
above. Total units required are based on the percentage of course
work from an SDA college/university. The maximum requirement is
16 units, including transfer units.
3
Select from options listed below.
4
Remaining units required to fulfill the 192 units required for the
baccalaureate degree may be obtained from remaining emphases
and other available courses offered at Loma Linda University.
Area of emphasis: administration
RTED474 Instructional Techniques for the Radiation
Sciences
3
HCAD374 Health-Care Human Resources 3
HCAD465 Health-Care Financial Mangement 3
HCAD401 Health-Care Operations Management 3
HCBL346 Legal and Ethical Environment in Health Care 3
RTCH413 Management Practicum I 3
RTII358 PACS Planning and Implementation 3
RTCH418 Health Information Management and Radiology
Coding for Radiology Managers
3
Total Units 24
Area of emphasis: education
RTED415 Teaching Practicum in the Radiation Sciences 3
RTED474 Instructional Techniques for the Radiation
Sciences
3
RTED475 Curriculum Development for the Radiation
Sciences
3
RTED476 Adult Learning Theory for the Radiation Science
Student
3
RTED477 Learning Activities and Assessment for the
Radiation Sciences
3
RTED484 Learning Environments for Radiation Science
Students
3
RTED485 Digital Design for the Radiation Sciences 3
RTED487 Issues in Radiation Sciences 3
Total Units 24
Area of emphasis: imaging informatics
RTED474 Instructional Techniques for the Radiation
Sciences
3
RTII354 Introduction to Informatics 3
RTII356 Information Technology in Radiology 3
RTII358 PACS Planning and Implementation 3
RTII364 Administrative Issues in Informatics 3
RTII374 Image Management in Informatics 3
RTII378 Systems Management in Informatics 3
RTII384 Advanced Imaging Informatics 3
Total Units 24
Area of emphasis: cardiovascular imaging (CVI)
Students may select CI, VI, or both.
AHCJ402 Pathology I
1, 2
4
CEPT245 Cardiovascular Anatomy and Physiology
1
3
CEPT248 Cardiovascular Patient Assessment
1
2
CEPT251 Cardiac Electrophysiology and Rhythm
Recognition I
1
2
CEPT252 Cardiac Electrophysiology and Rhythm
Recognition II
1
2
CEPT275 Cardiovascular Pharmacology
1
3
RTSI344 Interventional Pharmacology
2
4
RTSI345 Cardiac/Interventional Procedures
1
3
RTSI351 Angio/Interventional Procedures I
2
3
RTSI352 Angio/Interventional Procedures II
2
3
RTSI356 Vascular Anatomy and Physiology
2
3
RTSI358 CVI Review Course
1, 2
2
Total Units 34
1
Required for cardiac interventional (CI).
2
Required for vascular interventional (VI ).
Area of emphasis: Special Imaging CT/MRI
Students may select CT, MRI, or both.
RTSI361 MRI Physics I 2
RTSI362 MRI Physics II 2
RTSI364 CT Patient Care and Procedures
1
2
orRTMR306 Introduction to Computed Tomography II
RTSI365 MRI Patient Care and Procedures 2
RTSI367 Cross-sectional Radiographic Anatomy
1
2
orRTSI307 Introduction to Computed Tomography
RTSI369 CT Physics
1
2
orRTMR305 Introduction to Computed Tomography I
Total Units 12
140 Radiation Sciences — M.S.R.S. (Online Program)
1
The CT sequence (RTSI 364, RTSI 367, RTSI 369) may be substituted
with the CT sequence (RTMR 305, RTMR 306, RTSI 307) completed
by LLU's ASMR students.
Area of emphasis: Science (15-20 units)
15-20 quarter units selected from the natural sciences in the areas of
biology, microbiology, chemistry, math, or physics. Courses must be
taken from two different content areas with the approval of the program
director. Introductory sequences are not accepted. These courses are
taken at your local college/university. A minimum grade of C+(2.3) is
required for all courses.
Area of emphasis: Clinical Practice (12-31 units)
The didactic (not including clinical units) coursework from a clinically-
based imaging specialty (from the list below) may be transferred into
a clinical practice emphasis. Any clinical practice emphasis requires
licensure from the ARRT, NMTCB, or ARDMS
• Diagnostic Sonography (ARDMS)
• Cardiac Sonography (ARDMS)
• Nuclear Medicine (NMTCB and / or ARRT)
• Special Imaging (Computed Tomography and or Magnetic Resonance
Imaging). Students with special imaging coursework totaling less
than 12 units must take additional science or didactic emphasis
courses to complete the emphasis. Courses must be approved by the
program director. (ARRT)
• Radiation Therapy Technology (ARRT)
• Cardiac Interventional and/or Vascular Interventional (ARRT)
Normal time to complete the program
Four (4) years - Two (2) years ([6] academic quarters) at LLU - based on
full-time enrollment: part time permitted.
Radiation Sciences — M.S.R.S.
(Online Program)
Program director
Mike Iorio
The program
The faculty of the Master of Science in Radiation Sciences (M.S.R.S.)
degree program is committed to educate and expand the knowledge and
expertise of radiology health professionals by providing opportunities
for students to advance their skills in leadership, management,
administration, and education.
Mission statement
The mission of the M.S.R.S. degree program is to provide students with
an enhanced understanding of leadership, management, administration,
and education so that they can serve humanity as professionals and
leaders in radiation technology environments.
Program goals
1. Graduate practitioners who are leaders in the profession and who are
capable of serving the greater community in the public, private, and
nonprofit sectors.
2. Graduate managers, administrators, and educators who can
contribute to the profession's body of knowledge through leadership
roles, publications, professional presentations, and advocacy.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Demonstrate leadership and reflective thinking in the areas of
management, administration, and education.
2. Behave in a professional manner in all interactions, including use
of written and oral communications with patients, colleagues, and
others
3. Participate in educational research and professional activities, share
knowledge with colleagues, and investigate new and innovative
aspects of professional practice
4. Apply advanced practice in managerial, administrative, or educational
realms.
Program design
The online M.S.R.S. program is a two-year, 45-unit, part-time program.
This seven-quarter (79 academic weeks) program begins in Autumn
Quarter and concludes at the end of the second Spring Quarter. Students
are expected to complete six to seven units each quarter for seven
quarters. An accelerated one-year option beginning in the Summer
Quarter is available for qualified applicants. Students enroll in the same
courses and there are no areas of emphasis. Students are expected to
participate in the graduation ceremony on campus. The program faculty
utilizes a learning management system to host courses, and email is
the primary communication mechanism among faculty members and
students.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• Bachelor's degree from an accredited institution (international
degrees must be evaluated for U.S. equivalency)
• minimum G.P.A. of 3.0.
• Certification by the American Registry of Radiologic Technologists (or
equivalent) in a radiation sciences discipline.
• Two- to three-page essay describing personal and professional
skills and accomplishments, interests, and how earning the M.S.R.S.
degree will help achieve career goals. This essay is included in the
online application process.
• Phone interview (to be scheduled after application has been
submitted).
• Recommended courses: statistics and research methods.
Program requirements
Required
AHCJ550 Organizational Theory 3
AHCJ566 Theoretical Foundations of Leadership 3
AHCJ567 Personal Leadership 3
AHCJ576 Basics of Marketing 1
AHCJ579 Instructional Effectiveness 3
AHCJ586 Curricula Planning in Health Sciences 3
Loma Linda University 2019-2020 141
AHCJ588 Fundamentals of Human Resource Management 3
AHCJ589 Strategic Planning in Health-Care Organizations 3
AHRM595 Research and Statistics Concepts and Methods:
Intermediate
3
IDMT521 Instructional Design I 3
RELE524 Bioethics and Society 3
RTRA519 Medical-Legal Issues in Radiology 1
RTRA614 Professional Portfolio 1
RTRS578 Health-care Financial Management 3
RTRS584 Management of Imaging Informatics 3
RTRS621 Capstone Project I 3
RTRS622 Capstone Project II 3
Total Units 45
Professional portfolio
Students will complete a professional portfolio while pursuing the degree.
The portfolio will contain evidence of the growth and learning throughout
the program.
Normal time to complete the program
Two (2) years (seven [7] academic quarters) based on three-quarter-time
enrollment.
Radiation Therapy Technology — BS
Program director
Carol A. L. Davis
Clinical coordinator
Noriece Kisinger
Radiation therapy, or radiation oncology, is the medical use of ionizing
radiation to treat cancer and control malignant cell growth. Radiation
therapy iscommonly combined with other modes of treatment for
cancer, such as surgery, chemotherapy, and hormone therapy. Radiation
therapists should be able to think critically, work with computers, and
be able to work with a treatment team. Patient care and empathy are
also important assets. It is intended for radiographers or any other allied
health, patient-centered professionalwho seeks additional specialization.
Mission
The mission of the Bachelor of Science degree in radiation therapy
program is to prepare professionals in the field of radiation therapy
who have received broad education and training in all aspects of the
profession. This will include critical thinking, clinical competence,
effective communication, and professionalism as they apply to the field
of radiation therapy. The program encourages intellectual, physical,
social, and spiritual development by emphasizing these goals in its
curriculum, which is reflected in the motto of Loma Linda University
Health—"To Make Man Whole."
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Monitor changes in patient condition.
2. Interpret isocenter shift from CT sim data to treatment-planning data.
3. Apply critical thinking skills to analyze complex issues
4. Perform daily QA.
5. Check that dosimetry data are accurately transferred to the electronic
chart.
6. Recognize treatment changes.
7. Demonstrate effective verbal communications skills.
8. Demonstrate effective written communication skills.
9. Treat all persons with respect.
10. Demonstrate knowledge of HIPPA.
11. Accept responsibility and accountability for actions.
12. Pass the ARRT examination.
13. Secure job placement within six months of graduation.
CPR certification
Students are required to have current health-care provider adult, child,
and infant cardiopulmonary resuscitation (CPR) certification for all
scheduled clinical experience. CPR certification must be completed at
the American Heart Association health-care provider level and must be
completed prior to beginning the program of study. Classes are available
on campus at Life Support Education, University Arts building, 24887
Taylor Street, Suite 102.
Accreditation
The program is accredited by the Joint Review Committee on Education
in Radiologic Technology (JRCERT), 20 North Wacker Drive, Suite
900, Chicago, IL 60606-2901; telephone: 312/704-5300; website:
<www.jrcert.org (http://www.jrcert.org)>.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• Prerequisite courses as listed below.
• Must be either an ARRT registered radiographer (two-year minimum
degree), a graduate of an accredited Allied Health Program with
patient care experience (two-year minimum degree), or an associate
degree (science area preferred), or the equivalent, and complete
the following subjects at an accredited college or university prior to
entering the program.
• 24 hours of career observation in a radiation oncology department.
• GPA of 3.0 or better, higher is more competitive.
• Admissions essay.
• Interview.
Prerequisite courses
Applicants must complete the following subjects at an accredited college
or university prior to entering the program. C- grades are not transferable
for credit.
Humanities – 20 units minimum are needed prior to program entry.
Choose a minimum of three areas from the following subjects: history,
literature, philosophy, foreign language, art/music appreciation/history.
Included in this minimum are four units of religion per year of attendance
at a Seventh-day Adventist college or university. Eight units of religion
are included in the B.S. degree core as a co-requisite. A total of 28
quarter units are required.
142 Radiation Therapy Technology — BS
Natural Sciences – The study of natural sciences must include a
minimum of 12 units.
• Human anatomy and physiology with laboratory, complete
sequence (required).
• College algebra (within five years with a minimum grade of B)
(required).
• Introduction to physics (required).
• Select from the following content areas: biology, chemistry,
geology, mathematics, physics, and statistics.
Social Science – must have a total of 12 quarter units of social science.
• General psychology (required)
• Select additional units from: economics, geography, political
science, psychology, sociology, or anthropology.
Communication – A minimum of nine units are needed to complete this
area.
• English composition, complete sequence.
Health and Wellness – Personal health or nutrition and two physical
activity courses are required to meet the minimum of three quarter units.
Other required courses:
• Medical terminology
• Radiation physics, radiation protection, principles of
radiography, and patient care methods - available, as part of
the program, for non-ARRT students the first Summer Quarter
(ARRT students start Autumn Quarter).
Electives – may be needed to meet the minimum requirements of 192
quarter units. A minimum of 68 quarter units must be taken from general
education areas listed above (i.e. humanities, natural sciences, social
sciences, communication, and health and wellness). A maximum of 105
quarter units may be transferred from a community/junior college.
• ARRT-certified students will earn 90 units in the program.
(prerequisite units required: 102 quarter/68 semester)
• non-ARRT-certified students will earn 102 units in the program.
(prerequisite units required: 90 quarter/60 semester)
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
Program requirements
ARRT certified students
First Year
Autumn Quarter
AHCJ493 Senior Portfolio I 3
RTTH344 Radiation Therapy Procedures 2
RTTH355 Physical Principles of Radiation Therapy I 3
RTTH364 Radiation Oncology I 2
RTTH371 Radiation Therapy Affiliation I 2
Winter Quarter
RTCH387 Writing for Health-Care Professionals 3
RTTH342 Patient-Care Practices in Radiation Therapy 2
RTTH356 Physical Principles of Radiation Therapy II 3
RTTH365 Radiation Oncology II 2
RTTH372 Radiation Therapy Affiliation II 3
Spring Quarter
AHCJ403 Pathology II 3
AHRM475 Health-Care Research and Statistics 4
RTTH332 Radiation Biology 2
RTTH357 Applied Dosimetry 2
RTTH366 Radiation Oncology III 2
RTTH373 Radiation Therapy Affiliation III 3
Second Year
Summer Quarter
AHCJ318 Emotional Intelligence and Leadership Skills for
Health-Care Professionals
3
RELT415 Christian Theology and Popular Culture 2
RTTH354 Quality Assurance in Radiation Therapy 2
RTTH474 Radiation Therapy Affiliation IV 5
Autumn Quarter
RTSI367
1
Cross-sectional Radiographic Anatomy 2
RTSI369
1
CT Physics 2
RELT423 or
436
Loma Linda Perspectives 2
RTTH475 Radiation Therapy Affiliation V 5
Winter Quarter
REL_ 4__ Upper-division religion elective 2
RTCH464 Moral Leadership 3
RTCH467 Management of a Radiologic Service 3
RTSI364
1
CT Patient Care and Procedures 2
RTTH476 Radiation Therapy Affiliation VI 4
Spring Quarter
AHCJ494 Senior Portfolio II 3
REL_ 4__ Upper-division religion elective 2
RTTH348 Radiation Therapy Review 2
RTTH477 Radiation Therapy Affiliation VII 4
Total Units: 89
1
The CT sequence (RTSI 364, RTSI 367, RTSI 369) may be substituted
with the CT sequence (RTMR305 Introduction to Computed
Tomography I, RTMR306 Introduction to Computed Tomography II,
and RTSI307 Introduction to Computed Tomography Completion
Course) completed by LLU's ASMR students.
Non-ARRT certified students
First Year
Summer Quarter Units
AHCJ326 Fundamentals of Health Care 2
RTCH283 Basic Imaging 2
RTCH283L Radiation Clinical Basics Laboratory 1
RTCH285 The Principles and Physics of Radiation 4
RTMR224 Legal Issues in Medical Radiography 1
RTMR284 Radiation Protection and Biology 2
RTCH305 CT Fundamentals 2
Autumn Quarter
AHCJ493 Senior Portfolio I 3
RTTH344 Radiation Therapy Procedures 2
Loma Linda University 2019-2020 143
RTTH355 Physical Principles of Radiation Therapy I 3
RTTH364 Radiation Oncology I 2
RTTH371 Radiation Therapy Affiliation I 2
Winter Quarter
RTCH387 Writing for Health-Care Professionals 3
RTTH342 Patient-Care Practices in Radiation Therapy 2
RTTH356 Physical Principles of Radiation Therapy II 3
RTTH365 Radiation Oncology II 2
RTTH372 Radiation Therapy Affiliation II 3
Spring Quarter
AHCJ403 Pathology II 3
AHRM475 Health-Care Research and Statistics 4
RTTH332 Radiation Biology 2
RTTH357 Applied Dosimetry 2
RTTH366 Radiation Oncology III 2
RTTH373 Radiation Therapy Affiliation III 3
Second Year
Summer Quarter
AHCJ318 Emotional Intelligence and Leadership Skills for
Health-Care Professionals
3
RELT415 Christian Theology and Popular Culture 2
RTTH474 Radiation Therapy Affiliation IV 5
RTTH354 Quality Assurance in Radiation Therapy 2
Autumn Quarter
RELT423 or
436
Loma Linda Perspectives 2
RTSI367 Cross-sectional Radiographic Anatomy 2
RTSI369 CT Physics 2
RTTH475 Radiation Therapy Affiliation V 5
Winter Quarter
REL_ 4__ Upper-division religion elective 2
RTCH464 Moral Leadership 3
RTCH467 Management of a Radiologic Service 3
RTSI364 CT Patient Care and Procedures 2
RTTH476 Radiation Therapy Affiliation VI 4
Spring Quarter
AHCJ494 Senior Portfolio II 3
REL_ 4__ Upper-division religion 2
RTTH348 Radiation Therapy Review 2
RTTH477 Radiation Therapy Affiliation VII 4
Total Units: 103
1
May be substituted with another RELR course
A minimum grade of C (2.0) is required for all courses in this program.
Normal time to complete the program
Four (4) years — Based on full-time enrollment, a student who is a
radiologic technologist (ARRT) completes the LLU portion of the program
in seven (7) quarters. A student who is not a radiologic technologist
(Non-ARRT) starts one quarter earlier and will complete in eight (8)
quarters.
Radiography Advanced Placement —
Certificate
Program director
William J. Edmunds
The University may grant advanced placement to students who
have previous education that exceeds the usual entry-level Medical
Radiography Program requirements. Details regarding this option can be
viewed online at <https://www.arrt.org/>.
School certificate
Students interested in enrolling in this certificate program register
through the Office of University Records for courses. The certificate
is issued by the School of Allied Health Professions, not Loma Linda
University. The University Records Office maintains a record of
registration but not the certificate. The sponsoring department in the
School of Allied Health Professions maintains a record of the certificate
and its awarding.
Financial aid is NOT available to students registered in school certificate
programs. These programs do not meet requirements established by the
U.S. Department of Education for aid eligibility.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Demonstrate clinical competence.
2. Demonstrate effective patient care.
3. Pass the registry examination.
Admissions
Admission is open to A.S. in medical radiography alumni that have not
passed the registry exam based on ARRT standards. In addition to Loma
Linda University (http://llucatalog.llu.edu/about-university/admission-
policies-information/#admissionrequirementstext) and School of Allied
Health Professions admissions requirements (http://llucatalog.llu.edu/
allied-health-professions/#generalregulationstext), the applicant must
also complete the following requirements:
• Must have successfully completed a radiography program (not
limited permit).
• Must identify a local clinical site that will provide opportunity to
complete mandatory and elective competencies outlined by the ARRT
prior to starting the program.
See program policies for more information and latest admissions
requirements.
Program requirements
The program includes six to seven academic and up to three clinical
courses depending on the time needed in clinic to meet program
competencies. Each candidate must meet the 31 mandatory and 15 of
35 elective clinical competencies required by the ARRT. If a student can
complete the competencies in one quarter of clinical work, s/he does not
need to take the second or thirdclinical course. See program website
(http://alliedhealth.llu.edu/rtap) for more information on when courses
are offered and contact the program director for questions about clinical
requirements.
144 Radiologist Assistant — M.S.R.S.
Required
RTAP221 Patient Care and Education 1
RTAP255 Radiographic Procedures 2
RTAP283 Equipment Operation and Quality Control 1
RTAP284 Radiation Protection 1
RTAP287 Image Production and Evaluation 2
RTAP295 Advanced Placement Comprehensive Review 1
RTAP971 Clinical Affiliation 2
RTAP972 Clinical Affiliation 2
RTAP973 Clinical Affiliation 2
Total Units 14
Radiologist Assistant — M.S.R.S.
Program director
Brigit Mendoza
The program
The student will receive didactic and clinical mentoring on neonatal,
pediatric, adult, and geriatric populations. Courses will be a combination
of discussion, projects, case studies, and web-based learning. Students
are responsible for finding their own clinical site and radiologist mentor.
This is an online program, however, students must be on campus during
orientation, the first Autumn, Winter, and Spring Quarters, and during the
final Spring Quarter.
Mission
The mission of the Radiologist Assistant Program is to provide students
with a sound clinical, didactic, and moral foundation so that they can
impact patient care in a positive and meaningful manner.
Vision
The Radiologist Assistant Program at Loma Linda University will be one
of the premier radiologist assistant programs in the nation—home to a
program that students will want to attend. Its diverse and safe learning
environment will contribute to promoting Loma Linda University as one of
the state's economic and cultural centers.
Purpose
The purpose of the Radiologist Assistant Program is to educate students
to competently function as radiologist assistants in a variety of imaging
environments.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Perform procedures and clinical activities of the profession.
2. Engage in activities that advance the profession.
3. Impact health-care delivery
4. Maintain recognized educational standards of the profession
5. Employ proper ethics within the profession
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• Bachelor's degree from a regionally accredited institution. The degree
can be in administration or science.
• Current certification in medical radiography from the American
Registry of Radiologic Technologists.
• A minimum of two years of full-time, consecutive radiography work
experience.
• Current CPR certification. Must complete ACLS certification prior to
applying for boards.
• A course in statistics completed within the past five years. It does
not have to be completed at the time of application, but must be
completed prior to starting the program.
• A course in research methods completed within the past five years. It
does not have to be completed at the time of application, but must be
completed prior to starting the program.
Program requirements
First Year
Autumn Quarter
RELT423 Loma Linda Perspectives 2
RTRA521 Radiology Procedures and Image Evaluation I 3
RTRA525 Fluoroscopy and Radiation Protection 1
RTRA526 Radiology Reporting 1
RTRA531 Pharmacology for RAs I 2
RTRA534 Pathophysiology 2
RTRA771 Clinical Internship I 2
Winter Quarter
AHCJ402 Pathology I 4
RTRA510 Cross-Sectional Anatomy I 1
RTRA522 Radiology Procedures and Image Evaluation II 3
RTRA532 Pharmacology for RAs II 2
RTRA541 Patient Assessment I 2
RTRA772 Clinical Internship II 5
Spring Quarter
AHCJ403 Pathology II 3
RTRA511 Cross-sectional Anatomy II 1
RTRA523 Radiology Procedures and Image Evaluation III 3
RTRA542 Patient Assessment II 2
RTRA546 Topics for the Radiologist Assistant 2
RTRA773 Clinical Internship III 6
Second Year
Summer Quarter
RTRA524 Radiology Procedures and Image Evaluation IV 3
RTRA543 Clinical Management and Education 2
RTRA774 Clinical Internship IV 6
Autumn Quarter
AHCJ566 Theoretical Foundations of Leadership 3
RTRA519 Medical-Legal Issues in Radiology 1
RTRA775 Clinical Internship V 6
REL_ 5__ Graduate-level Religion 3
Winter Quarter
RTRA518 Radiobiology and Health Physics 2
RTRA588 Comprehensive Review I 1
RTRA776 Clinical Internship VI 6
Loma Linda University 2019-2020 145
RTRS621 Capstone Project I 3
Spring Quarter
RTRA589 Comprehensive Review II 1
RTRA614 Professional Portfolio 1
RTRA777 Clinical Internship VII 6
RTRS622 Capstone Project II 3
Total Units: 94
Normal time to complete the program
Two (2) years (seven [7] academic quarters) — based on full-time
enrollment
Special Imaging CT and MRI —
Certificates
Program director
Kate Cockrill
Clinical coordinator
Joe Hewes
Overview of program
Computed tomography (CT) and magnetic resonance imaging (MRI)
technologists work in a highly specialized field operating sophisticated
computerized tomography equipment. This technology provides detailed
cross-sectional images of the human body—assisting physicians with
quality patient diagnosis and treatment. These full-time programs are
scheduled as follow:
CT—six-month certificate program completed in two quarters—
Autumn and Winter. An additional quarter of clinic may be available
to students who have not met program requirements. Additional
time will be at the discretion of the program director in collaboration
with the student.
MRI—six-month certificate program that requires two quarters
beginning Spring Quarter or Autumn Quarter. An additional quarter
of clinic may be available to students who have not met program
requirements. Additional time will be at the discretion of the
program director in collaboration with the student. A nine-month,
part-time option is available for qualified students. This three-
quarter option begins in the Autumn Quarter.
CT/MRI—twelve-month certificate program completed in four
academic quarters—Autumn through Summer. An additional
quarter of clinic may be available to students who have not met
program requirements. Additional time will be at the discretion of
the program director in collaboration with the student.
During the program, students take formal course work along with clinical
instruction. There are no arrangements for part-time or evening status.
Clinical sites are available in a variety of regions in Southern California.
However, the University cannot guarantee that the student will be placed
close to his/her residence.
The program's load requires 40 hours per week, which includes didactic
education and clinical experience. Clinical experience includes four, eight-
hour days per week. Classes are scheduled for one day per week and may
require the student to be on campus.
Students will be required to submit current immunization records
and undergo a background check during the registration process. For
information regarding immunizations, contact student health services
at <http.//www.llu.edu/central/ssweb/index.page>. Students will be
responsible for paying any fees associated with immunizations and
background checks.
Loma Linda University and the Department of Radiation Technology
cannot guarantee employment.
Program outcomes
Upon completion of the program, the graduate should able to:
• Model the role of a special imaging professional.
• Demonstrate leadership and critical thinking in all areas of CT and/or
MRI scanning.
• Behave according to ethical standards as a professional CT and/or
MRI technologist.
• Positively interact and communicate with patients, department
personnel, and professional staff.
• Maintain skills and knowledge by interacting with fellow
professionals, attending educational conferences, and staying current
with changing technology.
The CT/MRI student profile
• Enthusiastic and interested in maintaining high standards of
academics, clinical performance, and patient care.
• Possesses a broad knowledge of human anatomy and computer
skills.
• Demonstrates strong academic performance in science and related
courses.
• Detail-oriented and able to work under pressure whiledemonstrating
critical-thinking and problem-solving skills.
Admissions
Admission is based on a selective process. In addition to Loma Linda
University (p.24) and School of Allied Health Professions admissions
requirements (p.47), the applicant must also complete the following
requirements:
• Current ARRT registry in Radiography (R)*
• Current California (CRT) license*
• Current CPR card with the American Heart Association
• A minimum G.P.A. of 2.5 maintained in all didactic and clinical course
work
• Three recommendations from prior teachers, work supervisors, or
health professionals who are knowledgeable about your qualifications
• Observation experience—A minimum of twelve hours of career
observation in each modality(CT and MRI) is required. The career
observation form is available as a download from the Web site.
• Venipuncture is highly recommended
* An applicant who is completing a program in radiologic technology prior
to the start of the program may apply as long as s/he has completed
ARRT, CRT, and CPR requirements by the program start date.
Applicants who are eligible to take the ARRT examination for certification
but who have not had opportunity to do so are given provisional status
for one quarter. Eligibility to continue is subject to student's obtaining
certification. It should be understood that the University will not sign or
146 Special Imaging CT — Certificate
validate registry documents of students who obtained their training in
another program.
Students interested in using CT and/MRI as part of their Bachelor of
Science degree should review the Radiation Sciences , BS program.
Application dates
1. Applications are accepted starting January 1stof each year.
2. Deadlines for applications are
a. May 1 for CT-only applicants, MRI-only fall-start applicants, and
CT/MRI combined applicants
b. December 1 for MRI-only spring-start applicants
3. Applicants should submit applications early since interview slots are
limited.
Interviews
CT and MRI interviews are conducted in July for fall-start applicants and
January for MRI-only spring-start applicants.Qualified applicants will be
interviewed by the program director and representatives of the School
of Allied Health Professions. Applicants residing in Southern California
should plan for personal interviews on campus at Loma Linda. Applicants
will be notified by telephone and/or e-mail of their interview schedules.
Due to the limited number of interview dates/times, you will be assigned
an interview slot, and you should plan around your interview as alternate
dates/times are not available. Applicants are rated in the following four
areas:
• Work experience or training background
• Recommendations
• Academic record
• Communication skills, knowledge, and motivation.
Selection
After applicants have been interviewed, the selection committee
for the CT and MRI Special Imaging Program meets to make final
selections. Selections are usually decided by the middle of July for
fall-start applicants and early February for spring-start applicants, and
confirmation of each decision is mailed to the respective applicant from
the Office of Admissions for the School of Allied Health Professions.
Programs
Special Imaging CT — Certificate
Autumn Quarter Units
RTSI367 Cross-sectional Radiographic Anatomy 2
RTSI369 CT Physics 2
RTSI971 Special Imaging (CT/MRI) Affiliation 10
Winter Quarter
REL_ 4__ Upper-division religion
1
2
RTSI364 CT Patient Care and Procedures 2
RTSI971 Special Imaging (CT/MRI) Affiliation 10
Total Units: 28
1
Students take one religion course selected from offerings by the
School of Religion. The selection of course varies by quarter,
including but not limited to the following courses: RELT423 Loma
Linda Perspectives, RELE457 Christian Ethics and Health Care,
RELT415 Christian Theology and Popular Culture.
Normal time to complete the program
Twenty-three (23) weeks (two [2] academic quarters), based on full-time
enrollment.
Special Imaging CT/MRI — Certificate
Autumn Quarter Units
RTSI367 Cross-sectional Radiographic Anatomy 2
RTSI369 CT Physics 2
RTSI971 Special Imaging (CT/MRI) Affiliation 10
Winter Quarter
REL_ 4__ Upper-division religion
1
2
RTSI364 CT Patient Care and Procedures 2
RTSI971 Special Imaging (CT/MRI) Affiliation 10
Spring Quarter
RTSI361 MRI Physics I 2
RTSI971 Special Imaging (CT/MRI) Affiliation 10
Summer Quarter
RTSI362 MRI Physics II 2
RTSI365 MRI Patient Care and Procedures 2
RTSI971 Special Imaging (CT/MRI) Affiliation 10
Total Units: 54
1
Students take one religion course selected from offerings by the
School of Religion. The selection of course varies by quarter,
including but not limited to the following courses: RELT423 Loma
Linda Perspectives, RELT436 Adventist Heritage and Health,
RELE457 Christian Ethics and Health Care, RELT415 Christian
Theology and Popular Culture.
Normal time to complete the program
Forty-five (45) weeks (four [4] academic quarters), based on full-time
enrollment.
Special Imaging MRI — Certificate
Autumn Quarter Units
RTSI361 MRI Physics I 2
RTSI367 Cross-sectional Radiographic Anatomy 2
RTSI971 Special Imaging (CT/MRI) Affiliation 10
Winter Quarter
REL_ 4__ Religion elective
1
2
RTSI362 MRI Physics II 2
RTSI365 MRI Patient Care and Procedures 2
RTSI971 Special Imaging (CT/MRI) Affiliation 10
Total Units: 30
1
Students take one religion course selected from offerings by the
School of Religion. The selection of course varies by quarter,
including but not limited to the following courses: RELT423 Loma
Linda Perspectives, RELT436 Adventist Heritage and Health,
RELE457 Christian Ethics and Health Care, RELT415 Christian
Theology and Popular Culture.
Loma Linda University 2019-2020 147
Autumn and Spring starts
Normal time to complete the program
Twenty-two (22) weeks (two [2] academic quarters) — based on full-time
enrollment, part-time permitted.
Special Imaging — CT, MRI, CT and MRI Comparison
Course Title CT MRI CT and MRI
First Year: Autumn Quarter
RTSI367 Cross-sectional Radiographic Anatomy 2.0 2.0
RTSI369 CT Physics 2.0 2.0
RTSI971 Special Imaging (CT/MRI) Affiliation 10.0 10.0
Totals 14.0 14.0
Course Title CT MRI CT and MRI
First Year: Winter Quarter
REL_ 4__ Upper-division Religion
1
2.0
RTSI364 CT Patient Care and Procedures 2.0 2.0
RTSI971 Special Imaging (CT/MRI) Affiliation 10.0 10.0
REL_ 4__ Upper-division Religion
1
2.0
Totals 14.0 14.0
Course Title CT MRI CT and MRI
First Year: Spring Quarter
RTSI361 MRI Physics I 2.0 2.0
RTSI971 Special Imaging (CT/MRI) Affiliation 10.0 10.0
RTSI367 Cross-sectional Radiographic Anatomy 2.0
Totals 14.0 12.0
Course Title CT MRI CT and MRI
Second Year: Summer Quarter
RTSI362 MRI Physics II 2.0 2.0
RTSI365 MRI Patient Care and Procedures 2.0 2.0
RTSI971 Special Imaging (CT/MRI) Affiliation 10.0 10.0
REL_ 4__ Upper-division Religion
1
2.0
Totals 16.0 14.0
Overall Totals 28.0 30.0 54.0
1
Students take one religion course selected from offerings by the School of Religion. The selection of course varies by quarter, including but
not limited to the following courses: RELT423 Loma Linda Perspectives, RELT436 Adventist Heritage and Health, RELE457 Christian Ethics
and Health Care, RELT415 Christian Theology and Popular Culture.
Comparison chart based on MRI spring start date. MRI may also begin in autumn.
148 School of Behavioral Health
SCHOOL OF BEHAVIORAL
HEALTH
Dean's welcome
We're glad you have chosen to consider Loma Linda University's School
of Behavioral Health as you make plans to continue toward your
educational goals. This CATALOG describes who we are and what we
have to offer. It will familiarize you with the philosophy and structure of
our programs, and will provide you with a listing of participating faculty
members.
Loma Linda University is a religious, nonprofit institution that welcomes
students and staff from a broad spectrum of religious persuasions
while reserving the right to give preference to qualified members of its
sponsoring denomination. As stated in its nondiscrimination policy, the
institution "affirms that all persons are of equal worth in the sight of
God and they should so be regarded by all people." Since several of the
professions—for which programs within the School of Behavioral Health
prepare students—have a tradition of advocacy for oppressed peoples,
it is important that the institution, faculty, and staff demonstrate their
acceptance of and willingness to assist those in our society who are less
privileged. The University actively sponsors several programs that move
the institutional health-care personnel resources and expertise into the
local, national, and international communities to work with otherwise
underserved populations. This component of service is an integral part
of the statement of mission and a message intended to be captured in
the Good Samaritan sculpture that occupies a central position on the
campus.
The School of Behavioral Health, as part of the University, has
expectations of students, faculty, and staff in the areas of conduct and
behavior while they are on campus or involved in school or University
activities. As such, the School of Behavioral Health adheres to the
policies of the University and affirms that Christian principles are
incompatible with the various forms of discrimination that have divided
societies; and that all persons are of equal worth in the sight of God
and should be so regarded by all His people. Therefore, the School of
Behavioral Health is committed to equal education and employment
opportunities for individuals of all races; and does not unlawfully
discriminate on the basis of veteran status, handicap, gender identity,
sexual orientation, race, color, or national origin in its educational or
admissions policies, financial affairs, employment, student life and
services, or in any of its programs.In support of this position, we expect
our students, faculty, and staff to demonstrate unwavering respect for
the diversity of others and to interact with integrity—never forgetting the
ethics and standards that guide professional actions. Further, we expect
our programs through their faculty to develop competent, compassionate,
ethical professionals who possess the knowledge, skills, and values to
equip graduates for a life dedicated of service to humanity.
You will find vigorous academic programs that will stretch your mind as
you take time to make new discoveries, get to understand our world, and
apply Christ-centered values to your life and profession.
Our administrators, faculty, and staff are here to work with you and help
you prepare for your future as a caring, Christian professional in the world
of service to mankind. If you would like to know more about us, you can
call us toll free at 800/422-4LLU.
Beverly J. Buckles, D.S.W.
Dean, School of Behavioral Health
Loma Linda University 2019-2020 149
School foundations
The School of Behavioral Health includes the Departments of Counseling
and Family Sciences, Psychology, and Social Work and Social Ecology;
and the Division of Interdisciplinary Studies. The school offers master's
and doctoral degree programs, as well as post-baccalaureate and post-
degree certificates. These programs equip graduates with leading-edge
knowledge and practice experiences necessary for careers in behavioral
health practice, research, and administration.
Philosophy
The School of Behavioral Health is grounded in a deep commitment to
the University’s mission to further the teaching and healing ministries
of Jesus Christ, which produces wholeness within transformed lives.
Transformation is viewed as a lifelong journey of faith and learning
underpinned by a bio-psycho-social-spiritual perspective, which assumes
that wholeness is achieved when all subsystems affecting human
needs are understood and in balance. This pursuit seeks to understand
and promote healthy minds, communities, social systems, and human
relationships that enable individuals to experience resiliency and live
meaningful lives. Such wholeness manifests itself in a life of service to
humanity and to God.
In the School of Behavioral Health, these purposes are achieved through
academic programs—including research, clinical practice, and global
learning experiences -- that engage faculty and students in the highest
levels of scholarship, professionalism, and the quest for wholeness.
Because these pursuits areserved by knowledge, graduate students
are obliged to achieve both broad and detailed mastery of their fields of
study and participate with the faculty in the process by which knowledge
is created and applied. The end result is firm adherence to the global
traditions of Loma Linda University through scholarly and practice
pursuits thataim to strengthen the effectiveness of behavioral health
practice and research to improve the quality of life for individuals and
communities around the world.
Goals
The School of Behavioral Health attempts to create an environment
favorable to the pursuit of knowledge and meaning by:
1. Making available to graduate students who wish to study in a
Seventh-day Adventist Christian setting the education necessary
for scholarly and professional careers in the behavioral health
professions.
2. Encouraging development of independent judgment, mastery of
research techniques, and contribution to scholarly communication.
3. Fostering the integration of science and practice in the service of
humankind.
Learning outcomes and assessment
Supporting these goals, the School of Behavioral Health has adopted
Loma Linda University's institutional learning outcomes (p.19) (ILOs).
The School of Behavioral Health supports the realization of the
University’s learning outcomes through the curricula of its degree
programs by providing students with content and active learning
experiences that reflect the current practice and professional knowledge,
skills, behaviors, and attitudes needed for competent practice in
behavioral health, including, but not limited to:
• Professional and personal self care
• Ethical and professional standards of conduct and behavior
• Legal and statutory mandates affecting practice
• Clinical knowledge shared and specific to disciplines
• Therapeutic and reflective use of self
• Analytical methods supporting scholarship and the integration of
science and practice in the development of new knowledge and
improved services
• Professional communication and presentation skills
• Strengths perspectives supporting wellness, recovery, and anti-
stigma
• Integration of spirituality and cultural competency
• Integration of behavioral health into primary health care
• Global context of behavioral health practice
• Collegial and collaborative team practice
• Commitment to continuous professional development, service, and
lifelong learning
The assessment of the University’s student learning outcomes is
integrated into the specific program and department criteria and methods
used to address professional accreditation assessment requirements.
Where possible, these data are used to support the development of
school-wide metrics.
Mission
Operationalizing this philosophy, the mission of the School of Behavioral
Health is to provide a spiritually supportive context for teaching, clinical
practice, and research innovation that pursues integrative behavioral
health aimed at reducing health disparities and promoting social justice
in a global context locally and abroad.
General regulations
•
Application and acceptance
Application procedure
1. Application instructions, available on the Web at <llu.edu/central/
apply>, allow students to apply online and begin an application.
Applications and all supporting information, transcripts, test results,
and references should be submitted by the deadline posted on the
application, per degree.
2. Complete official transcripts of all academic records from all
colleges, universities, and professional or technical schools must be
provided for official acceptance into a program. It is the applicant's
responsibility to arrange to have the transcripts—including official
English translations, if applicable—sent directly to Admissions
Processing by the issuing institution. Transcripts that come via an
intermediary are unacceptable.
3. A personal interview is often desirable and is required by some
programs. The interview should be arranged with the coordinator of
the program in which the student wishes to study.
Acceptance procedure
1. When the program that the student wishes to enter has evaluated the
applications and made its recommendation, the dean of the School
of Behavioral Health takes official action and notifies accepted
applicants by email and through first class U.S. mail. Accepted
applicants must respond affirmatively using the online admissions
confirmation system before becoming eligible to register in the
School of Behavioral Health. Applicants who have been denied
acceptance are currently notified using first class U.S. mail only.
150 School of Behavioral Health
2. As part of registration, accepted students will be asked to file with
Student Health Service a medical history with evidence of certain
immunizations.
3. Transcripts of records and all other application documents are
retained by the University and may not be withdrawn and used for
any purpose. Records of students who do not enroll or who withdraw
prior to completion are retained for two years from the date of original
acceptance to a School of Behavioral Health program.
4. New students are required to pass a background check before they
can register for courses.
Admission requirements
A four-year baccalaureate degree (or its equivalent) from an accredited
college or university is a prerequisite for admission to School of
Behavioral Health's graduate programs. Transcripts of the applicant's
scholastic record need to demonstrate appropriate preparation, in grades
and content, for the curriculum chosen. Since there is some variation in
the pattern of undergraduate courses prescribed by different programs,
the applicant should note the specific requirements of the chosen
program. Deficiencies may be fulfilled while enrolled; prerequisites must
be completed prior to matriculation.
Scholarship
Applicants are expected to present an undergraduate record with a
grade point average of B (3.0) or better in the overall program and in
the major field. Depending on program-specific criteria, admissions
consideration may be given if grades from the junior and senior years
of the undergraduate degree are superior or there is other evidence of
capability.
Graduate Record Examination
Scores on the general test of the Graduate Record Examination (GRE) are
required with application for admission to many degree programs. New
test scores are needed if it has been more than five years since the last
test was taken. Applicants are advised to request information specific to
their proposed program of study.
For complete information about the GRE, please visit their Web site
at <http://www.ets.org/gre/>; or write to Educational Testing Service,
1947 Center Street, Berkeley, CA 94701 (for the West); and P.O. Box 6000,
Princeton, NJ 08541 (for the East). For GRE publications (including study
materials), call 800/537-3160.
Programs that do not require the GRE must submit one additional
measure of a candidate's preparation for graduate study. This may be
either an evaluation of critical essay-writing skills, the Miller Analogies
Test, the results of a structured interview, or other specified program
criteria.
Re-entrance
Students who are currently enrolled in the School of Behavioral Health
may request transfer to a different program or a more advanced degree
level by contacting the School of Behavioral Health Admissions Office for
information on an abbreviated application and instructions for submitting
the appropriate supporting documents. Transcripts on file with the
University are acceptable.
English-language competence
Regardless of nationality or citizenship, an applicant whose native
language is not English or who's secondary education has been obtained
outside the U.S. is required to pass an approved English proficiency
test. Additionally, any applicant whose English competency is uncertain
in regard to his/her professional success in course, clinical, or other
program requirements will be required to pass an English proficiency test.
University policy regarding minimum passing scores and timeline for
acceptable test reports all apply.
Graduate degree requirements
Minimum required grade point average
Each student must maintain a cumulative grade point average of at
least a B (3.0) and receive a grade of B or higher in each graduate-level
course to continue in regular standing. In some cases, programs may
recommend conditional consideration of course grades below a B (3.0)
if clinical competency and consumer protection are not compromised.
Academic variances that document the rationale for acceptance of
grades below a B (3.0), must be submitted to the dean's office for
approval.
All transfer courses must meet the B (3.0) minimum grade requirement
and be equivalent to courses appropriate to degree requirements.
Grades for transfer courses are not calculated as part of a student's
matriculating G.P.A.
Service learning
All School of Behavioral Health students are required to complete an
approved academic service-learning course prior to graduation. Courses
currently approved to meet this requirement are specified in each
program's curricula.
From Master’s to Ph.D. degree
Bypassing master’s degree
A graduate student at this University may proceed first to a master’s
degree. If, at the time of application, the student wishes to qualify for the
Doctor of Philosophy degree, this intention should be declared even if the
first objective is a master’s degree.
If after admission to the master’s degree program a student wishes
to go on to the doctoral degree, an abbreviated application should be
completed and submitted, along with appropriate supporting documents,
to the School of Behavioral Health Admissions Office. If the award of the
master’s degree is sought, the student will be expected to complete that
degree before embarking on doctoral activity for credit. A student who
bypasses the master’s degree may be permitted, on the recommendation
of the guidance committee and with the consent of the dean, to transfer
courses and research that have been completed in the appropriate field
and are of equivalent quality and scope to his/her doctoral program.
Second master’s degree
A student who wishes to qualify for an additional master’s degree in
a different discipline may apply. The dean of the School of Behavioral
Health and the faculty of the program the student wishes to enter will
consider such a request on its individual merits.
Concurrent admission
Students may not be admitted to a School of Behavioral Health program
while admitted to another program at this University or elsewhere. The
exceptions to this are combined degrees programs discussed in the next
paragraph.
Combined degrees
Students may not be admitted to a School of Behavioral Health program
while admitted to another program at this University or elsewhere. The
exceptions to this are the combined degrees programs.
Loma Linda University 2019-2020 151
Certificate programs
The School of Behavioral Health offers post-baccalaureate and post-
degree certificate programs. Students accepted into such programs are
assigned an advisor who works with them as they fulfill the program
requirements. Students are required to maintain a B (3.0) grade point
average, with no course grade below B (3.0). All certificate students
are required to take at least one, three-unit religion course (numbered
between 500 and 600).
Master of Arts/Master of Science/Master of Social Work
Advisor and guidance committee
Each student accepted into a degree program is assigned an advisor
who advises the student in meeting the program of study and University
requirements. The advisor works with the director of the student’s
program to support the student's successful progress to graduation.
Subject prerequisites and deficiencies
Gaps in an applicant’s academic achievement will be identified by
subject and classified either as prerequisites or as subject deficiencies.
Applicants lacking certain subject or program prerequisites may not
be admitted to the master’s degree program until the prerequisites are
completed (at Loma Linda University or elsewhere) and acceptable
grades are reported. However, subject deficiencies do not exclude
an applicant from admission or enrollment; but deficiencies must be
completed as specified and within the time-frame determined, usually
during the first full quarter of study at this University.
Study plan
The student’s advisor should develop with the student a written outline
of the complete graduate experience, with time and activity specified as
fully as possible. This will serve as a guide to both the student and the
advisor. Changes to the academic plan must be approved by the student's
advisor and the program director.
The student is ultimately responsible for ensuring both timely registration
and completion of all required courses.
Time limit
The time allowed from admission to the School of Behavioral Health to
conferring of the master’s degree may not exceed five years. Program
extensions can be considered within the limits of University policy.
Course credit allowed toward the master’s degree is nullified five years
from the date of course completion. Nullified courses may be revalidated,
upon successful petition, through reading, conferences, written reports, or
examination to assure currency in the content. Academic documentation
of the justification of revalidated courses must be approved by the dean's
office.
Residence
Students must meet the residence requirements indicated for their
particular program (never less than one academic quarter). The master’s
degree candidate must complete one quarter of full-time study at the
University or perform the thesis research at the University. Although the
number of units students take varies by program, students are expected
to work closely with their advisors to assure that their course loads are
consistent with program requirements, as well as degree completion
options and timelines.
Comprehensive and final examinations
The student must take written, oral, and final examinations prescribed
by the program on or before the published dates. If a candidate fails
to pass the oral or written examination for a graduate degree, the
program director in association with the program's academic standards
committee determines the requirements needed to ameliorate the failed
examination. In the case of a failed thesis defense, a written analysis
of the candidate’s status and program's recommendations are filed
with the dean's office. The student receives a copy of the committee’s
recommendation.
Research competence
Student skills required in research, language, investigation, and
computation are specified in each program description in this CATALOG.
Candidacy
Admission to the School of Behavioral Health or designation of
regular graduate standing does not constitute admission of the
student to candidacy for a graduate degree. After achieving regular
status, admission to candidacy is initiated by a written petition
(School of Behavioral Health Form A) from the student to the dean, on
recommendation of the student’s advisor and the program coordinator or
department chair.
Students petitioning the School of Behavioral Health for candidacy for
the master’s degree must present a satisfactory grade record, include a
statement of the proposed thesis or dissertation topic (where applicable)
that has been approved by the student’s guidance committee, and note
any other qualification prescribed by the program. Students are usually
advanced to candidacy during the third quarter of study for full-time
students.
Specific program requirements
In addition to the foregoing, the student is subject to the requirements
stated in the section of the CATALOG governing the specific program
chosen.
Religion requirement
All master’s degree students are required to take at least one, three-unit
religion course (courses numbered between 500 and 600). Students
should check with their programs for specific guidelines.
Combined degrees programs
A number of combined degrees programs are offered, each intended to
provide more comprehensive preparation in clinical applications and
the biomedical sciences. Concurrent admission to two programs in the
School of Behavioral Health or to a program in the School of Behavioral
Health and to a professional school in the University is required. These
curricula are described in greater detail under the heading “Combined
Degrees Programs” in this section of the CATALOG.
Thesis
Students writing a thesis must register for at least one unit of thesis
credit. The research and thesis preparation are under the direction of
a thesis chair and research committee. The timeline for determining
a thesis topic and research design are program specific, but must be
secured before petition is made for candidacy.
The student must register and pay tuition for thesis credit, whether
the work is done in residence or in absentia. If the student has been
advanced to candidacy, has completed all course requirements, and has
registered for but not completed the research and thesis, continuous
registration is to be maintained until the manuscript has been accepted.
This involves a quarterly enrollment fee paid at the beginning of each
quarter.
152 School of Behavioral Health
Format guide
Instructions for the preparation and format of the publishable paper,
thesis, or dissertation are in the Thesis and Dissertation Format Guide,
available through the Faculty of Graduate Studies dissertation editor.
Consultation with the dissertation editor can help the student avoid
formatting errors that would require him/her to retype large sections of
manuscript. The last day for submitting copies to the school office in final
approved form is published in the events calendar (available from the
academic dean’s office).
Binding
The cost of binding two copies of the thesis, one copy to be deposited
in the University Library or appropriate department or school collection
and one for the student, will be paid for by the student’s department.
The student will be responsible for paying the cost of binding additional
personal copies.
Doctor of Philosophy
The Doctor of Philosophy degree is awarded for evidence of mature
scholarship; productive promise; and active awareness of the history,
resources, and demands of a specialized field.
Advisor and doctoral research committee
The School of Behavioral Health requires advisors for Doctor of
Philosophy degree candidates to have demonstrated scholarship
productivity in their chosen disciplines. Each student, upon acceptance
into a doctoral degree program, is assigned an advisor to assist with
academic planning and guidance through program requirements.
Subsequently (no later than when applying for candidacy), the student is
assigned a doctoral research committee. Each program maintains a list
of qualified doctoral degree mentors. The doctoral research committee,
usually chaired by the advisor, is responsible for screening dissertation
topics, recommending candidacy, guiding research, administering
written and oral examinations, evaluating the dissertation/project and
other evidence of the candidate’s fitness to receive the degree, and
recommending the student for graduation.
Subject prerequisites and deficiencies
Gaps in an applicant’s academic achievement will be identified by
subjects and classified as either prerequisites or as subject deficiencies.
Applicants lacking subject or program prerequisites may not be admitted
to the Ph.D. degree program until prerequisites are completed (at Loma
Linda University or elsewhere) with acceptable grades. However, subject
deficiencies do not exclude an applicant from admission or enrollment;
but deficiencies must be completed as specified and within the time
frame determined, usually during the first full quarter of study at this
University.
Study plan
The student’s advisor should develop with the student a written outline
of the complete graduate experience, with time and activity specified
as fully as possible. This serves as a guide to both the student and the
advisor, as well as to members of the guidance committee when it is
selected. The study plan is changed only after careful consultation. The
student is ultimately responsible for ensuring both timely registration and
completion of required courses.
Time limit
Completion of the graduate experience signals currency and competence
in the discipline. Seven years are allowed for completion after admission
to the Ph.D. degree program. Program extensions can be considered
within the limits of University policy.
Course credit allowed toward the doctorate is nullified eight years from
the date of course completion. To assure currency in the content, nullified
courses may be revalidated—upon successful petition—through reading,
conference, written reports, or examination. Academic documentation of
the justification of revalidated courses must be approved by the dean's
office with recommendations regarding the student's future relation to
the school.
Residence
The School of Behavioral Health requires two years of residency for
the doctoral degrees—D.M.F.T, Psy.D., Ph.D.—spent on the campus of
the University after enrollment in a doctoral degree program. During
residence, students devote full time to graduate activity in courses,
clinical practice, research, or a combination of these. A full load of
courses is eight or more units each quarter; 36 or more clock hours per
week is full time in research.
Students may be advised to pursue for limited periods at special facilities
studies not available at Loma Linda University. Such time may be
considered residence if the arrangement is approved in advance by the
dean of the School of Behavioral Health.
The spirit and demands of doctoral degree study require full-time
devotion to courses, research, reading, and reflection. But neither the
passage of time nor preoccupation with study assures success. Evidence
of high scholarship and original contribution to the field or professional
competence form the basis for determining the awarding of the degree.
Scholarly competence
Doctoral degree students demonstrate competency in scholarship along
with research, clinical competence, and professional development.
Expectations and standards of achievement with the tools of
investigation, natural and synthetic languages, and computers are
specified in this section of the CATALOG for each program.
Comprehensive examinations
The doctoral degree candidate is required to take comprehensive written
and oral examinations over the principal areas of study to ascertain
capacity for independent, productive, scientific work; and to determine
whether further courses are required before the final year of preparation
for the doctorate is undertaken. The program coordinator is responsible
for arranging preparation and administration of the examination, as
well as its evaluation and subsequent reports of results. Success in the
comprehensive examination is a prerequisite to candidacy.
Students cannot be admitted to the examination until they have
completed the majority of units required beyond the master’s degree or
its equivalent.
The final oral examination
After completion of the dissertation and not later than a month before
the date of graduation, the doctoral degree candidate is required to
appear before an examining committee for the final oral examination/
dissertation defense.
If a candidate fails to pass this final examination/dissertation for a
graduate degree, the program director in association with the program's
academic standards committee determines the requirements needed to
ameliorate the failed examination. A written analysis of the candidate's
status and the program's recommendations are filed with the dean's
office. The student receives a copy of the committee’s recommendation.
Loma Linda University 2019-2020 153
Project
All Doctor of Psychology and Doctor of Marital and Family Therapy
degree students are required to complete a project and all professional
doctoral degree students must register for and complete all research
units as specified by the program requirements.
Each student, upon acceptance into a professional doctoral degree
program, is assigned an advisor to assist with academic planning and
guidance through program requirements. The School of Behavioral
Health requires advisors for professional doctoral degree program to
have demonstrated scholarship productivity in specific disciplines. Prior
to advancing to candidacy each student is also assigned a doctoral
research committee and have an approved topic for research project.
Each program maintains a list of qualified doctoral degree mentors.
The doctoral research committee, usually chaired by the advisor, is
responsible for screening research topics, recommending candidacy,
guiding research, administering written and oral examinations, evaluating
the research project and other evidence of the candidate's fitness to
receive the degree, and recommending the student for graduation.
If the student has been advanced to candidacy, has completed all course
requirements, and has registered for but not completed the research
and project, continuous registration is maintained until the project
manuscript is accepted and the final oral defense completed. This
involves a quarterly fee to be paid during registration each quarter. A
continuing registration fee is also assessed for each quarter the student
fails to register for new units. As such, the student must have active
registration during the quarter that the final oral defense is completed.
Dissertation
All Doctor of Philosophy students are required to complete a dissertation
and must register for and complete all of the research units as specified
by the program requirements.
Each student, upon acceptance into a Doctor of Philosophy program
is assigned an advisor to assist with academic planning and guidance
through program requirements. The School of Behavioral Health requires
advisors for these doctoral degree program to have demonstrated
scholarship productivity. Prior to advancing to candidacy each student is
also assigned a doctoral research committee and have an approved topic
for the dissertation. Each program maintains a list of qualified doctoral
degree mentors. The doctoral research committee, usually chaired by the
advisor, is responsible for screening dissertation topics, recommending
candidacy, guiding research, administering written and oral examinations,
evaluating the dissertation and other evidence of the candidate’s fitness
to receive the degree, and recommending the student for graduation.
Doctor of Philosophy students are required to be knowledgeable of the
dissertation requirements and policies set by the Faculty of Graduate
Studies. Consultation with the Faculty of Graduate Studies dissertation
editor can prevent the student from committing formatting errors that
would require retyping large sections of the manuscript.
Students register and pay tuition for the dissertation, whether the work
is done in residence or in absentia. If the student has been advanced to
candidacy, has completed all course requirements, and has registered for
but not completed the research and dissertation, continuous registration
is maintained until the manuscript is acceptedand the final oral defense
completed. This involves a quarterly fee to be paid during registration
each quarter. A continuing registration fee is also assessed for each
quarter the student fails to register for new units. As such, the student
must have active registration during the quarter that the final oral defense
is completed.
Doctoral dissertations are reported to University Microfilms International
and to the National Opinion Research Center. The Faculty of Graduate
Studies provides appropriate information and forms.
Candidacy
Admission to the School of Behavioral Health does not constitute
candidacy for a graduate degree. Admission to candidacy is initiated by a
written petition (School of Behavioral Health Form A) from the student to
the dean, with support from the student’s advisor and the program chair.
The student’s petition for candidacy for the Doctor of Philosophy
degree will include confirmation that comprehensive written and oral
examinations have been passed.
Students expecting the award of the doctorate at a June graduation
should have achieved candidacy no later than the previous November 15.
One full quarter must be allowed between the achievement of candidacy
and the quarter of completion.
Specific program requirements
Doctoral programs differ. Each unique program's requirements appear in
the programs section of this CATALOG (Section III) and in the program
guides available from specific departments.
Religion requirement
All doctoral students should take at least three, three-unit religion
courses (numbered between 500 and 600) for a total of nine units of
religion courses. Students should check with their programs for specific
guidelines.
Combined degrees programs
A number of combined degrees programs are offered, each intended
to provide additional preparation in clinical, professional, or basic
areas related to the student’s field of interest. All require concurrent
admission to the School of Behavioral Health and a professional
school in the University. The combined degrees programs provide
opportunity for especially well-qualified and motivated students to pursue
professional and graduate education; and to prepare for careers in clinical
specialization, teaching, or investigation of problems of health and
disease in humans.
For admission to a combined degrees program, the student must have a
baccalaureate degree, qualify for admission to the School of Behavioral
Health, and already be admitted to another program at the University.
Application may be made at any point in the student’s progress in the
professional school, though it is usually made during the second year.
Students in this curriculum study toward the M.A., M.S., M.S.W., Psy.D., or
Ph.D. degree.
Students may, as needed, be required to interrupt their professional study
for two or more years for courses and research for the graduate degree
sought. Elective time in the professional school may be spent in meeting
School of Behavioral Health requirements.
The student’s concurrent status is regarded as continuous until the
program is completed or until discontinuance is recommended by the
School of Behavioral Health or the professional school. The usual degree
requirements apply.
The following combined degrees programs are offered in conjunction with
the School of Behavioral Health.
154 School of Behavioral Health
Social Welfare and Social Research with Biomedical and Clinical Ethics
(Ph.D./M.A. (p.417)) (closed to admission for the 2019-2020 academic
year.)
Social Work with Criminal Justice (M.S.W./M.S. (p.418))
Social Work with Gerontology (M.S.W./M.S. (p.419))
Student life
The information on student life contained in this CATALOG is brief. The
Student Handbook more comprehensively addresses University and
school expectations, regulations, and policies; and is available to each
registered student. Students need to familiarize themselves with the
contents of the Student Handbook. Additional information regarding
policies specific to a particular school or program within the University is
available from the respective school.
The School of Behavioral Health provides a school-specific Policies
and Procedures Manualto all School of Behavioral Health students.
Regulations, policies, procedures, and other program requirements are
contained in this manual.
Academic information
Conditions of registration, residence, attendance
Academic residence
A student must meet the residence requirements indicated for a
particular degree, which is never less than one academic quarter. A year
of residence is defined as three quarters of academic work. A student is
in full-time residence if registered for at least eight units. A maximum of
12 units may be taken without special petition to the dean of the School
of Behavioral Health, unless the student is enrolled in an approved block-
registration program or the program requirements specify otherwise.
Transfer credits
Transfer credits will not be used to offset course work at this University
that earns less than a B (3.0) average. This transfer is limited to credits
that have not already been applied to a degree and for which a grade of
B (3.0) or better has been recorded. A maximum of nine quarter units
that have been previously applied to another degree may be accepted
as transfer credits upon petition. A candidate who holds a master’s
degree or presents its equivalent by transcript may receive credit up to
20 percent of the total units for the degree, subject to the consent of the
dean and the department chair involved. In such instances, the transfer
student is not relieved of residence requirements at this University.
Students should also review the requirements of in their program of study
as some professional degree programs require grades higher than a B
(3.0) for transfer courses, and may restrict the courses and experiences
that may be transferred from other academic institutions.
If permitted for transfer, credit for practicum experiences is allowed only
where university credit has been received for equivalent experiences.
Credit for life or work experiences cannot be used to meet the
requirements in any degree or certificate program in the School of
Behavioral Health.
Advanced standing
Advanced standing is a designation used in specific professional degree
programs to address possible content redundancy between levels of
degrees available within those professions. Evaluation of eligibility for
advanced standing is program specific when specific conditions are met.
Students should review the availability of advanced standing in their
program. Academic variances are used to document the availability of
advanced standing.
Academic and professional/clinical probation
Continued enrollment in a professional degree program or certificate
is contingent upon a student’s continued satisfactory academic and
professional (clinical) performance. Any student whose performance
in either of these areas falls below the requirements of their program,
the school, or university will be placed on one or more of these types of
probation.
Academic probation
Degree students whose overall grade point average falls below a 3.0 will
be placed on academic probation. Students on academic probation who
fail to earn a 3.0 for the next quarter or who fail to have an overall G.P.A.
of 3.0 after two quarters may be dismissed from school. The academic
requirements for post-baccalaureate and post-degree certificate
programs is the same as the G.P.A. requirements for all other School of
Behavioral Health programs.
Professional performance probation
All students enrolled in professional programs are required to adhere
to the professional, clinical, and ethical standards set forth by their
disciplines, the school, and university.Students obtain copies of the
ethical and professional performance and clinical practice standards
and requirements set forth by their disciplines through their academic
programs. Professional performance requirements for the School of
Behavioral Health are included in each program’s student handbooks
and in the school’s student handbook. Program handbooks and the
school’s student handbook are provided to students as they begin their
degree program. The University’s conduct and behavior expectations
are provided in the Loma Linda UniversityStudent Handbook. Any student
whose performance is evaluated to fall below these requirements will
be placed on professional performance, or clinical, probation at the
recommendation of the department’s academic standards committee
and department chair to the dean of the school. Enrollment in course,
clinical work, or other program requirements while on professional
performance probation is at the recommendation of the department
and approval of the dean, and also conditional based upon the severity
of the situation and extent of amelioration.Any student whose
professional performance falls below these minimum requirements for
two consecutive or dispersed quarters will be evaluated for dismissal
from the school.
In addition, a student who receives an Unsatisfactory (U) in any segment
or quarter of a practicum or clinical requirement is automatically placed
on professional performance, or clinical, probation by the dean's office.
Continued enrollment for the next quarter, term, or rotation segment
for a student on professional performance probation is subject to the
recommendation of the department chair and its academic standards
committee to the dean of the school. A student who receives a U grade
for a second consecutive or dispersed segment or quarter of practicum
will be evaluated for dismissal from the school. Program and professional
specific requirements also apply in these situations and will affect the
evaluation of the student's continuing status in the program of study, the
school, and University.
Loma Linda University 2019-2020 155
Financial information
Schedule of charges (2018–2019)
Tuition
$814 Per unit, graduate credit
$407 Per unit, audit
$4,500 Flat fee for the Play Therapy Certificate Program
$35,637 Per year: Psychology Psy.D. and Ph.D.
Special charges
$35 Application fee*
$70 Application fee for combined degrees
$823 Enrollment fee per quarter
$200 Nonrefundable tuition deposit**
$35 Application to add program or degree
Programs may have additional fees.***
*
All students who submit their application by the VIP Priority deadline
will have 100 percent of the application fee credited to their student
account towards the first quarter of tuition (see dates below).
**
The $200 nonrefundable deposit will be credited to the student’s
account towards the first quarter of tuition.
***
Clinical training fees apply and vary by program. Fees are at a
reduced rate below the current per unit tuition rate. Additional fees
for specialized professional and global practice experiences may also
apply.
VIP Priority Application Deadline Dates for 2019-2020
Department Fall Qtr. Winter Qtr. Spring Qtr. Summer Qtr
Marriage
and Family
Therapy
December 31,
2018
September
15, 2019
January 1,
2020
March 15,
2020
Child Life
Specialist
December 1,
2018
Psychology December 31,
2018
Social Work January 15,
2019
September
15, 2019
December 15,
2019
March 15,
2020
MSW
Advanced
Standing
(Summer
2019)
November 15,
2019
Dual Degrees December 31,
2018
September
15, 2019
January 1,
2020
March 15,
2020
Departments
• Department of Counseling and Family Science (p.156)
• Department of Psychology (p.175)
• Department of Social Work and Social Ecology (p.182)
Programs
• Child Life Specialist— M.S. (p.156)
• Counseling— M.S. (p.158)
• Criminal Justice— M.S. (p.182)
• Drug and Alcohol Counseling— Certificate (p.161)
• Gerontology— M.S. (p.184)
• Marital and Family Therapy— M.S. (p.163), D.M.F.T. (p.162)
• Play Therapy— Certificate (p.185)
• Psychology— Psy.D. (p.177), Ph.D. (p.175)
• School Counseling— Certificate (p.170)
• Social Welfare and Social Research— Ph.D. (p.186)
• Social Work— M.S.W. (p.187)
• Systems, Families and Couples — Ph.D. (p.172)
156 Department of Counseling and Family Sciences
Department of Counseling and Family
Sciences
The Department of Counseling and Family Sciences supports the mission
of Loma Linda University, sharing its commitment to bring wholeness
to individuals and families in near and far-away places. It values global
outreach and seeks to provide opportunities for students to integrate
knowledge and skills with diverse peoples in various life contexts. The
department is proud of its well-qualified faculty which values teaching,
research, and service; and whose members seek to build up their
respective professions in tangible ways. The various academic programs
have program accreditations and approvals and have been recognized for
their outstanding work, high standards, and superior student outcomes.
As one of the three academic departments housed in the School
of Behavioral Health at Loma Linda University, the Department of
Counseling and Family Sciences administersthree master's degree
programs—child life specialist (M.S.), counseling (M.S.), and marital
and family therapy (M.S.); andtwo doctoral programs—a Ph.D. degree
in systems, families, and couples that offers a clinical specialty (MFT);
and a nonclinical specialtyin family studies, and a Doctor of Marital and
Family Therapy (D.M.F.T.) degree.
Certificate programs are offered to augment academic and professional
preparation for future careers. They includedrug and alcohol counseling
(p.161) (online only) and the school counseling (p.170) certificate
which leads to the pupil personnel services credential.
Academic writing support
Students who need assistance can contact their program directors to
arrange individual support through the CFS writing center.
Combined degrees
The department offers a dual-degree program in M.S. in counseling and
M.S. in marital and family therapy with school counseling certificate
(p.409). The department also offers a combined M.S./M.A. (http://
llucatalog.llu.edu/combined-degree-programs/clinicaql-min-mfam-ma-
ms) degree program in marital and family therapy with clinical ministry.
A complete list of program instructors can be viewed online at <llu.edu/
behavioral-health/cfs>.
Chair
Winetta A. Oloo
Primary faculty
Bryan M. Cafferky
Brian Distelberg
Zephon Lister
Lena Lopez-Bradley
Michelle Minyard-Widmann
Mary Moline
Winetta Oloo
Alisha Saavedra
Randall Walker
Jackie Williams-Reade
Secondary faculty
Siroj Sorajjakool
Programs
• Child Life Specialist— M.S. (p.156)
• Counseling— M.S. (p.158)
• Drug and Alcohol Counseling (online only) — Certificate (p.161)
• Marital and Family Therapy— M.S. (p.163), D.M.F.T. (p.162)
• School Counseling (PPS)— Certificate (p.170)
• Systems, Families, and Couples— Ph.D. (p.172)
• Combined: Counseling and Marital and Family Therapy with School
Counseling (PPS) — M.S./M.S./Certificate (p.409)
Child Life Specialist — M.S.
Program director
Michelle Minyard-Widmann
Clinical coordinator
Alisha Saavedra
The Department of Counseling and Family Sciences offers high-quality
academic education and clinical training leading to a Master's degree
in the child life specialist program. This degree prepares individuals to
provide child life services in health-care settings. In addition, practice
experiences within the United States and in other countries will provide
students with child life practice in diverse environments.
The child life profession
Child life specialists are professionals in child development. They
promote effective coping through play, preparation, education, and self-
expression activities. Child life specialists provide emotional support for
families and encourage optimum development of children facing a broad
range of challenging experiences, particularly those related to health
care and hospitalization. Understanding that a child's well-being depends
on the support of the family, child life specialists provide information,
support, and guidance to parents, siblings, and other family members.
They also play a vital role in educating caregivers, administrators, and the
general public about the needs of children under stress (Association of
Child Life Professionals <http://www.childlife.org>).
The program
Certification for the child life profession
Through the Association of Child Life Professionals, the certified
child life specialist (CCLS) credential was developed to increase the
proficiency of child life professionals by identifying a body of knowledge,
uniform and improved standards of practice, and ethical conduct while
enhancing the status and credibility of the profession. Requirements
for certification are based on academic and internship experience, and
successful completion of an examination process (Association of Child
Life Professionals <http://www.childlife.org>).
Program learning outcomes
By the end of this program, the graduate should be able to:
Loma Linda University 2019-2020 157
1. Represent and communicate child life practice and psychosocial
issues of infants, children, youth, and families.
2. Utilize theories of child development, stress and coping, and family
systems in pediatric health environments.
3. Work collaboratively in diverse settings.
4. Identify as a professional child life specialist through membership
and participation in professional organizations.
5. Apply the concepts of ethical and legal standards of the profession.
6. Describe the impact of health and health issues on the global setting.
7. Satisfactorily complete a supervised practicum and internship in
child life.
Professional experience
Students will participate in supervised clinical training at Loma Linda
University Children's Hospital and various hospitals located in the United
States. A 100-hour practicum and 600-hour internship are required
to complete the master's degree. These experiences will provide an
opportunity for students to build on course work and put theory into
practice. Students will also have the opportunity to participate in various
events such as grief camps, health fairs, global health trips, and other
activities on campus designed to broaden their clinical experiences.
Financial assistance
Students accepted into the M.S. degree program may receive financial
assistance through merit-based awards, such as teaching fellowships
and a variety of research and student service assistantships; or through
need-based financial aid, such as a loan or the University's work/study
program. Students may apply for financial aid by writing to:
Student Financial Aid Office
Student Services
Loma Linda University
Loma Linda, CA 92350
909/558-4509
Accreditation
Loma Linda University is regionally accredited by the WASC Senior
College and University Commission (WSCUC), 985 Atlantic Avenue, Suite
100, Alameda, CA 94501; telephone: 510/748-9001; fax: 510/748-9797;
website: <http://www.wascsenior.org/contact>.
Admissions
Applicants must meet Loma Linda University (p.24) and School of
Behavioral Health (p.149) admissions requirements; and give evidence of
academic ability, professional comportment, and mature judgment. Those
who meet these requirements, as well as the published deadlines and are
accepted into the program, may enroll during Autumn quarter.
Additional admission requirements include:
• Bachelor's degree in the social sciences or equivalent from a
regionally accredited college or university.
• Minimum grade point average of 3.0 (on a 4.0 scale) in bachelor's
course work for at least the final 45 units prior to graduation.
• Written statement of purpose for applying to the program.
• Interview with department faculty, as scheduled (on-campus group
interviews are scheduled for January through March; other on-
campus and telephone interviews are scheduled individually).
• Volunteer experience under the direction of a Certified Child Life
Specialist is highly recommended.
Pre-entrance requirements (p.25):
• A background check
• Health clearance
Program requirements
Required
CHLS501 Hospitalized Infant and Toddler Development 3
CHLS502 Introduction to the Child-Life Profession 3
CHLS503 Preparation for Clinical Placement 3
CHLS504 Child Life Administration and Program
Development
3
CHLS505 Cross-Cultural Perspectives in Health Care 3
CHLS506 Therapeutic Play for Children Affected by Illness
and Injury
3
CHLS507A Aspects of Illness and Disease 3
CHLS507B Aspects of Illness and Disease 3
CHLS508 Grief and Loss 3
CHLS509 Child-Life Assessment 3
CHLS604 Child Life Internship Seminar I 4
CHLS605 Child Life Internship Seminar II 4
CHLS606 Parenting Medically Fragile Children 3
CHLS607 Child Life Professional 3
CHLS608 Child Life Practicum 1
CHLS609 Global Practice: Child Life Specialist 3
COUN576 Exceptional and Medically Challenged Children 3
COUN/MFAM 584 Advanced Child and Adolescent Development 3
MFAM501 Research Tools and Methodology: Quantitative 3
MFAM515 Crisis Intervention and Client Advocacy 3
MFAM516 Play Therapy 2
MFAM553 Family Systems Theory 3
MFAM568 Groups: Process and Practice 3
MFAM/COUN 644 Child Abuse and Family Violence 3
RELR568 Care of the Dying and Bereaved (or equivalent) 3
Total Units 74
Clinical training
1, 2
CHLS700 Clinical Training 2
CHLS701 Clinical Training 6
CHLS702 Clinical Training 6
Total Units 14
1
Clinical training units (700-numbered courses) are in addition to the
minimum didactic units required for the degree
158 Counseling — M.S.
2
A minimum of 700 hours of clinical child life hours (CHLS604,
CHLS605 and CHLS608) completed within the degree
program. Students must register for 14 clinical training units
(CHLS700,CHLS701andCHLS702).
Other degree requirements
• Residence of at least two academic years.
• Students must meet the knowledge, skills, and professional
performance competencies outlined by the program.
• Maintain a minimum grade point average of 3.0 (or a letter grade of B
on a 4.0 scale) in order to progress successfully though the program
and complete the degree. Any course with a grade below a B (3.0)
must be repeated.
• Successful completion of a written comprehensive examination
(taken before advancement to candidacy) and final oral and written
examinations at the end of the program.
• Background check passed prior to matriculation.
Normal time to complete the program
Two (2) years (seven [7] academic quarters) — full-time enrollment
required
Counseling — M.S.
Interim program director
Randall Walker
The M.S. degree program in counseling is housed in the Department
of Counseling and Family Sciences within the School of Behavioral
Health. Candidates have the option of preparing to become licensed
professional clinical counselors (LPCC) and/or pupil personnel services
(PPS) credentialed school counselors. Most students complete both
specializations.
The curriculum is designed to give students a broad academic
background in mental health counseling, advanced course work in
one or more selected counseling specializations, and supervised field
experience. Candidates must choose one or both of the following
specializations: LPCC or PPS credential. Degree requirements
include completion of 90 quarter units of academic course work
and field experience, as stipulated in the curriculum for the chosen
specialization(s). Clinical placements range from working as a trainee
in University clinics, such as the Behavioral Health Institute and the
Behavioral Medicine Center, to off-campus sites of various types. School
placements range from elementary, middle, and high school levels.
Graduates who complete Loma Linda University’s M.S. degree in
counseling and LPCC specialization meet all educational requirements
to treat individuals, couples, families, and groups. Graduates who
complete the M.S. degree in counseling and PPS specialization meet all
educational requirements for the school counseling credential.
Students may also complete the certificate in Drug and Alcohol
Counseling (p.161) by adding four units of practicum to their program
of study.
Licensed professional clinical counselor
(LPCC) specialization
Professional clinical counseling (LPCC) is a broad-based mental health
profession throughout the United States that qualifies LPCCs for work in
a variety of settings. Loma Linda University graduates of the M.S. degree
in counseling program with the LPCC specialization are educationally
qualified to treat individuals, couples, families, and groups of all ages.
They are also prepared to address education and career counseling
issues and to work with families of children with special needs. When
licensed, they may choose to set up private practices or work in mental
health clinics, substance abuse rehabilitation centers, in-patient and out-
patient medical facilities, religious organizations, family court, employee
assistance programs, retirement homes, higher education, and K-12
schools as mental health counselors.
The California Business and Professions Code Section 4999.20 defines
professional clinical counseling as “the application of counseling
interventions and psychotherapeutic techniques to identify and
remediate cognitive, mental, and emotional issues—including personal
growth, adjustment to disability, crisis intervention, and psychosocial
and environmental problems. Professional clinical counseling includes
conducting assessment for the purpose of establishing counseling
goals and objectives to empower individuals to deal adequately with life
situations, reduce stress, experience growth, change behavior, and make
well-informed rational decisions.”
The California Board of Behavioral Sciences regulates all master’s-
level licenses in mental health. State standards for LPCC are consistent
with national standards, making it easier for graduates to be granted
reciprocity throughout the country. Equivalent licensure in other states
may be titled licensed professional counselor, licensed clinical mental
health counselor (LCMHC), or similar titles. Complete information
regarding scope of license for LPCC is located on the Board of
Behavioral Sciences website <http://bbs.ca.gov/pdf/forms/lpc/
lpc_scope_practice.pdf>.
Pupil personnel services credential (PPS):
school counseling specialization
School counselors serve as leaders of counseling programs within the
educational system. They address academic, career, and personal/
social needs of students and serve as counselors and advocates for
students, collaborators with parents and school personnel, and liaisons
to the community. As articulated by the American School Counselor
Association, school counseling programs are preventive in design,
developmental in nature, and integral to the total educational program.
Combining the school counselor certification with clinical counselor
licensure is an excellent professional path that enhances counseling
competence and professional opportunities. Additional information about
the pupil personnel services credential in school counseling is found in
the California Commission on Teacher Credentialing Internet address
<http://www.ctc.ca.gov/>.
LPCC clinical training and PPS field
experience
All LPCC and PPS school counseling candidates must complete field
experiences as advised throughout their programs. LPCC completion
requires 450 clock hours of clinical training, of which 300 must be face-
to-face counseling with clients. PPS school counseling requires 600
clock hours of field experience, 400 of which must be completed in public
Loma Linda University 2019-2020 159
schools at two different grade levels. Additional details related to hours
and supervision will be available upon admission.
Counseling and Family Sciences Clinic
Loma Linda University Counseling and Family Sciences (CFS) Clinic
is operated by the Department of Counseling and Family Sciences.
The clinic is located on the second floor of the Loma Linda University
Behavioral Health Institute (BHI) as one of the participating academic
clinics. The BHI is an innovative endeavor undertaken by Loma Linda
University to offer community members easy access to all behavioral
health disciplines in one location for an integrated, interdisciplinary clinic
staffed by students and residents from child life, clinical counseling,
marital and family therapy, psychiatry, psychology, and social work.
Additional certification options
In addition to the clinical and school counseling specializations
embedded within the M.S. degree in counseling, candidates may choose
to become certified in clinical mediation or drug and alcohol counseling.
Program learning outcomes
Students in the M.S. degree program in counseling will be able to:
1. Integrate counseling concepts and skills with a personal
epistemology.
2. Demonstrate counseling interventions based upon a broad range
of theoretical and legal/ethical frameworks through comprehensive
written examination.
3. Identify as a professional counselor through membership and
participation in professional organizations.
4. Satisfactorily complete a supervised practicum in counseling.
5. Meet all University qualifications for the licensed professional
clinical counselor (LPCC) credential and/or the pupil personnel
services (PPS) credential in school counseling, which is issued by the
California Commission on Teacher Credentialing (CTC).
Financial assistance
For information regarding funding opportunities, see Student Aid (p.43)
in the financial polices section of this CATALOG.
Accreditation
The Counseling M.S. is accredited through the University by the Western
Association of Schools and Colleges (WASC). The Licensed Professional
Clinical Counseling (LPCC) program is approved by the California Board
of Behavioral Sciences (BBS) which regulates and issues licenses. The
Pupil Personnel Services Credential Program (PPS) in School Counseling
is approved by the California Commission on Teacher Credentialing (CTC)
which regulates and issues credentials.
Loma Linda University is regionally accredited by the WASC Senior
College and University Commission (WSCUC), 985 Atlantic Avenue, Suite
100, Alameda, CA 94501; telephone: 510/748-9001; fax: 510/748-9797;
website: <http://www.wascsenior.org/contact>.
Admissions
Applicants must meet Loma Linda University (p.24) and School of
Behavioral Health (p.149) admissions requirements; and give evidence
of academic ability, professional comportment, and mature judgment.
Applicants, who meet these requirements, as well as the published
deadlines for the following terms, may be admitted during Fall, Winter,
Spring, or Summer Quarters. Additional admission requirements include:
• Bachelor's degree from a regionally accredited college or university.
• Minimum grade point average of 3.0 (on a 4.0 scale) in bachelor's
course work for at least the final 45 units prior to graduation.
• Special consideration may be given to applicants with grade
point averages as low as 2.75 if the last part of their college work
shows significant improvement.
• Applicants whose cumulative grade point averages do not
meet minimum requirements may receive further consideration
for admission by demonstrating background experience(s)
that provides evidence that the applicant has the potential to
successfully complete the program. The applicant must verify
work or volunteer experience that demonstrates commitment to
working in a counseling specialization.
• Written personal statement that addresses career objectives,
personal interest in the counseling profession, rationale for choosing
to attend Loma Linda University, how life experiences have influenced
applicant's choice to enter the field, and additional thoughts the
applicant deems important.
• Interview with department faculty, as scheduled on-campus; other
interviews (by phone or online using Zoom) are scheduled individually
for applicants who are unable to attend in-person interviews.
The applicant should view “instruction for completing application for
registration as a Licensed Professional Clinical Counselor (LPCC) intern
and Pupil Personnel Service (PPS) Credentialed School Counselor to
understand the California requirements for licensure and credentialing.
One should not apply to the program if s/he has any convictions or
disciplinary actions cited by the organizations regulating licenses and
credentials.
Pre-entrance requirements (p.25):
• A background check
• Health clearance
Program requirements
The curriculum for the M.S. degree in counseling offers the option
of single or dual specialization in Licensed Professional Clinical
Counseling (LPCC) and Pupil Personnel Services (PPS) Credential
in School Counseling. Candidates must choose at least one
specialization. The curriculum is divided into three domains: Core
courses, specialization courses, and field experience courses related to
selected specialization(s). Candidates choosing only one specialization
may count courses from the other specialization as electives for their 90
academic credit requirement. Other electives must be advisor-approved.
Students must maintain a grade point average of 3.0 on a 4.0 scale (or a
letter grade of B) in order to progress successfully though the program
and complete the degree. In addition, students must meet the knowledge,
skills, and professional performance competencies outlined by the
program.
All course grades should meet the minimum B (3.0) standard, which by
university policy indicates satisfactory performance. Courses in which a
student earns a grade below a B (3.0) may need to be repeated (or may
not apply to the degree) if competency in the subject area is related to
practice performance with clients, and a grade less than a 3.0 represents
marginal or unsatisfactory practice performance.
160 Counseling — M.S.
Core Courses Required for Both LPCC and PPS Specializations
COUN501 Research Tools and Methodology: Quantitative 3
COUN502 Research Tools and Methodology: Qualitative 3
COUN515 Crisis Intervention and Client Advocacy 3
COUN524 Psychopharmacology and Medical Issues 3
COUN528 Culture, Socioeconomic Status in Therapy 3
COUN540 Foundations of Counseling and Psychotherapy 3
COUN547 Social Ecology of Individual and Family
Development
3
COUN556 Psychopathology and Diagnostic Procedures 3
COUN568 Groups: Process and Practice 3
COUN575 Counseling Theory and Applications 3
COUN576 Exceptional and Medically Challenged Children 3
COUN577 Assessment in Counseling 3
COUN579 Career Theories and Applications 4
COUN584 Advanced Child and Adolescent Development 3
COUN604 Social Context in Clinical Practice: Gender, Class,
and Race
3
COUN614 Law and Ethics 3
COUN624 Individual and Systems Assessment 3
COUN638 Family Therapy and Chemical Abuse 3
COUN644 Child Abuse and Family Violence 3
COUN674 Human Sexual Behavior 3
COUN675 Dynamics of Aging 1
COUN678 Consultation and Program Evaluation 3
MFAM553 Family Systems Theory 3
Religion Requirement for LPCC and PPS Specializations
RELR540 Wholeness and Health 3
Specialization Courses 19
Choose one of the following specializations
Dual specialization LPCC and PPS
COUN574 Educational Psychology
COUN679 Professional School Counseling
COUN681 School Counseling Practicum and Seminar ((must
take at least 2 times))
COUN682 Clinical Counseling Practicum and Seminar ((must
take at least five times))
COUN691 Process Approaches to Counseling and
Psychotherapy
COUN692 Cognitive Approaches to Counseling and
Psychotherapy
COUN693 Systemic Approaches to Counseling and
Psychotherapy
Single Specialization Licensed Professional Clinical Counselor
(LPCC)
COUN682 Clinical Counseling Practicum and Seminar (must
take at least five times)
COUN691 Process Approaches to Counseling and
Psychotherapy
COUN692 Cognitive Approaches to Counseling and
Psychotherapy
COUN693 Systemic Approaches to Counseling and
Psychotherapy
Electives (8 units)
1
Specialization Courses for Pupil Personnel Services (PPS) School
Counselor
COUN574 Educational Psychology
COUN679 Professional School Counseling
COUN681 School Counseling Practicum and Seminar (must
take at least two times)
Electives (11 units)
1
Total Units 90
Field experience for LPCC and PPS dual specialization
COUN781 School Counseling Field Experience (PPS) 4
COUN782 School Counseling Field Experience (PPS) 4
COUN791 Clinical Counseling Field Experience (LPCC) 3
COUN792 Clinical Counseling Field Experience (LPCC) 3
COUN793 Clinical Counseling Field Experience (LPCC) 3
Total Units 17
Field experience for LPCC single specialization
COUN791 Clinical Counseling Field Experience (LPCC) 3
COUN792 Clinical Counseling Field Experience (LPCC) 3
COUN793 Clinical Counseling Field Experience (LPCC) 3
Total Units 9
Field Experience for PPS School Counseling Single Specialization
COUN781 School Counseling Field Experience (PPS) 4
COUN782 School Counseling Field Experience (PPS) 4
COUN783 School Counseling Field Experience (PPS) 4
Total Units 12
1
Advisor-approved electives may be chosen from relevant graduate
courses in other programs, provided that the course is not restricted
to students in that specific degree. A list of possible electives will be
provided.
Degree requirements
• A minimum of 90 quarter academic credits of graduate work, which
includes credit received for core courses, elective courses, and a
three-unit religion course.
Non-course requirements
• Residence of at least two academic years.
• A minimum grade point average of 3.0 with no course grade lower
than B.
• Certificate of Clearance (COC) prerequisites: documentation of
registration for California Basic Educational Skills Test (CBEST), Live
Scan, and current negative TB test results.
• A COC prior to school counseling field experience PPS
• Dual Specialization: Registrations in COUN 791, 792, 793 and COUN
781, 782 and COUN 681 x two quarters and COUN 682 x five quarters
are required.
• LPCC Single Specialization: Registrations in COUN 791, 792, 793 and
COUN 682 x five quarters are required.
• PPS School Counselor Single Specialization: Registrations in COUN
781, 782, 783 and COUN 681 x two quarters are required.
Loma Linda University 2019-2020 161
• Successful completion of a written comprehensive examination
(taken before advancement to candidacy) and a final oral examination
at the end of the program.
• If taken for elective credit, foreign language courses numbered 400 or
higher.
Normal time to complete the program
Two [2] years (seven [7] academic quarters) based on full-time
enrollment; part time enrollments are permitted
Drug and Alcohol Counseling —
Certificate
Program director
Randall Walker
The Drug and Alcohol Counseling Program is offered online by the School
of Behavioral Health through the Department of Counseling and Family
Sciences.Students enrolled in the M.S. in marital and family therapy,
M.S. in counseling, or the combination of these two programs within
the Department of Counseling and Family Sciences are able to graduate
with this certificate by adding four units of practicum to their program of
study.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Effectively counsel substance-using and substance-addicted adults
and their families.
2. Sit for national certification through selected professional
organizations.
3. Integrate the experience of counseling substance-using and
substance-addicted populations with primary professional identity.
Certificate examinations
Course work is developed to assist students in meeting the requirements
for certifications offered through NAADAC: the Association for Addiction
Professionals (formerly, the National Association of Alcoholism and Drug
Abuse Counselors) and the American Academy of Health Care Providers
in the Addictive Disorders (AAHCPAD), as well as others.
Field work
Students complete four quarters of field work at an approved site
dealing with substance use, alcoholics/addicts, and their families.
Successful completion of field work requires accruing 200 hours face-
to-face supervised, clinical experience. Field work provides excellent
opportunities for gaining experience in working with a substance-using
population. Students will be evaluated quarterly by field placement
supervisors and program faculty members. Students are eligible to
complete field work in sites with which the Department of Counseling
and Family Sciences has already established relationships; or, with
program director approval, students may be able to work in other settings
where services do not directly address substance users but where it is
determined that addiction may be a significant focus of clinical attention.
Students participate in online practicum classes, which meet bi-weekly
with program faculty. Practicum classes are synchronized and scheduled
at a time convenient to most individuals within the United States.
Admissions
The certificate program is open to persons enrolled in a behavioral
science master’s degree program or those who hold a master’s degree or
higher in a behavioral science discipline. Qualified individuals who have
interests in substance use treatment are encouraged to apply.
Applicants must meet Loma Linda University (p.24) and the School
of Behavioral Health (p.149) admission requirements outlined in
this CATALOG and give evidence of academic ability, professional
comportment, and mature judgment. Applicants are screened for
appropriateness to complete the certificate program and for their ability
to work with substance using adults and families.
Additional admission requirements include:
• A University application/reapplication to this program (including
students currently enrolled in another program at Loma Linda
University) and meeting all requirements for application prior to
admission into the certificate program.
• As part of the application essay, describe how the applicant will
integrate the drug and alcohol counseling certificate into their
work as a behavioral health professional, and the contributions the
applicant anticipates making to the substance use treatment field
and professional field as well as their profession.
• An interview, conducted either face-to-face or online via Zoom, with
the program director.
Pre-entrance requirements (p.25):
• A background check
• Health clearance
Program requirements
Required
COUN/MFAM 638 Family Therapy and Chemical Abuse 3
MFAM645 Advanced Substance Abuse-Treatment Strategies 3
MFAM654 Practicum in Drug and Alcohol Counseling
1
4
RELR535 Spirituality and Mental Health
2
3
orRELR540 Wholeness and Health
Total Units 13
1
Multiple registrations required to fulfill unit requirement.
2
Student may choose between RELR 535 or RELR 540. These online
courses are typically offered during summer, fall and spring term.
Normal time to complete the program
Four (4) academic quarters based on part-time enrollment
Minimum required grade point average
Students must maintain a minimum grade point average of B (3.0) in all
courses taken for the certificate.
162 Marital and Family Therapy — M.S., D.M.F.T.
Marital and Family Therapy — M.S.,
D.M.F.T.
The marriage and family therapy
profession
Marriage and Family Therapy is a distinct international mental health
profession based on the premise that relationships are fundamental
to the health and well-being of individuals, families, and communities.
Marriage and family therapists (MFTs) evaluate and treat mental and
emotional disorders and other health and behavioral problems; and
address a wide array of relationship issues within the context of families
and larger systems. The federal government has designated marital and
family therapy a core mental health profession—along with counseling,
social work, psychiatry, psychiatric nursing, and psychology. All 50
states also support and regulate the profession by licensing or certifying
marriage and family therapists.
Mission statement
The Doctor of Marital and Family Therapy (D.M.F.T.) degree curriculum
is consistent with Loma Linda University's vision of transforming lives
through whole person health care. The mission of this curriculum is
to bring health, healing, wholeness, and hope to individuals, families,
and communities through education, research, clinical training, and
community service. The D.M.F.T. degree curriculum accomplishes this
by focusing on developing, evaluating, and administering intervention
programs that benefit individuals, couples, families, and communities.
Ongoing program review
The M.S. and D.M.F.T. degrees engage in ongoing review of student
outcomes and use this information to improve program effectiveness.
Data on student outcomes are collected through aggregate scores on
the following: quarterly evaluations of clinical competency, results of
qualifying examinations and clinical demonstrations, client session and
outcome data, and exit surveys and interviews of students at graduation.
Alumni surveys are also conducted every two years to track graduates'
attainment of marital and family therapy licensure, data on employment,
and feedback regarding how well the program prepares graduates for
their job responsibilities. The program faculty also maintains regular
contact with community agencies and educational institutions in the
region to obtain input into curriculum planning and improvements in
clinical training.
Core ideas guiding the marriage and
family therapy doctoral program
Relational systems: People are best understood within the cultural,
spiritual, and relational systems in which they are embedded. Change,
therefore, occurs in the context of family, community, and interpersonal
relationships. This program focuses on both the structured relational
patterns of communication and interaction and on the systems of
meaning that define and shape these patterns.
Wholeness: The program encourages wholeness by attending to the
physical, mental, social, and spiritual dimensions of human experience,
which reciprocally interact at every level.
Social forces: The program is guided by a belief that social contexts and
processes influence meanings, values, and people's understandings of
self, family, and others. Particular emphasis is placed on:
• research focusing on social forces relevant to the distinctive
multicultural mix of families in the Southern California region
• the interrelationship between faith and family relationships
throughout the world
• the effects of the changing health-care system and of medical
technology
• collaboration among education, family, work, and legal systems
Healing power of relationships: As people become more connected to
each other and their communities, the potential for growth and healing
are enhanced; and the opportunity for making positive contributions
is maximized. Students are encouraged to develop their therapeutic
relationship and community involvement skills such that they can co-
create an environment of safety, respect, compassion, openness, and
community participation.
Diversity: Congruent with an appreciationof the importance of social
forces is an interest in and respect for the diverse experiences and
perceptions of human beings. Different social contexts—such as race,
ethnicity, religion, gender, and socioeconomic status—result in a wide
variety of meanings and behavior patterns in marriages, families, and
intimate relationships. The program seeks to create a diverse mix of
students and faculty, and to challenge all who are involved to learn from
the richness of multiple perspectives.
Empirical process: The program encourages clinical work and theory
development grounded in an empirical understanding of human
experience. Students are offered the opportunity to develop their
capacities to utilize inductive and deductive reasoning; as well as
objectivity, subjectivity, and intersubjectivity in therapy, program
development and evaluation, and research.
Education and prevention: Connections at family, school, and community
levels are important components of resilience. The program emphasizes
helping individuals and families access their relational competencies as
an important part of prevention, as well as the resolution of their current
difficulties.
Spirituality: This program sees spirituality as central to wholeness and
healing. Students are encouraged to integrate their practices of faith with
their professional work. The program places strong emphasis on active
demonstration of moral and ethical principles as exemplified by, but not
limited to, Judeo-Christian teachings.
Global focus: The mission of the program reaches beyond the local
and national levels to the international community. This includes
collaboration and experience with people from other nations and cultures
to promote mutual understanding, resolve problems, and strengthen
families.
Advanced standing policy
National accreditation and certification processes ensure that degrees
are comparable across institutional boundaries. This advanced standing
policy recognizes the value of these professional review processes
on the part of the Department of Counseling and Family Sciences and
facilitates cooperation in professional training within the marital and
family therapy discipline. The policy assures that at least 60 percent of
Loma Linda University 2019-2020 163
doctoral academic credit will be earned at Loma Linda University, while
enabling cooperative relationships with other accredited programs.
Guidelines
Advanced standing may be granted for previous course work equivalent
in content and scope to required counseling and family sciences (CFS)
courses. This reduces the number of units to be taken at Loma Linda
University. Determination of advanced standing is based on the following
guidelines:
1. Residency requirements
a. Doctoral degree. Advanced standing may not reduce total units
below 60 units for a Ph.D. degree in systems, families, and
couples with marital and family therapy specialty; or below 40
units for a Doctor of Marital and Family Therapy (D.M.F.T.) degree.
2. Determination of equivalency
a. Courses applied to advanced standing must be graduate-level
courses earned at an accredited institution. No credit may be
applied for grades lower than B-.
i. Courses completed in programs accredited by the
Commission on Accreditation for Marital and Family Therapy
Education (COAMFTE) or certified family life education
(CLFE) programs approved by the National Council on Family
Relations (NCFR) will be reviewed as a whole in relation to
CFS program requirements. It is anticipated that comparable
course content from these schools may be divided into
different course configurations than that of Loma Linda
University. Students wishing advanced standing based on
units earned at other institutions will be evaluated on a
case-by-case basis in accordance with COAMFTE or NCFR
standards.
b. Advanced standing is not granted for religion courses.
c. Doctoral courses taken more than five years previously may
be considered for advanced standing only if the content has
been used professionally on a regular basis and the student can
demonstrate current knowledge in the field.
d. Approved prior client contact hours may also be applied. See CFS
doctoral handbook for approval process.
3. Approval process
Students seeking advanced standing should meet with their program
director prior to admission or within the first two quarters of study
and supply copies of each syllabus of prior course work. Following
course review, the program director will write a letter to the School
of Behavioral Health that outlines which courses from previous
institutions qualify for advanced standing and which equivalent CFS
courses will be waived. The letter will specify how many units and
client contact hours the student will need to complete the degree.
Rather than completing separate academic variances for each
course, the student will submit one academic variance accompanied
by the program director’s letter outlining the advanced standing.
Financial assistance
Students who are accepted into the M.S., Ph.D., or D.M.F.T. degree
curriculums may apply for work-study and department-funded research,
teaching, and administrative assistantships awarded by the Department
of Counseling and Family Sciences. Departmental awards are contingent
on the availability of funds. Students may also apply for need-based
financial aid, such as a loan or other work-study programs on campus.
Students accepted into Ph.D. or D.M.F.T. degree curricula in marital and
family therapy are eligible for and encouraged to apply for the AAMFT
minority fellowships. See <http://www.aamft.org/> for information.
Students may apply for financial aid by writing to:
Student Financial Aid Office
Student Services
Loma Linda University
Loma Linda, CA 92350
909/558-4509
Accreditation
The Doctor of Marital and Family Therapy degree program is accredited
by the Commission on Accreditation for Marriage and Family
Therapy Education (COAMFTE), 112 South Alfred Street, Alexandria,
Virginia 22314; telephone: 703/838-9808; e-mail: <[email protected]>
Program Requirements
• Marital and Family Therapy—M.S. (p.163), D.M.F.T. (p.167),
Marital and Family Therapy — M.S
Program director
Mary E. Moline
The Master of Science degree curriculum in marital and family therapy
(MFT) is designed to give students an excellent COAMFTE clinical and
academic background; as well as professional practice for working with
individuals, couples, groups, and families in a variety of settings. The
program emphasis is systemic and relational practice, and couples
and family therapy. These include but are not limited to medical, legal,
educational, mental health, managed care, public and private agencies,
church settings, and private practice.
Students may also complete the certificate in Drug and Alcohol
Counseling by adding four units of practicum to their program of study.
Mission, vision, and values
The program's mission: Educating MFT students to provide effective and
competent care to diverse families in local, national, and international
communities.
The program's vision: MFT students will learn how to "make diverse
families whole." The definition, configuration, and experience of family
vary widely; and students are trained to regard, respect, and value human
difference and family types so as to work successfully with all who seek
the services of a marital and family therapist.
The program has adopted five Loma Linda University values as central to
the values of this program:
Compassion—The sympathetic willingness to be engaged with the needs
and sufferings of others. Among the most memorable depictions of
compassion in Scripture is the story of the Good Samaritan.
Integrity—The quality of living a unified life in which one's convictions are
well-considered and match one's actions. Integrity encompasses honesty,
authenticity, and trustworthiness.
Excellence—The commitment to exceed minimum standards and
expectations.
164 Marital and Family Therapy — M.S
Freedom—The competency and privilege to make informed and
accountable choices and to respect the freedom of others. God has
called us not to slavery but to freedom.
Justice—The commitment to equality and to treat others fairly, renouncing
all forms of discrimination.
Licensure and program accreditation
Marriage and family therapy is established by law in California as a
profession requiring state licensure. Persons who desire to enter the
profession must have the academic and clinical preparation, and must
pass required licensing examinations. Clinical license requirements
vary by state and include additional hours of supervised clinical practice
beyond those hours that are completed while studying for the graduate
degree. The Board of Behavioral Sciences determined that Loma Linda
University’s master's degree in marital and family therapy meets the
Senate Bill statutory requirements for marriage and family therapy
under Business and Professions Code section 4980.36 and 4980.37
(<www.bbbs.ca.gov>).
The program offered by Loma Linda University is fully accredited by the
Commission on Accreditation for Marriage and Family Therapy Education,
the accrediting body for the American Association for Marriage and
Family Therapy. The national commission ensures that academic
and clinical training programs adhere to the highest standards of the
profession.
Conduct or disciplinary actions
The applicant should view "instruction for completing application for
registration as a marriage and family intern" at the Board of Behavioral
Science Examiner's website for possible issues that may prevent
someone from obtaining a marital and family therapy license in the state
of California or any state in which a license is sought. A person who
completes a graduate degree in MFT may be denied licensure due to prior
convictions. This should to be clearly considered before pursuing studies
or licensure.
Clinical training
In addition to successful completion of 90 quarter units of academic
course work, students in the Marital and Family Therapy Program must
complete field experience at clinical placement sites. Upon completion
of 18 quarter units, the student will be evaluated by the teaching faculty
to determine if s/he will continue the program and be permitted to enter
the clinical phase of the program. Students have numerous choices of
placement sites across Southern California in which to gain required
clinical experience. These sites include community mental health centers,
private and public agencies, school and hospital settings, and the
department's counseling and family sciences clinic. Some stipends are
available for trainees. Clinical training includes a seven-quarter practicum
sequence and supervision of trainees at a clinical site.
Students must take 18 units of practicum and complete a minimum of
500 clinical hours and 100 direct supervision hours. Of the direct client
contact hours, at least 250 hours must be with couples and families. Of
the direct supervision hours, at least 50 must be with raw data (video,
audio, and live supervision). For every week in which clients are seen, the
student must have at least one hour of individual supervision. The ratio
of supervision hours to treatment hours must not be less than one hour
of supervision to five hours of clinical contact. Students enrolled in the
program should consult the clinical training manual regarding clinical
training requirements.
Degree completion
The M.S. degree in marital and family therapy may be completed in
either two years of full-time study or at least three years of part-time
study. Students have up to five years to complete the degree. In order to
maintain full-time status, students must take a minimum of eight units
during Fall, Winter, Spring, and Summer Quarters. First-year students
most often attend classes on Tuesday and Thursday; and second-
year students attend classes on Monday and Wednesday. Full-time
employment is discouraged when a student is enrolled for full-time study.
Clinical training experiences are usually on days students are not in class.
In order to participate in the June commencement exercises, students
must complete all the required 500 clinical hours and the 90 units of
required courses.
Counseling and Family Sciences Clinic
Loma Linda University Counseling and Family Sciences Clinic, formerly
known as the Marriage and Family Therapy Clinic, is operated by the
Department of Counseling and Family Sciences. Located on the second
floor of the Loma Linda University Behavioral Health Institute (BHI), it
is one of the participating academic clinics. The BHI is an innovative
endeavor undertaken by Loma Linda University to offer community
members easy access to all behavioral health disciplines in one location.
It houses an integrated, interdisciplinary clinic staffed by students and
residents from psychiatry, psychology, social work, child life, counseling,
and marriage and family therapy.
Financial assistance
Students accepted into the Marital and Family Therapy Program may
receive financial assistance through the MFT Stipends Award; merit-
based awards, such as teaching fellowships and a variety of research
and student service assistantships; or through need-based financial aid,
such as a loan or the University's work-study program. On a limited basis,
students receive financial assistance during their clinical traineeships.
Students must apply for financial aid by writing to:
Student Financial Aid Office
Student Services
Loma Linda University
Loma Linda, CA 92350
909/558-4509
Educational outcomes
The program's educational outcomes include program outcomes and
student learning outcomes. These outcomes are congruent with the
University's and program's missions and are appropriate to the profession
of marriage and family therapy.
Program goals
Program goals integrate this University's commitment to diversity and
quality training of health-care professionals with the need for diverse
master's degree-level practitioners in the field of MFT.
These outcomes are as follow:
1. Prepare students to engage in the MFT profession by being eligible
for MFT licensure in California, with a 65-to-80 percent pass rate
for students who sit for the examination; and by being eligible for
membership in AAMFT.
Loma Linda University 2019-2020 165
2. Maintain a 75 percent or higher graduation rate.
3. Provide a learning environment and resources that allow students to
collaborate with other health-care providers and multiple community
services or contexts.
4. Graduate a diverse student population who are prepared to practice in
the field of marriage and family therapy.
Program learning outcomes
The University emphasizes whole person care. Each of the six program
learning outcomes for the M.S. degree in MFT supports this mission
with a specific emphasis on advancing systems/relational theory and
practice in diverse societal contexts. The student will learn to promote
the emotional health and well-being of individuals, couples, families,
organizations, and communities. By the end of this program, the graduate
should be able to:
1. Identify as a systemic MFT therapist and apply systemic perspective
in clinical practice.
2. Describe a variety of MFT therapies.
3. Demonstrate clinical language and practices that enable him/her to
work with diverse populations within a multidisciplinary context.
4. Analyze and present a clinical case using one of the major MFT
models
5. Demonstrate awareness of contextual issues in therapy, such
as gender, religion/spirituality, sexual orientation, age, and
socioeconomic status.
6. Apply legal and ethical standards relevant to the field of marital and
family therapy to his/her clinical practice.
7. Apply for internship status and subsequent licensure as an MFT
professional aligned with practice standards.
The M.S. degree in marital and family therapy engages in ongoing
review of program outcomes and uses this information to improve
program effectiveness. Data on program outcomes are collected through
aggregate scores on quarterly evaluations of clinical competency and
results of final oral and comprehensive examinations; client session and
outcome data; and exit surveys and interviews of students at graduation.
Alumni surveys are also conducted every two years to track graduates'
attainment of marital and family therapy licensure, data on employment,
and feedback regarding how well the program prepared graduates for
their job responsibilities. The program's faculty also maintains regular
contact with community agencies and educational institutions in the
region to obtain input into curriculum planning and improvements in
clinical training.
Accreditation
The program is fully accredited by the Commission on Accreditation for
Marriage and Family Therapy Education (COMAFTE), the accrediting
body for the American Association for Marriage and Family Therapy
(AAMFT). The national commission functions to ensure that academic
and clinical training programs adhere to the highest standards of the
profession. They may be contacted at 1133 15th Street NW, Suite
300, Washington, DC 20005-2710. 202/467-5111 or 452-0109. E-mail:
Admissions
In addition to Loma Linda University (p.24) admissions
requirements,admission to the MS in Marital and Family Therapy
Program is governed by the policies and procedures established by the
School of Behavioral Health (p.149).
Additional admission requirements include:
• A bachelor's degree from an accredited university or college. The
department assesses the liberal arts preparation of each of its
applicants in the balance of course work, in three liberal arts (see
Liberal Arts Preparation).
• At least three letters of recommendation; at least one from an
academic source and one from a work supervisor.
• Meet the minimum academic and professional compatibility criteria
established by the program.
• A cumulative grade point average of 3.0 or above (on a 4.0 scale) in
bachelor's coursework.
• Applicants with grade point averages as low as 2.75 may be
considered if the last 45 quarter credits (30 semester units) of
coursework are 3.0 or higheror if they have additional attributes
that demonstrate preparedness and an appropriate fitfor marital
and family therapy education.They maysubmit verified work
and volunteer experiences that provide evidence for the potential
to successfully complete the program. Employer/supervisor
verification statements must be submitted on official agency
stationery.
• Further consideration will also be given to individuals whoprovide
evidence of additional certifications and/or training that illustrate
commitment to careersin marriage and family therapy.
• Those admitted to the M.S. in Marital and Family Therapy with
a cumulative G.P.A. below 3.0 will be required to participate in
an individualized academic assessment and a targeted learning
assistance program.
• Interviews are scheduled with department faculty members; on-
campus group interviews are scheduled during Winter and Spring
Quarters; other on-campus and telephone interviews are scheduled
individually.
• Show evidence of professional compatibility, personal qualifications,
and motivation to complete a graduate program by obtaining a
passing score on the admissions interview with the department's
admissions committee. Evaluation criteria for the interview include:
• verbal communication skills
• congruent with the values and mission of Loma Linda University
• critical thinking ability
• comfort/willingness to work with people from diverse
backgrounds, language, culture and abilities
• intuitive judgment & skill, talent, and self-awareness
• understanding of the field
• commitment to the field
No academic credit is given for life experiences or previous work
experience for any part for the Marriage and Family Therapy degree
program.
Pre-entrance clearance (p.25):
• A background check
• Health clearance
Program requirements
A grade of B or better indicates that a student has mastered the
knowledge, skill, and professional practice performance competencies
166 Marital and Family Therapy — M.S
outlined by the program. In order to progress successfully and complete
thedegree, students must meet both course and cumulative G.P.A.
standards. The University allows students to repeat two courses per
degree. Course repeat expectations set by the School of Behavioral
Health may be found in the general regulations (p.149) section of this
CATALOG.
Foundations of relational/systemic practice, theories & models
MFAM551 Family Therapy: Foundational Theories and
Practice
3
MFAM553 Family Systems Theory 3
MFAM564 Family Therapy: Advanced Foundational Theories
and Practice
3
Clinical treatment with individuals, couples and families
MFAM515 Crisis Intervention and Client Advocacy 3
MFAM552 Couples Therapy: Theory and Practice 3
MFAM638 Family Therapy and Chemical Abuse 3
MFAM644 Child Abuse and Family Violence 3
MFAM674 Human Sexual Behavior 3
Diverse multicultural and/or underserved communities
MFAM528 Culture, Socioeconomic Status in Therapy 3
MFAM567 Treating the Severely and Persistently Mentally Ill
and the Recovery Process
3
MFAM604 Social Context in Clinical Practice: Gender, Class,
and Race
3
Research and evaluation
MFAM501 Research Tools and Methodology: Quantitative 3
MFAM502 Research Tools and Methodology: Qualitative 3
Professional identity, law, ethics & social responsibilities
MFAM614 Law and Ethics 3
MFAM635 Case Presentation and Legal Issues 3
Biopsychosocial health and development across the life span
MFAM547 Social Ecology of Individual and Family
Development
3
MFAM584 Advanced Child and Adolescent Development 3
COUN675 Dynamics of Aging 1
Systemic/relational assessment and mental health diagnosis and
treatment
MFAM524 Psychopharmacology and Medical Issues 3
MFAM556 Psychopathology and Diagnostic Procedures 3
MFAM624 Individual and Systems Assessment 3
Contemporary issues 8
Select from the following:
COUN574 Educational Psychology
COUN575 Counseling Theory and Applications
COUN576 Exceptional and Medically Challenged Children
COUN577 Assessment in Counseling
COUN678 Consultation and Program Evaluation
COUN680 Field Experience in Counseling
MFAM516 Play Therapy
MFAM539 Solution-Focused Family Therapy
MFAM549 Christian Counseling and Family Therapy
MFAM555 Narrative Family Therapy
MFAM559 Cognitive-Behavioral Couples Therapy
MFAM605 Gestalt Family Therapy
MFAM606 Emotionally Focused Couples Therapy
MFAM665 Structural and Multidimensional Family Therapy
MFAM694 Directed Study: Marriage and Family
Community intersections and collaboration
MFAM535 Case Presentation and Professional Studies 3
MFAM536 Case Presentation and Documentation 3
MFAM537 Case Presentation 3
MFAM636 Case Presentation and Client-Centered Advocacy 3
MFAM637 Case Presentation and Global Practices 3
MFAM731 Clinical Training
1
MFAM732 Clinical Training
1
Religion
RELR540 Wholeness and Health 3
Group
MFAM568 Groups: Process and Practice 3
Total Units 90
1
700-numbered courses do not count toward total didactic units
required for the degree
2
May be substituted with another 3-unit RELR 500-numbered course.
Degree requirements
Requirements for the M.S. degree in marital and family therapy from
Loma Linda University include the following:
• Residence of at least two academic years.
• A minimum of 90 quarter units of graduate work, which includes
credit received for core courses, electives, and a three-unit religion
course.
• Clinical training in marriage and family counseling. At a minimum,
500 clinical hours and 100 direct supervision hours are required.
Of the direct client contact hours, at least 250 hours must be with
couples and families. Of the direct supervision hours, at least 50
hours must be with raw data (video, audio, and live supervision). For
every week in which clients are seen, the student must have at least
one hour of individual supervision. The ratio of supervision hours
to treatment hours must not be less than one hour of supervision
to five hours of clinical contact. Students enrolled in the program
should consult the clinical training manual regarding clinical training
requirements.
• Successful completion of a written comprehensive examination
(taken before advancement to candidacy) and an oral examination
(taken at the end of the program).
• To be counted toward the graduate degree, foreign language courses
must be numbered at 400 and above.
Normal time to complete the program
Two (2) years (seven [7] academic quarters) based on full-time enrollment
Post-master's course
MFAM744 Clinical Internship 1
Total Units 1
Loma Linda University 2019-2020 167
Marital and Family Therapy —
D.M.F.T.
Program director
Nichola Seaton Ribadu
The Doctor of Marital and Family Therapy (D.M.F.T.) program is one of
the few D.M.F.T. programs in the United Statesthat is accredited by
the American Association for Marriage and Family Therapy (AAMFT).
The program is fully online (pending approval of the WASCUC and the
COAMFTE accrediting body) for students coming in with a COAMFTE-
accredited master’s degree. For students who have not earned a master’s
degree in a related field (e.g., social work or clinical counseling), there
are required corequisite courses that need to be taken in addition to the
specific D.M.F.T. courses. Corequisite courses are currently only provided
on campus. Online delivery will utilize synchronous and asynchronous
formats.
The curriculum adopts the practitioner-administrator-evaluator approach
and focuses on applied skill development for use in clinical practice
and administrative positions. The goal of the curriculum is to prepare
students to apply evidence-based standards to the systemic/relational
principles of marriage and family therapy as they design, evaluate, and
administer programs that impact a clinical population. Graduates of
the D.M.F.T. program use a multicultural lens and are well-prepared
to serve as ethically-competent leaders who advance the marital and
family therapy profession. Alumni most often work as program directors,
grant proposal writers, program evaluators, advanced clinicians, and
clinical supervisors across the nation and outside of the United States.
Some alumni also serve the University as faculty members and adjunct
professors.
The 120-unit* D.M.F.T. degree curriculum requires a minimum of three
years of full-time study for completion. This includes course work,
1000 hours of direct client contact, a doctoral project, and supervised
professional development experience. The program is also designed to
meet the requirements for California state licensure as a marital and
family therapist.
*Students who have completed a master's degree from a COAMFTE-
accredited program receive advanced standing of 43 units, reducing
the required time to complete the degree to a minimum of two years.
Consideration for advanced standing will be given to students entering
the D.M.F.T. degree program with an M.A. or an M.S. degree from a non-
COAMFTE-accredited program on a course-by-course basis.
Knowledge and skills promoted
Theory and practice
Students study the work of the original thinkers in marital and family
therapy, as well as the most recent developments in the field—such as
social constructionism, evidence-based practice, and global perspectives.
D.M.F.T. students will develop skills in applying marriage and family
therapy principles and frameworks to public and private clinical practice
settings. They will develop a critical understanding of the theoretical and
philosophical foundations of marriage and family therapy, be conversant
with the current issues in the field, and use this knowledge to develop
programs and services.
Personal development
The program encourages students to develop a clear understanding of
themselves and invites reflection and consideration of the impact of
their personal values, social positions, and contexts on their clinical,
administrative, and program development practices. Students are
supported in the development of their strengths as they create an
epistemological framework and ethical consciousness that guide their
approach to professional practice in their lives; and are encouraged to
engage beyond their local communities to include experiences in wider
cultural and global contexts.
Practice and supervisory skills
Students will apply an in-depth understanding of theory as it relates to
the practice of marital and family therapy interventions and program
activities at family, community, and societal levels—drawing on the
core marriage and family therapy frameworks. They will develop
sophistication in clinical, administrative, and supervisory skills necessary
for multisystemic engagement. As it is COAMFTE-accredited, the D.M.F.T.
program offers students the opportunity to complete the requirements for
becoming AAMFT-approved supervisors prior to graduation.
Evaluation skills
Students will develop skills and understanding of the process of
evaluation research related to marital and family therapy programs and
services. This includes the ability to apply research findings to clinical
practice and to utilize research findings in creative ways for the benefit
of the general population. D.M.F.T. students will focus on evaluation of
program performance and outcomes in practice-based settings.
Program goal and outcomes
The goal of the D.M.F.T. program is to prepare doctoral-level marital and
family therapists to serve as program developers, as well as evaluators/
administrators, who will promote the health and well-being of individuals,
families, and communities. This goal works in combination with the larger
University mission of advancing health services that attend to the whole
person by developing practiced-based knowledge in marriage and family
therapy.
There are two overall program outcomes. These outcomes integrate our
University's commitment to diversity and quality training of health-care
professionals with the need for diverse doctoral-level practitioners skilled
in program development/evaluation and administration. The program
outcomes are:
1. The program will graduate a diverse student body prepared to
advance the field of marriage and family therapy through practice-
based leadership, founded on the consumption of current and reliable
research.
2. The program will prepare doctoral-level family therapy professionals
to apply the systemic/relational principles of the field to develop,
evaluate, and administer ethically competent programs that
contribute to MFT practice.
Student learning outcomes
By the end of this program, the graduate should be able to:
1. develop a professional identity as doctoral-level marital and family
therapists aligned with national practice standards.
2. become adept in systems/relational practice, demonstrating
sophistication as therapists, program developers, evaluators, and
administrators of marital and family therapy services.
3. use marital and family therapy, human development, and family
science literatures to design and evaluate programs, clinical
protocols, organizational structures, and service-delivery processes.
168 Marital and Family Therapy — D.M.F.T.
4. further benefit families and communities, students will demonstrate
the ability to use research and evaluation methodologies to improve
human service program performance and outcomes.
5. be responsive to the societal, cultural, and spiritual contexts in which
health and well-being are embedded.
6. develop an ethical consciousness that guides their practice in all
aspects of professional work.
Advanced standing policy
National accreditation and certification processes ensure that degrees
are comparable across institutional boundaries. This advanced standing
policy recognizes the value of these professional review processes on the
part of the Department of Counseling and Family Sciences and facilitates
cooperation in professional training within the marital and family therapy
discipline. The policy assures that at least half of all interim master's
degree units and 60 percent of doctoral academic credit will be earned
at Loma Linda University, while enabling cooperative relationships with
other accredited programs.
Guidelines
Advanced standing may be granted for previous course work equivalent
in content and scope to required counseling and family sciences (CFS)
courses. This reduces the number of units to be taken at this University.
Determination of advanced standing is based on the following guidelines:
1. Residency requirements
a. Doctoral degree. Advanced standing may not reduce total units
below 60 units for the Doctor of Marital and Family Therapy
(D.M.F.T.) degree.
2. Determination of equivalency
a. Credits applied to advanced standing must be graduate-level
courses earned at an accredited institution. No credit may be
applied for grades lower than B-.
b. Courses completed in programs accredited by the Commission
on Accreditation for Martial and Family Therapy Education
(COAMFTE) will be reviewed as a whole in relation to CFS
program requirements. It is anticipated that comparable course
content from these schools may be divided into different course
configurations than that of this University. Students seeking
advanced standing based on units earned at other institutions
will be evaluated on a case-by-case basis in accordance with
COAMFTE standards.
c. Advanced standing is not granted for religion courses.
d. Doctoral courses taken more than five years previously may
be considered for advanced standing only if the content has
been used professionally on a regular basis and the student can
demonstrate current knowledge in the field.
e. Approved prior client contact hours may also be applied. See CFS
doctoral handbook for approval process.
3. Approval process
Students seeking advanced standing should meet with their
program director prior to admission or within the first two quarters
of study and supply copies of each syllabus of prior course work.
Following the course review, the program director will write a letter
to the School of Behavioral Health that outlines which courses
from previous institutions qualify for advanced standing and which
equivalent CFS courses will be waived. The letter will specify
how many units and client contact hours the student will need to
complete the degree. Rather than completing separate academic
variances for each course, the student will submit one academic
variance accompanied by the program director's letter outlining the
advanced standing.
Financial assistance
Students who are accepted into the D.M.F.T. degree curriculum in marital
and family therapy may apply for work-study and department-funded
research, teaching , and administrative assistantships awarded by the
Department of Counseling and Family Sciences. Departmental awards
are contingent on the availability of funds. Students may also apply for
need-based financial aid, such as a loan or other work-study programs
on campus. Students accepted into the D.M.F.T. degree curriculum in
marital and family therapy are eligible for and encouraged to apply for
the AAMFT minority fellowships. See <http://www.aamft.org> (http://
www.aamft.org) for information.
Students may apply for financial aid by writing to:
Student Financial Aid Office
Student Services
Loma Linda University
Loma Linda, CA 92350
909/558-4509
Accreditation
The Doctor of Marital and Family Therapy degree program is accredited
by the Commission on Accreditation for Marriage and Family
Therapy Education (COAMFTE), 112 South Alfred Street, Alexandria,
Virginia 22314; telephone: 703/838-9808; e-mail: <[email protected]>
Admissions
Applicants must meet Loma Linda University (p.24) and School of
Behavioral Health (p.149) admissions requirements; and give evidence
of academic ability, professional comportment, and mature judgment.
The Doctor of Marital and Family Therapy degree curriculum represents
advanced study over and above a standard master's degree curriculum in
the field. Admission is based on an integrated evaluation of the following
criteria:
• M.S. degree in Marital and Family Therapy, or equivalent.
• Grade point average (3.3 minimum).
• Structured oral interview with department (one day).
• Three letters of reference (two academic and one professional).
• Curriculum vitae.
Pre-entrance clearance (p.25):
• A background check
• Health clearance
Anti-discrimination policy (http://behavioralhealth.llu.edu/programs/
counseling-and-family-sciences/dmft-marital-and-family-therapy)
In the department of Counseling and Family Sciences, we adhere to
the policy (p.12) of the university and additionally do not discriminate
against anyone on the basis of socioeconomic or relationship status.
Loma Linda University 2019-2020 169
Program requirements
Corequisites
Students are expected to have basic academic preparation before
entering the D.M.F.T. degree curriculum. If a student is deficient in
courses, such as those listed below, a plan of study incorporating these
courses will be developed to give the student a solid grounding in the
foundations of the field. Transcripts will be evaluated to determine
readiness or deficiency in previous course work. These courses will be
regarded as corequisites in that the student will be able to incorporate
them into his/her curriculum.
Theoretical knowledge in family systems/relational therapy 13
Clinical knowledge in marital and family therapy or a related field 13
Research 8
Licensure-specific knowledge/corequisites (available only on
campus)
(required of students who have not completed a COMAFTE accredited
master's degree)
COUN675 Dynamics of Aging 1
MFAM515 Crisis Intervention and Client Advocacy 3
MFAM524 Psychopharmacology and Medical Issues 3
MFAM536 Case Presentation and Documentation 3
MFAM537 Case Presentation 3
MFAM547 Social Ecology of Individual and Family
Development
3
MFAM556 Psychopathology and Diagnostic Procedures 3
MFAM567 Treating the Severely and Persistently Mentally Ill
and the Recovery Process
3
MFAM604 Social Context in Clinical Practice: Gender, Class,
and Race
3
MFAM614 Law and Ethics 3
MFAM624 Individual and Systems Assessment 3
MFAM635 Case Presentation and Legal Issues 3
MFAM638 Family Therapy and Chemical Abuse 3
MFAM644 Child Abuse and Family Violence 3
MFAM674 Human Sexual Behavior 3
Total Units 43
D.M.F.T. specific curriculum (online)
Theory and practice
MFTH504 Advanced Theory in Marital and Family Therapy 4
MFTH506 Foundations of Systems Thinking: Theory and
Neuroscience
3
MFTH546 Advances in Family Sciences 3
MFTH634 Practicum in Marital and Family Therapy
1
9
Supervision
MFTH501 Fundamentals of Supervision in Marital and Family
Therapy
3
MFTH502 Advanced Supervision in Marital and Family
Therapy
1
Program development and administration
MFTH524 Marital and Family Therapy Administration:
Organizational Structure, Process and Behavior
3
MFTH525 Advanced Marital and Family Therapy Assessment
and Testing
3
MFTH555 Organizational Development and Change 3
MFTH624 Program Development for Families and
Communities
3
MFTH625 Grant Writing 3
MFTH626 Program Evaluation and Monitoring 3
Spirituality
RELE 5__ Graduate-level ethical studies elective 3
RELR 5__ Graduate-level relational studies elective 3
RELT 5__ Graduate-level theological studies elective 3
Research
MFTH545 Research and Practice with Couples and Families 3
MFTH601 Statistics I 4
MFTH604 Advanced Qualitative Methods 4
MFTH605 Advanced Quantitative Methods 4
Doctoral project
MFTH695 Project Research 12
Total Units 77
Professional development and practice
2
MFTH785A Begin Clinical Training in Couple, Marital, and
Family Therapy
0
MFTH785B Clinical Training in Couple, Marital, and Family
Therapy
1, 2, 3
4
MFTH786 Professional Development Proposal 0
MFTH786A and 786B total combined units
4
36
MFTH786A Professional Development in Marital and Family
Therapy
MFTH786B Professional Internship in Marital and Family
Therapy—Clinical
Total Units 40
1
Course repeated to fulfill total unit requirement
2
700-numbered courses do not count in total didactic units required
for the degree
3
Clinical hours earned prior to entering program may be applied to
meet this requirement upon approval of Director of Clinial Training.
4
Those MFTH786B Professional Internship in Marital and Family
Therapy—Clinical units that are completed satisfactorily will reduce
the number of MFTH786A Professional Development in Marital and
Family Therapy units needed to meet total requirement of 36 at a 1:1
ratio.
Noncourse requirements
Doctoral degrees in Marital and Family Therapy will be awarded when
students have completed all required course work and the following non-
course requirements:
• 1000 approved client contact hours
• 200 approved hours of clinical supervision
• A written qualifying examination
• An oral defense of the doctoral project
170 School Counseling — Certificate
Normal time to complete the program
With a COAMFTE-accredited master’s degree: Two (2) years (seven [7]
academic quarters) based on full-time enrollment
With a non-COAMFTE-accredited master’s degree: Three (3) years (11
academic quarters) based on full-time enrollment
School Counseling — Certificate
Program director
Randall Walker
Admissions limited to students enrolled in a degree program in the
Department of Counseling and Family Sciences for the 2019-2020
academic year.
The School Counseling Program certificate is one of two options in
the Department of Counseling and Family Sciences that qualify a
graduate for the California pupil personnel services (PPS) credential
in school counseling. Students pursuing the M.S. degree curriculum
in the Counseling Program may choose school counseling as a single
specialization embedded in the degree program, or combine it with
the licensed professional clinical counselor (LPCC) specialization.
Students in the Marital and Family Therapy Program may add the
School Counseling Program certificate to their M.S. degree curriculum.
Successful completion of the certificate, including passing scores on
all sections of the California Basic Educational Skills Test (CBEST), will
qualify graduates for the California PPS credential in school counseling.
As with all department programs, the School Counseling Program
certificate is designed in accordance with the department’s vision of
transforming relationships. Faculty members are committed to the
mission of facilitating wholeness by promoting health, healing, and hope
to individuals, families, and communities through education, research,
professional training, community service, and global outreach.
The call to service
In the heart of the campus, the University’s commitment to service is
memorialized in the Good Samaritan sculpture that contrasts human
indifference and ethnic pride with empathy and service. As counseling
needs are more openly recognized and accepted across cultures,
students and faculty members are called to serve together in local and
global communities. Loma Linda University’s relationships around the
world continue to create unique opportunities for students to join in
global partnership through field experience.
Professional school counseling
Professional school counselors are leaders of counseling programs
within the educational system. As articulated by the American School
Counselor Association (ASCA), school counseling programs are
preventive in design, developmental in nature, and integral to the
total educational program. Counselors address academic, career, and
personal/social needs through their work as advocates for K-12 students,
collaborators with parents and school personnel, and liaisons to the
community. Employment as a school counselor in public schools requires
the pupil personnel services credential in school counseling. Combining
the school counselor certification with licensure in clinical mental
health is an excellent professional path that enhances competence
and professional opportunities. Additional information is located on
the California Commission on Teacher Credentialing website at <http://
www.ctc.ca.gov>.
Degree and certificate requirements
The School Counseling Program certificate is paired with the M.S. degree
at Loma Linda University. An approved master’s degree is required
for state credentialing. Therefore, it is not possible to complete the
certificate and receive a University recommendation for the school
counseling credential until all degree and certificate requirements
are completed. This applies to students pursuing the M.S. degree in
counseling (credential option) and the M.S. degree in marital and family
therapy (school counseling certificate option). Required courses for the
certificate/credential program are listed at the end of this narrative.
Certificate of clearance prior to field
placement
School Counseling Program students must obtain a certificate of
clearance (COC) from the state of California before they are allowed to
begin field experience. The COC requires verification of a current TB test
and a LiveScan, in accordance with state guidelines. The process can
take six to eight weeks.
Practicum and field experience
Field experience requirements for the certificate program include 100
hours of prefield practicum followed by 600 hours of field experience.
For students in a clinical master’s degree program, prefield hours are met
earlier through clinical placements. In addition, 200 of the required 600
hours of school counseling field experience can be elective hours from
clinical training. The remaining 400 hours must be completed as a school
counselor trainee in public schools, evenly divided between two different
grade blocks (e.g., elementary school, middle school, or high school).
California Test of Basic Skills (CBEST)
Candidates for the school counseling certificate must take the California
Basic Educational Skills Test (CBEST) within the first two quarters
following admission to the program and must pass all sections of
the CBEST before the University can recommend them for the school
counseling credential.
Financial assistance
This program is not independently eligible for federal financial
aid. However, a student can complete the requirements for this
certificate while concurrently enrolled in a School of Behavioral Health
graduate degree program as noted above (see degree and certificate
requirements).
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Integrate counseling concepts and skills with a personal
epistemology.
2. Demonstrate counseling interventions based upon a broad range
of theoretical and legal/ethical frameworks through comprehensive
written examination.
3. Develop identity as a professional school counselor through
membership and participation in professional organizations.
4. Satisfactorily complete 600 clock hours of supervised practicum in
counseling, 200 of which may be supervised clinical hours.
Loma Linda University 2019-2020 171
5. Meet all University qualifications for the California pupil personnel
services credential in school counseling issued by the California
Commission on Teacher Credentialing (CTC).
Accreditation
Loma Linda University is regionally accredited by the WASC Senior
College and University Commission (WSCUC), 985 Atlantic Avenue, Suite
100, Alameda, CA 94501; telephone: 510/748-9001; fax: 510/748-9797;
website: <http://www.wascsenior.org/contact>. The pupil personnel
services (PPS) credential curriculum in school counseling is accredited
by the Committee on Accreditation, on behalf of the California
Commission on Teacher Credentialing (CTC). Additional PPS information
can be obtained by going to the CTC website at <http://www.ctc.ca.gov/>.
Admissions
Students pursuing the M.S. degree in Counseling do not need to apply
to the certificate program to qualify for the PPS credential because
the curriculum is a specialization option within their degree program.
Students pursuing the M.S. degree in Marital and Family Therapy
must complete the standard online application to enroll in the School
Counseling certificate program and are advised to consult with the
program director prior to initiating application submission. As with all
programs in the School of Behavioral Health, applicants must meet
Loma Linda University (p.24) and School of Behavioral Health (p.149)
admissions requirements; and give evidence of academic ability,
professional comportment, and mature judgment. Applicants, who
meet these requirements as well as the published deadlines for the
following terms, may be admitted during Summer, Autumn, Winter, or
Spring quarters. Additional admission requirements include:
• Candidate or graduate with qualifying M.S. degree as specified above.
• Minimum grade point average of 3.0 (on a 4.0 scale) in bachelor’s
course work for at least the final 45 units prior to graduation, or
minimum of 3.0 grade point average in master’s degree program.
• Three letters of recommendation, as specified (two letters for
students already admitted to department master’s degree program).
• Written personal statement that addresses career objectives,
personal interest in the school counseling profession, rationale for
choosing to attend Loma Linda University, how life experiences have
influenced applicant’s choice to enter professional school counseling,
and additional thoughts the applicant deems appropriate. (Will be
uploaded as part of the online application process.)
• Interview with program director and department faculty as scheduled.
On-campus group interviews are scheduled for early March and late
April; other on-campus or telephone interviews are scheduled for
individuals as indicated.
Pre-entrance clearance (p.25):
• A background check
• Health clearance
Program requirements
The curriculum for the School Counseling Program combines
specialization courses for the California Pupil Personnel Services (PPS)
credential in school counseling with the requirements for the M.S. degree
in marital and family therapy outlined below. The PPS credential program
in school counseling is also offered in the M.S. in Counseling degree as
a specialization option. Enrollment in the PPS program is restricted to
candidates in one of these two master's degree programs at Loma Linda
University.
Students must maintain a minimum grade point average of B (3.0) in all
courses taken for the certificate.
Course requirements
COUN574 Educational Psychology 3
COUN575 Counseling Theory and Applications 3
COUN576 Exceptional and Medically Challenged Children 3
COUN577 Assessment in Counseling 3
COUN579 Career Theories and Applications 4
COUN678 Consultation and Program Evaluation 3
COUN679 Professional School Counseling 3
COUN681 School Counseling Practicum and Seminar
1
2
RELR564 Religion, Marriage, and the Family 3
orRELR568 Care of the Dying and Bereaved
Field experience
2
COUN781 School Counseling Field Experience (PPS) 4
COUN782 School Counseling Field Experience (PPS) 4
Total Units 27
1
Course to be taken a minimum of two times
2
When combining the PPS school counseling certificate/credential
program with a clinical master's, only COUN 781 and COUN 782
are required. 700-numbered courses do not count toward minimum
didactic units required for the certificate.
Normal time to complete the program
1 year (four [4] academic quarters) — based on full-time enrollment; part
time permitted
172 Systems, Families, and Couples—Ph.D.
Systems, Families, and Couples—
Ph.D.
Program director
Zephon Lister
The Ph.D. degree in systems, families, and couples follows the scientist-
practitioner model in which students are expected to develop expertise
in both research and state-of-the-art practice. The 103-unit curriculum
requires a minimum of four years of full-time study for completion—
including two-to-three years of course work, clinical practice leading to
licensure or certification, a dissertation, and supervised professional
development experiences. The purpose of the curriculum is to develop
family life scholars and practitioners who will advance theory, research,
practice, and teaching in the field of family social science. Students will
be prepared for academic and clinical training positions in universities
and postgraduate institutes. Ph.D. degree students develop expertise in
conducting original research using quantitative, qualitative, and mixed
method approaches.
Ph.D. degree program specialty
Students in the Ph.D. degree program in systems, families, and couples
will choose one of two specialties: family studies or couples and family
therapy. These specialties include required courses totaling 22 units of
course work that undergird the program of study.
The family studies specialty focuses on skills development in the
delivery of family services, especially within a teaching format. An
example is developing curricula for parenting courses. The family studies
specialty meets the course requirements of the National Council on
Family Relations for Certified Family Life Educator. More information
on becoming certified by the National Council on Family Relations can
be found in the organization's official website at<http://www.ncfr.org>
(http://www.ncfr.org).
The couples and family therapy specialty focuses on researching and
honing clinical skill for work with family systems. This specialty is fully
accredited by the Commission on Accreditation for Marriage and Family
Therapy Education, the accrediting body for the American Association
for Marriage and Family Therapy. The national commission functions
to ensure that academic and clinical training programs adhere to the
highest standards of the profession. For more information on the field of
marital and family therapy, core ideas guiding this doctoral program, and
the marital and family therapy specialty’s advanced standing policy, see
theoverview section (http://llucatalog.llu.edu/behavioral-health/marital-
family-therapy)for the Ph.D. degree program.
Knowledge and skills promoted
Theory and practice
Students study the work of original thinkers in systems, families, and
couples; as well as the most recent developments in the field—such as
social constructionism, evidence-based practice, and global perspective.
Students will develop a critical understanding of the theoretical
and philosophical foundations of the field; critically examine the
interrelationships between socio-historical factors, transnational family
structures and relationships, and clinical approaches; be conversant in
the current issues in the field; and contribute to the discourse regarding
them. They will use this knowledge to advance the field of family therapy.
Research skills
Students will develop skills and a critical understanding of the process
of research and evaluation related to families and intervention work. This
includes the ability to apply research findings to clinical practice and to
utilize research findings in creative ways for the benefit of the general
population. Ph.D. degree students will develop expertise in quantitative,
qualitative, and mixed methods research approaches, leading to
publication in scholarly journals and presentations at professional
conferences.
Teaching skills
The program provides experiential and didactic training for teaching
in higher education as well as community settings. Through didactic
training, students will be exposed to various teaching and learning
paradigms and will ultimately select their own epistemology. They will
test and grow this epistemology through experiential training as they
lead a course (e.g., develop syllabi, tests, and assignments) under the
supervision of a faculty member. Advanced students will also be given
opportunities to facilitate or co-facilitate courses on their own.
Practice and supervisory skills
Students will apply a critical understanding of theory to work with
couples and families, community, and societal levels drawing on the
core modalities of the field. They will develop sophistication in their
personal and professional skills, supervisory skills, and skills for active
multisystemic involvement.
Personal development
The program encourages students to develop a clear understanding of
themselves, and it invites reflection and consideration of the impact
of their personal values, social positions, and contexts on their clinical
and scholarly practices. Students are supported in the development of
their strengths as they create epistemological frameworks and ethical
consciousness to guide their research and practice. They are encouraged
to engage beyond their local communities to include experiences in wider
cultural and global contexts.
Program learning outcomes
By the end of this program, the graduate should be able to:
Family studies
1. Develop professional identity as doctoral-level family scientists.
2. Discuss theoretical and philosophical foundations of the field of
family science and be conversant with the ongoing development of
family theories.
3. Critique and evaluate the current and ongoing issues in the field of
human development and family studies.
4. Be conversant with legal and ethical issues as a family scientist in
the areas of teaching, research, and service.
5. Become adept in family service practice skills.
6. Contribute to the body of knowledge in family social science.
Couples and family therapy
1. Develop a professional identity as doctoral scholars and practitioners
aligned with national practice standards.
2. Become adept in systems/relational practice, demonstrating
sophistication as a scientist-practitioner.
Loma Linda University 2019-2020 173
3. Assess, synthesize, and critique theory, research, and family science
literature to advance and integrate research, theory, and practice in
the field.
4. Demonstrate knowledge and skills as researchers in the field of
family social science.
5. Respond appropriately to the societal, cultural, and spiritual contexts
in which health and well-being are embedded.
6. Develop an ethical consciousness that guides their practice in
aspects of professional work.
Financial assistance
Students who are accepted into the Ph.D. degree curriculum in Systems,
Families and Couples may apply for work-study and department-funded
research, teaching, and administrative assistantships awarded by the
Department of Counseling and Family Sciences. Departmental awards
are contingent on the availability of funds. Students may also apply for
need-based financial aid, such as a loan or other work-study programs on
campus.
Students may apply for financial aid by writing to:
Student Financial Aid Office
Student Services
Loma Linda University
Loma Linda, CA 92350
909/558-4509
Admissons
Applicants must meet Loma Linda University (p.24) and School of
Behavioral Health (p.149) admissions requirements; and give evidence
of academic ability, professional comportment, and mature judgment.
The Ph.D. degree curriculum represents advanced study over and above
a standard master's degree curriculum in the field. Admission is based on
an integrated evaluation of the following criteria:
• Five-page personal essay (guidelines included in the online
application)
• M.S. degree in marital and family therapy, family studies or related
field
• Grade point average (3.3 minimum)
• Structured oral interview with department (one day)
• Three letters of reference (two academic and one professional)
• Curriculum vitae (preferred but not required)
• GRE scores (taken within the past five years)
The admissions committee uses the above criteria to evaluate applicants
on each of the following equally weighted criteria:
1. Academic preparedness
2. Professional preparedness for doctoral study
3. Research potential
4. Ability to work with diversity
5. Clinical and/or Family Life Education skills
Pre-entrance clearance (p.25):
• A background check
• Health clearance
Program requirements
Corequisites
Student transcripts will be evaluated on a course-by-course basis for the
following areas of corequisite study. A plan of study incorporating these
standard master's degree-level courses is available for students who have
not completed these corequisites. See required master level courses.
Theoretical knowledge in family systems/relational therapy or family
science
8
Clinical knowledge in marital and family therapy or family life
education
16
Individual development and family relations 8
Additional study in the three areas above 4
Professional issues and ethics in marital and family therapy or family
studies
4
Research 4
Additional related study 4
Total Units 48
A grade of B or better indicates that a student has mastered the
knowledge, skill, and professional practice performance competencies
outlined by the program. In order to progress successfully and complete
thedegree, students must meet both course and cumulative G.P.A.
standards. The University allows students to repeat two courses per
degree. Course repeat expectations set by the School of Behavioral
Health may be found in the general regulations section of this CATALOG.
Curriculum
Theory and practice
MFTH504 Advanced Theory in Marital and Family Therapy 4
MFTH505 Advanced Family Studies 4
MFTH506 Foundations of Systems Thinking: Theory and
Neuroscience
3
MFTH539 Health and Illness in Families 4
MFTH546 Advances in Family Sciences 3
Specialty 22
Choose one of the following specialty areas
Couples and family therapy
MFTH501 Fundamentals of Supervision in Marital and Family
Therapy
MFTH502 Advanced Supervision in Marital and Family
Therapy
MFTH519 Teaching in Higher Education
MFTH520 Practicum in Teaching
MFTH540 Medical Family Therapy
MFTH634 Practicum in Marital and Family Therapy (3)
1
Family studies
FMST526 Marriage and the Family
FMST534 Family Life Education Module 1
FMST535 Family Life Education Module 2
FMST694 Directed Study: Family Studies
MFAM528 Culture, Socioeconomic Status in Therapy
MFAM547 Social Ecology of Individual and Family
Development
MFAM553 Family Systems Theory
174 Systems, Families, and Couples—Ph.D.
MFAM674 Human Sexual Behavior
Spirituality
RELE 5__ or above 3
RELR540 Wholeness and Health 3
RELT 5__ or above 3
Research
MFTH545 Research and Practice with Couples and Families 3
MFTH601 Statistics I 4
MFTH602 Statistics II 4
MFTH603 Statistics III 4
MFTH604 Advanced Qualitative Methods 4
MFTH605 Advanced Quantitative Methods 4
MFTH606 Issues in MFT Research 4
MFTH668 Qualitative Research Practicum 3
Dissertation/Doctoral project
MFTH698 Dissertation Research
1
24
Total Units 103
Professional development for specialty in couples and familty
therapy
2
MFTH785A Begin Clinical Training in Couple, Marital, and
Family Therapy
0
MFTH785B Clinical Training in Couple, Marital, and Family
Therapy
1
20
MFTH786 Professional Development Proposal 0
MFTH786A and 786B total combined units 36
MFTH786A Professional Development in Marital and Family
Therapy
1
MFTH786B Professional Internship in Marital and Family
Therapy—Clinical
1
Total Units 56
Professional development for speciality in family studies
2
MFTH786 Professional Development Proposal 0
MFTH786A Professional Development in Marital and Family
Therapy
1
36
1
Course repeated to fulfill total unit requirement
2
700-numbered courses do not count in total didactic units required
for the degree
Non-course requirements
Doctoral degrees in systems, families and couples will be awarded when
students have completed all the required course work and the following
non-course requirements:
• 1000 approved client contact hours (applies only to Couples and
Family Therapy specialty).
• 200 approved hours of clinical supervision (applies only to Couple
and Family Therapy specialty).
• A professional developmental portfolio or written qualifying
examination.
• An oral defense of the doctoral dissertation.
Normal time to complete the program
Three (3) to four (4) years (13 academic quarters) based on full-time
enrollment
Additional required courses for MFT licensure in
California
Students entering the PhD program without a COAMFTE accredited
master’s degree, who wish to obtain licensure in California, will be
required to meet the course requirements of the M.S. in Marital & Family
Therapy (p. ) program . A course–by-course evaluation will be done
to determine which courses in the student’s previous master’s degree
program fulfill specific course requirements for California licensure.
Loma Linda University 2019-2020 175
Department of Psychology
The Department of Psychology offers a combination of innovative
training opportunities in clinical psychology. Both the Doctor of
Psychology (Psy.D.) and the Doctor of Philosophy (Ph.D.) degrees in
clinical psychology are APA-accredited.
Mission statement
The mission and moto of Loma Linda University and Loma Linda
University Medical Center are "to continuethe teaching and healing
ministry of Jesus Christto make man whole.” This mission and
motto, combined with the University’s values of compassion, integrity,
excellence, freedom, justice, purity, and humility are central to the
Department of Psychology and its programs. The Department of
Psychology seeks to advance the institutional mission, both nationally
and internationally, through academic, research, and practice activities
related to behavioral health.
Loma Linda University Health is part of a worldwide network of health-
care systems and is uniquely connected and poised to participate
globally through its numerous clinics, hospitals, health-care facilities, and
educational institutions throughout the world. This globalized health-care
orientation provides expanded training opportunities for students who
have a passion for a broader life experience in assisting with the health-
care needs of diverse peoples both nationally and internationally.
Academic writing support
Students who need assistance can contact their program director to
arrange for individual support.
Psychology M.A. degree eligibility
As part of the overall doctoral program, a master's degree in psychology
—based on the successful completion of course work for the degree—
is available to students enrolled in the Ph.D. or Psy.D. degree program.
Eligibility for the M.A. degree requires the student to complete 51
units of course work and to formally apply, by submitting a petition to
graduate, for the degree. The Department of Psychology does not admit
students to an M.A.-only degree program; and the M.A. degree is not
formally awarded at commencement. Students do not participate in the
graduation exercise.
A complete list of part-time and voluntary faculty can be viewed on the
department website: <http://www.llu.edu/behavioral-health/psychology/
>.
Chair
David A. Vermeersch
Primary faculty
Hector M. Betancourt
Maya M. Boustani
Kendal C. Boyd
Colleen A. Brenner
Patricia Flynn
Paul E. Haerich
Richard E. Hartman
Grace J. Lee
Holly E.R. Morrell
Cameron L. Neece
Tori R. Van Dyk
David A. Vermeersch
Secondary and adjunct faculty
Adam L. Arechiga
Helen Hopp Marshak
Kelly R. Morton
Jason E. Owen
Janet Sonne
Emeritus faculty
Louis E. Jenkins
Alvin J. Straatmeyer
Associated faculty
Jerry W. Lee
Programs
• Psychology— Psy.D. (p.177), Ph.D. (p.175), Comparison
(p.179)
Psychology — Ph.D.
Director of clinical training
Holly Morrell
The APA-accredited Ph.D. degree program in clinical psychology has
been informed by the traditional scientist-practitioner model, which
emphasizes training in research and clinical practice. The Ph.D. degree
program is designed to be completed in six years (approximately 24
quarters of full-time enrollment).
Program learning outcomes:
By the end of the program, the graduate should be able to:
1. Show an advanced understanding of the science of psychology.
2. Demonstrate skills to conduct independent and original research.
3. Function as a highly competent clinician for whom research and
practice constantly inform each other.
4. Integrate whole-person care into clinical work.
5. Consistently engage in activities that promote lifelong learning.
Curriculum
The Ph.D. clinical degree program requires completion of course work
in the following areas: psychological science foundations, quantitative/
research foundations, wholeness, general and elective courses,
psychological assessment and treatment, clinical practice, and research.
The specific course requirements are predicated on the training model
(i.e., scientist-practitioner). The specific curriculum requirements
associated with the Ph.D. degree program are indicated below.
176 Psychology — Ph.D.
All students are required to complete a specified number of elective units
for the completion of their degree. The department offers elective course
work in specialty areas such as clinical health psychology, neuroscience
and neuropsychology, clinical child psychology, and social/cultural health
psychology, among other areas.
Students have the option (but are not required) to utilize 12 units of their
total elective unit requirement to fulfill a professional concentration.
In order to complete a professional concentration, students must
submit a formal proposal to the Department of Psychology Academic
Affairs Committee indicating the 12 elective units they propose to use
toward the completion of their professional concentration, as well as
the proposed title of the professional concentration. The Department
of Psychology Academic Affairs Committee will consider each proposal
individually in making a recommendation to support/not support the
proposed concentration.
Under certain circumstances and upon recommendation of the
Department of Psychology Academic Affairs Committee, a student
may adjust courses or number of units taken during the current and
subsequent academic year(s) to best fit their program requirements.
Also, upon such recommendation, the student will be permitted to move
forward as a member of the cohort with which he or she enrolled.
Accreditation
The Doctor of Philosophy degree in clinical psychology is accredited
by the Commission on Accreditation of the American Psychological
Association. Questions related to the program’s accreditation status
should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1
st
Street, NE, Washington, DC 20002
telephone: 202/336-5979; e-mail: <[email protected]>
([email protected]); website: <http://www.apa.org/ed/accreditation>.
(http://www.apa.org/ed/accreditation)
Admissions
In addition to Loma Linda University (p.24) and School of Behavioral
Health (p.149) and the Faculty of Graduate Studies admissions
requirements, the following minimum criteria are preferable to be
considered for a pre-admission interview:
• A bachelor's degree in psychology or a related discipline.
• An undergraduate G.P.A. of 3.0 or higher on a 4.0 scale or a master’s
degree G.P.A. of 3.3 or higher from a regionally accredited graduate
program
• Verbal and quantitative scores, Graduate Record Examination (GRE)
general test: The sum of the GRE verbal and quantitative percentile
rankings must equal or exceed 100, and neither percentile ranks can
be below the 35
th
percentile. Only the most current GRE scores are
admissible (exam must have been taken within the last five years and
the most recent dated exam will be considered). The GRE psychology
subject examination is not required.
• Writing assessment, GRE general test: The GRE analytical writing
section score must equal 4.0 or higher.
• Structured pre-admission interview by invitation: The psychology
department requires a structured pre-admissions interview.
• Recommendation letters: Three letters of recommendation from
professionals unrelated to the applicant and qualified to assess the
applicant’s potential for graduate education. A minimum of two
letters are preferred from current or previous professors.
Any exceptions to the established G.P.A. and GRE minimum criteria,
or any other admissions criteria, are made at faculty discretion and
grounded on faculty’s overall assessment of the applicant and his/her
credentials (e.g., demonstrated record of scholarship and/or specialized
research training, strength of the applicant’s prior academic training /
institution, strength of applicant’s letters of recommendation, and
previous clinical experience).
Program requirements
Core Curriculum I: Foundations of psychological science
PSYC524 History, Systems, and Philosophy of Psychology 2
PSYC545 Cognitive Foundations 4
PSYC551 Psychobiological Foundations 4
PSYC564 Foundations of Social and Cultural Psychology 4
PSYC575 Foundations of Human Development 4
PSYC591 Colloquia (One unit each year for three years)
5
3
Core Curriculum II: Quantitative psychology research methodology
PSYC501 Advanced Statistics I 4
PSYC502 Advanced Statistics II 4
PSYC503 Advanced Multivariate Statistics (required only for
M.A. of students pursuing the Ph.D.)
4
PSYC505 Research Methods in Psychological Science 4
PSYC511 Psychometric Foundations 3
Core Curriculum III: Wholeness
PSYC526 Ethics and Legal Issues in Clinical Psychology 3
PSYC554 Health Psychology 4
PSYC567 Human Diversity 3
One course required from each prefix 9
RELE 5__ Graduate-level Ethics
1
RELR530 Spirituality and Clinical Psychology
RELT 5__ Graduate-level Theological
1
Clinical psychology: General
PSYC555 Psychopharmacology 2
PSYC571 Adult Psychopathology 4
PSYC681 Clinical Supervision and Consultation 2
Psychological assessment
PSYC512 Cognitive/Intellectual Assessment 2
PSYC512L Cognitive/Intellectual Practice Laboratory 1
PSYC513 Objective Personality Assessment 2
PSYC513L Objective Personality Practice Laboratory 1
PSYC516 Neuropsychological Assessment 2
PSYC516L Neuropsychological Assessment Practice
Laboratory
1
Psychological treatment
PSYC581 Evidence-Based Psychological Practice I 2
PSYC581L Evidence-Based Psychological Practice I
(Laboratory)
1
PSYC582 Evidence-Based Psychological Practice II 2
PSYC582L Evidence-Based Psychological Practice II
(Laboratory)
1
PSYC583 Evidence-Based Psychological Practice III 2
Loma Linda University 2019-2020 177
PSYC583L Evidence-Based Psychological Practice III
(Laboratory)
1
PSYC584 Evidence-Based Psychological Practice IV 2
PSYC584L Evidence-Based Psychological Practice IV
(Laboratory)
1
Elective
Possible electives include, but are not limited to:
2
18
PSYC566 Cultural Psychology
PSYC604 Advanced Topics in Multivariate Analyses
PSYC676 Geropsychology
3
PSYC681L Clinical Supervision and Consultation Laboratory
PSYC683 Management and Professional Practice
PSYC684 Human Sexual Behavior and Treatment
3
PSYC685 Drug Addiction and Therapy
3
PSYC686 Child, Partner, and Elder Abuse
3
PSYC694 Seminar in Advanced Topics in Psychology
PSYC795 Directed Clinical Experience
4
Research
PSYC697 Doctoral Research (1-4) 51
Total Units 157
Clinical practice
4
PSYC721 Practicum Preparation I 3
PSYC781 Internal Practicum (2) 8
PSYC782 External Practicum (4) 16
PSYC798 Pre-Internship (4) 16
Internship (any combination of PSYC799A and PSYC799B is
acceptable)
40
PSYC799A Internship (5)
PSYC799B Internship (10)
Total Units 83
1
RELE 600 level courses will also be accepted
2
Students may meet their elective-unit requirement through any of the
following: 1) any elective course chosen from this list, 2) any other
elective course offered by the Department of Psychology that is not
being used to meet another requirement, 3) any graduate-level course
offered in any other department in the School of Behavioral Health,
or 4) any graduate-level course offered in any other school other than
the School of Behavioral Health with department approval.
3
California licensure courses
4
700-numbered courses are in addition to didactic units required for
the degree
Minimum required grade point average
Students must maintain a minimum grade point average of B (3.0) in
all courses taken for the degree. Furthermore, three failed grades (B- or
below, or U) is grounds for dismissal from the program.
Comprehensive examination
Students in the Ph.D. program must successfully pass the
comprehensive examination. The comprehensive examination is taken
after completing the core curriculum. Though the specific format of
the comprehensive examination is subject to change, the department
currently utilizes the Examination for Professional Practice in Psychology
as the comprehensive examination. This examination covers the
following domains:
• biological bases of behavior
• cognitive—affective bases of behavior
• social and multicultural bases of behavior
• growth and lifespan development
• assessment and diagnosis
• treatment/intervention
• research methods
• ethical/legal/professional issues
Doctoral research
Students in the Clinical Ph.D. program are expected to meet specified
research requirements, among which is the doctoral dissertation. The
requirements for the dissertation are delineated by the Department
in accordance with standards established by the School of Behavioral
Health and the Faculty of Graduate Studies For the doctoral dissertation,
a formal proposal must be submitted to and approved by a faculty
supervisory committee. Furthermore, upon completion of the doctoral
dissertation, a public defense before the supervisory committee is
required.
Advancement to candidacy
Students may apply for doctoral candidacy upon successful completion
of:
• the core curriculum
• required practicum experiences
• the comprehensive examination
• the doctoral dissertation proposal
Normal time to complete the program
Six (6) years — full-time enrollment required
Psychology — Psy.D.
Director of clinical training
Kendal C. Boyd
The APA-accredited Psy.D. degree program, influenced by the practitioner-
scholar model, emphasizes training in clinical practice based on the
understanding and application of scientific psychological principles and
research. The Psy.D. degree program is designed to be completed in five
years or approximately 20 quarters of full-time enrollment.
Program learning outcomes
1. Show an advanced understanding of the science of psychology.
2. Function as highly competent clinician for whom research and
practice constantly inform each other.
3. Demonstrate skills to conduct understand research.
4. Integrate whole-person care into clinical work.
5. Consistently engage in activities that promote lifelong learning
The Psy.D. degree program makes a systematic attempt to promote an
understanding of human behavior in relation to psychological, physical,
spiritual, and social/cultural dimensions. For this purpose, the program
provides a positive environment for the study of psychological, biological,
178 Psychology — Psy.D.
cultural, social, and spiritual issues relevant to psychological research
and practice.
Curriculum
The Psy.D. clinical degree program requires completion of course work
in the following areas: psychological science foundations, quantitative/
research foundations, wholeness, general and elective courses,
psychological assessment and treatment, clinical practice, and research.
Specific course requirements are predicated on the training, pactitioner-
scholar, model. Curriculum requirements associated with the Psy.D.
degree program are indicated below.
All students are required to complete elective units for degree
completion. The department offers elective course work in specialty
areas such as clinical health psychology, neuroscience and
neuropsychology, clinical child psychology, and social/cultural health
psychology, among other areas.
Students have the option to utilize 12 units of their total elective unit
requirement to fulfill a professional concentration. In order to complete
a professional concentration, students must submit a formal proposal to
the Department Academic Affairs Committee indicating the 12 elective
units they propose to use, as well as the proposed title of the professional
concentration. The Department Academic Affairs Committee will
consider each proposal individually in making a recommendation to
support or not support the proposed concentration.
Under certain circumstances, and upon recommendation of the
Department of Psychology Academic Affairs Committee, students
may adjust courses or number of units taken during the current and
subsequent academic year(s) to best fit their program requirements.
Upon such recommendation, students will be permitted to move forward
as members of the cohort in which they enrolled.
Accreditation
The Doctor of Psychology degree in clinical psychology is accredited
by the Commission on Accreditation of the American Psychological
Association. Questions related to the program’s accreditation status
should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1
st
Street, NE, Washington, DC 20002
telephone: 202/336-5979; e-mail:[email protected]; website: <http://
www.apa.org/ed/accreditation>. (http://www.apa.org/ed/accreditation)
Admissions
In addition to Loma Linda University (p.24) and School of Behavioral
Health (p.149) and the Faculty of Graduate Studies admissions
requirements, the following minimum criteria are preferable to be
considered for a pre-admission interview:
• A bachelor's degree in psychology or a related discipline.
• An undergraduate G.P.A. of 3.0 or higher on a 4.0 scale or a master’s
degree G.P.A. of 3.3 or higher from a regionally accredited graduate
program
• Verbal and quantitative scores, Graduate Record Examination (GRE)
general test: The sum of the GRE verbal and quantitative percentile
rankings must equal or exceed 100, and neither percentile ranks can
be below the 35
th
percentile. Only the most current GRE scores are
admissible (exam must have been taken within the last five years and
the most recent dated exam will be considered). The GRE psychology
subject examination is not required.
• Writing assessment, GRE general test: The GRE analytical writing
section score must equal 4.0 or higher.
• Structured pre-admission interview by invitation: The psychology
department requires a structured pre-admissions interview.
• Recommendation letters: Three letters of recommendation from
professionals unrelated to the applicant and qualified to assess the
applicant’s potential for graduate education. A minimum of two
letters are preferred from current or previous professors.
Any exceptions to the established G.P.A. and GRE minimum criteria,
or any other admissions criteria, are made at faculty discretion and
grounded on the faculty’s overall assessment of the applicant and his/
her credentials. Credentials include a demonstrated record of scholarship
and/or specialized research training, strength of the applicant’s
prior academic training/institution, strength of applicant’s letters of
recommendation, and previous clinical experience.
Degree requirements
Core Curriculum I: Foundations of psychological science
PSYC524 History, Systems, and Philosophy of Psychology 2
PSYC545 Cognitive Foundations 4
PSYC551 Psychobiological Foundations 4
PSYC564 Foundations of Social and Cultural Psychology 4
PSYC575 Foundations of Human Development 4
PSYC591 Colloquia (one unit each year for three years)
5
3
Core Curriculum II: Quantitative psychology research methodology
PSYC501 Advanced Statistics I 4
PSYC502 Advanced Statistics II 4
PSYC505 Research Methods in Psychological Science 4
PSYC511 Psychometric Foundations 3
Core Curriculum III: Wholeness
PSYC526 Ethics and Legal Issues in Clinical Psychology 3
PSYC554 Health Psychology 4
PSYC567 Human Diversity 3
One course required from each prefix 9
RELE 5__ Graduate-level ethics
RELR530 Spirituality and Clinical Psychology
RELT 5__ Graduate-level theological
1
Clinical psychology: General
PSYC555 Psychopharmacology 2
PSYC571 Adult Psychopathology 4
PSYC681 Clinical Supervision and Consultation 2
PSYC681L Clinical Supervision and Consultation Laboratory 1
PSYC683 Management and Professional Practice 1
Psychological assessment
PSYC512 Cognitive/Intellectual Assessment 2
PSYC512L Cognitive/Intellectual Practice Laboratory 1
PSYC513 Objective Personality Assessment 2
PSYC513L Objective Personality Practice Laboratory 1
PSYC516 Neuropsychological Assessment 2
PSYC516L Neuropsychological Assessment Practice
Laboratory
1
Psychological treatment
Loma Linda University 2019-2020 179
PSYC581 Evidence-Based Psychological Practice I 2
PSYC581L Evidence-Based Psychological Practice I
(Laboratory)
1
PSYC582 Evidence-Based Psychological Practice II 2
PSYC582L Evidence-Based Psychological Practice II
(Laboratory)
1
PSYC583 Evidence-Based Psychological Practice III 2
PSYC583L Evidence-Based Psychological Practice III
(Laboratory)
1
PSYC584 Evidence-Based Psychological Practice IV 2
PSYC584L Evidence-Based Psychological Practice IV
(Laboratory)
1
Electives 19
Electives include, but are not limited to:
2
PSYC566 Cultural Psychology
PSYC604 Advanced Topics in Multivariate Analyses
PSYC676 Geropsychology
3
PSYC684 Human Sexual Behavior and Treatment
3
PSYC685 Drug Addiction and Therapy
3
PSYC686 Child, Partner, and Elder Abuse
3
PSYC694 Seminar in Advanced Topics in Psychology
Research
PSYC696 Psy.D. Doctoral Research (1-8) 16
Total Units 121
Clinical practice
4
PSYC721 Practicum Preparation I 3
PSYC781 Internal Practicum (2) 8
PSYC782 External Practicum (4) 16
PSYC798 Pre-Internship (4) 16
Internship (any combination of PSYC799A and PSYC799B is
acceptable)
40
PSYC799A Internship (5)
PSYC799B Internship (10)
Total Units 83
1
RELE 600 level courses will also be accepted
2
Students may meet their elective-unit requirement through any of the
following: 1) any elective course chosen from this list, 2) any other
elective course offered by the Department of Psychology that is not
being used to meet another requirement, 3) any graduate-level course
offered in any other department in the School of Behavioral Health,
or 4) any graduate-level course offered in any other school other than
the School of Behavioral Health with department approval.
3
California licensure
4
700-numbered courses are in addition to didactic units required for
the degree
Minimum required grade point average
Students must maintain a minimum grade point average of B (3.0) in all
courses taken for the degree.
Comprehensive examination
Students in the Psy.D. program must successfully pass the
comprehensive examination. The comprehensive examination is taken
after completing the core curriculum. Though the specific format of
the comprehensive examination is subject to change, the department
currently utilizes the Examination for Professional Practice in Psychology
(EPPP) as the comprehensive examination. This examination covers the
following domains:
• biological bases of behavior
• cognitive—affective bases of behavior
• social and multicultural bases of behavior
• growth and lifespan development
• assessment and diagnosis
• treatment/intervention
• research methods
• ethical/legal/professional issues
Doctoral research
Students in the Psy.D. programs are expected to complete specified
research requirements, among which is the doctoral project, the
requirements of which are delineated by the Department in accordance
with standards established by the School of Behavioral Health. For the
doctoral project, a formal proposal must be submitted to and approved
by a faculty supervisory committee. Furthermore, upon completion of the
project, a public defense before the supervisory committee is required.
Advancement to candidacy
Students may apply for doctoral candidacy upon successful completion
of:
• the core curriculum (Parts I, II, III)
• required practicum experiences
• the comprehensive examination
• the doctoral project proposal
Normal time to complete the program
Five (5) years — full-time enrollment required
Psychology - Ph.D., Psy.D. Comparison
Course Title PsyD PhD
Core Curriculum I: Foundations of Psychological Science
PSYC524 History, Systems, and Philosophy of Psychology 2.0 2.0
PSYC545 Cognitive Foundations 4.0 4.0
PSYC551 Psychobiological Foundations 4.0 4.0
PSYC564 Foundations of Social and Cultural Psychology 4.0 4.0
PSYC575 Foundations of Human Development 4.0 4.0
180 Psychology - Ph.D., Psy.D. Comparison
PSYC591 Colloquia (one unit each year for three years) 3.0 3.0
Totals 21.0 21.0
Course Title PsyD PhD
Core Curriculum II: Quantitative Psychology Research Methodology
PSYC501 Advanced Statistics I 4.0 4.0
PSYC502 Advanced Statistics II 4.0 4.0
PSYC505 Research Methods in Psychological Science 4.0 4.0
PSYC511 Psychometric Foundations 3.0 3.0
PSYC503 Advanced Multivariate Statistics (required only for M.A. or students
pursuing the Ph.D.)
4.0
Totals 15.0 19.0
Course Title PsyD PhD
Core Curriculum III: Wholeness
One course required from each prefix 9.0 9.0
RELE 5__ Graduate-level ethics
RELR530 Spirituality and Clinical Psychology
RELT 5_ Graduate-level theological
1
PSYC526 Ethics and Legal Issues in Clinical Psychology 3.0 3.0
PSYC554 Health Psychology 4.0 4.0
PSYC567 Human Diversity 3.0 3.0
Totals 19.0 19.0
Course Title PsyD PhD
Clinical Psychology: General
PSYC555 Psychopharmacology 2.0 2.0
PSYC571 Adult Psychopathology 4.0 4.0
PSYC681 Clinical Supervision and Consultation 2.0 2.0
PSYC681L Clinical Supervision and Consultation Laboratory 1.0
PSYC683 Management and Professional Practice 1.0
Totals 10.0 8.0
Course Title PsyD PhD
Psychological Assessment
PSYC512 Cognitive/Intellectual Assessment 2.0 2.0
PSYC512L Cognitive/Intellectual Practice Laboratory 1.0 1.0
PSYC513 Objective Personality Assessment 2.0 2.0
PSYC513L Objective Personality Practice Laboratory 1.0 1.0
PSYC516 Neuropsychological Assessment 2.0 2.0
PSYC516L Neuropsychological Assessment Practice Laboratory 1.0 1.0
Totals 9.0 9.0
Course Title PsyD PhD
Psychological Treatment
PSYC581 Evidence-Based Psychological Practice I 2.0 2.0
PSYC581L Evidence-Based Psychological Practice I 1.0 1.0
PSYC582 Evidence-Based Psychological Practice II 2.0 2.0
PSYC582L Evidence-Based Psychological Practice II 1.0 1.0
PSYC583 Evidence-Based Psychological Practice III 2.0 2.0
PSYC583L Evidence-Based Psychological Practice III 1.0 1.0
PSYC584 Evidence-Based Psychological Practice IV 2.0 2.0
PSYC584L Evidence-Based Psychological Practice IV 1.0 1.0
Totals 12.0 12.0
Course Title PsyD PhD
Electives
Other options available for Psy.D. electives
3
19.0
Loma Linda University 2019-2020 181
PSYC566 Cultural Psychology
PSYC604 Advanced Topics in Multivariate Analyses
PSYC676 Geropsychology
PSYC684 Human Sexual Behavior and Treatment
PSYC685 Drug Addiction and Therapy
PSYC686 Child, Partner, and Elder Abuse
Other options available for Ph.D. electives
3
18.0
PSYC566 Cultural Psychology
PSYC604 Advanced Topics in Multivariate Analyses
PSYC676 Geropsychology
PSYC681L Clinical Supervision and Consultation Laboratory
PSYC683 Management and Professional Practice
PSYC684 Human Sexual Behavior and Treatment
PSYC685 Drug Addiction and Therapy
PSYC686 Child, Partner, and Elder Abuse
PSYC795 Directed Clinical Experience
Totals 19.0 18.0
Course Title PsyD PhD
Research
PSYC696 Psy.D. Doctoral Research (1-8) 16.0
PSYC697 Doctoral Research (1-4) 51.0
Totals 16.0 51.0
Overall Totals 121.0 157.0
Course Title PsyD PhD
Clinical practice
PSYC721 Practicum Preparation I
4
3.0 3.0
PSYC781 Internal Practicum (2)
4
8.0 8.0
PSYC782 External Practicum (4)
4
16.0 16.0
PSYC798 Pre-Internship (4)
4
16.0 16.0
PSYC799B Internship (10 units per quarter, total 40 units [2000 hours])
4
40.0 40.0
Totals 83.0 83.0
1
RELE 500- or 600-level courses will also be accepted.
2
RELT 500- or 600-level courses will also be accepted.
3
Students may meet their elective-unit requirement through any of the following: 1) any elective course chosen from this list, 2) any other
elective course offered by the Department of Psychology that is not being used to meet another requirement, 3) any graduate-level course
offered in any other department in the School of Behavioral Health, or 4) any graduate-level course offered in any school other than the School
of Behavioral Health, with department approval.
4
700-numbered courses are in addition to the didactic units required for the degree.
182 Department of Social Work and Social Ecology
Department of Social Work and
Social Ecology
The Department of Social Work and Social Ecology is an interdisciplinary
academic unit that supports the institution’s commitment to human
wholeness and its belief that one’s fullest development is achieved when
all subsystems affecting the individual are understood and balanced.
Both conceptually and pragmatically, the programs in the Department of
Social Work and Social Ecology are guided by an overarching ecological
(bio-psycho-social-spiritual) perspective and methodological framework
that supports the use of scientific methods of problem analysis and
program design.
A key component in this framework is the importance of interdisciplinary
scholarship when studying the interrelated aspects of behavioral,
sociopolitical, economic, and environmental problems. The result is an
interdisciplinary teaching, learning, and practice environment brought
together for the purpose of creating sustainable interventions directed
toward improving the functioning of individuals, families, groups,
organizations, institutions, and communities. As such, priority has been
given to creating an academic milieu favorable to educating competent,
ethical, and compassionate professionals and scholars for advanced
practice roles—capable of respecting and addressing the needs of diverse
populations.
Chair
Beverly J. Buckles
Executive associate chair
Kimberly Freeman
Primary faculty
Qais Alemi
Kelly Baek
Beverly J. Buckles
Monte Butler
Kimberly Freeman
G. Victoria Jackson
Talolo Lepale
Allison Maxwell
Susanne Montgomery
Larry Ortiz
Secondary faculty
Cristi Bell
Vanessa Cortez
Neil Driscoll
Laura Espinoza
Danielle Huntsman
Craig R. Jackson
Elaine Karas
Veronica Kelley
William Murdoch
Martha Parra
John Preble
Michael Racadio
Kenneth Sandoval
Kristen Slagter
Emeritus faculty
Terry Forrester
Ignatius Yacoub
Programs
• Criminal Justice— M.S. (p.182)
• Gerontology— M.S. (p.184)
• Play Therapy — Certificate (p.185)
• Social Welfare and Social Research— Ph.D. (p.186)
• Social Work— M.S.W. (p.187)
Criminal Justice — M.S.
Program director
Kimberly Freeman
Loma Linda University's motto, "To make man whole," provides a powerful
and much-needed context in which criminal justice can be addressed on
the basis of healing and restoration within a behavioral health framework.
An interdisciplinary approach to this course of study considers the
biological, psychological, social, and spiritual well-being of victims,
offenders, and communities. The curriculum provides a deeper
understanding of crime and social justice through the lens of a forensic
behavioral health specialization.
Mission
The mission of the Criminal Justice Program is to prepare students to
think critically and analytically about the problems of crime and social
control in contemporary American society and to work with the legal
system as it relates to a forensic behavioral health framework.
Program learning outcomes
By the end of this program, the graduate should be able able to:
1. Integrate and utilize knowledge of social science and theories of
criminology as applied to criminal justice issues within behavioral
health settings.
2. Describe the dimensions and causes of crime and delinquency.
3. Describe the structure of the American criminal and juvenile justice
systems.
4. Use research in evaluating the effectiveness or practice and
programs within criminal and juvenile justice settings.
5. Practice ethical principles that guide the concepts of justice, fairness,
and treatment within criminal and juvenile justice systems.
Loma Linda University 2019-2020 183
6. Use mental illness and treatment interventions within a forensic
behavioral health framework
7. Identify differences between retributive and restorative justice
approaches in addressing the effects of crime.
General overview
The 48-quarter unit program begins with 20 units of foundation course
work that is divided into three professional areas of study: criminal
justice, human wholeness, and social research methods. During the
final year of study, students complete a forensic behavioral health
specialization along with specialized selectives.Forensic behavioral
health is a specialized branch of professional practice in which the
behavioral health and criminal-justice worlds overlap. Students will
focus on the needs of individuals in the criminal and/or juvenile justice
systems who experience severe mental illness and may also present
co-occurring substance use. Students will gain knowledge and skills in
treatment programming. In addition, students will be prepared to assess
and provide expert testimony regarding continued institutionalization
versus readiness for community treatment.
Students have two options to complete the program:
1. Nonthesis: Professional practica (540 hours of integrated practicum
and seminar) and eight units of didactic selectives.
2. Thesis: Six units of academic thesis and two units of didactic
selectives.
Admissions
In addition toLoma Linda University (p.24)admission requirements, this
program follows the admission requirements of theSchool of Behavioral
Health (p.149), as follow:
1. Applicants must meet the minimum academic and professional
compatibility criteria established by the program. These criteria
include:
• A cumulative undergraduate grade point average of 3.0 or above
(on a 4.0 scale). Applicants with lower grade point averages will
be considered if the last 45-quarter credits (30 semester units) of
non-field practica coursework shows significant improvement or
if they have additional attributes that demonstrate preparedness
and an appropriate fit for graduate education in the area of
Criminal Justice. Work and volunteer experiences must be verified
by employer/supervisor statements on official agency stationery.
Further consideration will also be given to individuals who provide
evidence of additional graduate coursework, certifications, and/
or training that illustrate preliminary preparation for a career
in Criminal Justice. Students who are admitted to the Criminal
Justice Program with a cumulative G.P.A. below 3.0 may be
required to participate in individualized academic assessment
and a targeted learning assistance program.
• Demonstration, through the application and interview processes,
of compatibility with professional standards set by the program
including the ability to develop and nurture interpersonal
relationships, communication skills, self-awareness, professional
comportment, critical thinking skills, fit with the mission and
values of Loma Linda University and the Department of Social
Work and Social Ecology, and the capacity to successfully
complete the Master of Science in Criminal Justice curriculum.
2. Submission ofthree letters of recommendation; including one from
an academic source and one from a work supervisor, preferred.
Program requirements
The 48-unit curriculum for the M.S. degree in criminal justice provides the
mix of academic, experiential, and research activities essential for M.S.
degree students.
A grade of B or better indicates a student has mastered knowledge,
skills, and professional practice performance competencies outlined
by the program. In order to progress successfully though the program
and complete the degree, students must meet the G.P.A. and course
repeat expectations set by the School of Behavioral Health in the general
regulations (p.148) section of this CATALOG.
Core criminal justice coures
CRMJ515 Crime and Society 3
CRMJ517 Criminal Procedure and Rules of Evidence 3
CRMJ574 Theories of Crime and Restitution 3
SOWK585 Legal and Ethical Aspects in Health and Behavioral
Health Services
3
Religion, wholeness, relationships
RELR540 Wholeness and Health 3
Social research methods
SOWK548 Research Methods 5
Forensic Behavioral Health Specialization 20
CRMJ519 Expert Testimony: Procedure and Practice
CRMJ620 Forensic Mental Health
SOWK513 Human Behavior in a Culturally Diverse
Environment
SOWK681 Behavioral Health Policies and Systems
SOWK663 Crisis and Trauma Interventions
SOWK659 Recovery in Behavioral Health
SOWK648 Co-occurring Processes and Interventions
Degree completion options 8
Nonthesis option:
Selectives (8 units)
1
CRMJ599 Directed Study/Special Project
GLBH550 Women in Development
MFAM644 Child Abuse and Family Violence
PSYC685 Drug Addiction and Therapy
SOWK684 Advanced Policy Projects
Professional Practicum
2
CRMJ757A Professional Practicum and Seminar
CRMJ757B Professional Practicum and Seminar
CRMJ757C Professional Practicum and Seminar
SOWK578 Field Orientation
Thesis option:
Selective (2 units from nonthesis option above)
SOWK697 Applied Research (4 units)
SOWK698 Thesis (2 units)
Total Units 48
1
Other courses may be approved for elective credits in consultation
with the faculty advisor and in accordance with University policies for
academic variances
184 Gerontology — M.S.
2
Professional practicum and seminar units are not calculated into
total didactic units required for the degree. Students pay program
fees for professional practicum units instead of tuition. Practicum
and seminar hours: 480 + 60.
Normal time to complete the program
Two (2) years (seven [7] quarters) based on full-time enrollment; part time
permitted
Gerontology — M.S.
Program director
Kimberly Freeman
Gerontology is the multidisciplinary-multidimensional study of aging
and aging processes. Emphasis is placed on the knowledge and skills
required for competent practice, with considerable attention given to
understanding the social, cultural, and economic factors that affect
services for this population.
Mission
The mission of the Gerontology Program is to provide graduate-level
education for current and future professionals who are dedicated
to enhancing the lives of older adults through evidenced-based
interventions.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Integrate human behavior and developmental theories of aging,
incorporating a bio-psycho-social-spiritual strength-based orientation
to geriatric practice.
2. Use research in evaluating the effectiveness of practice and
programs in achieving intended outcomes for older adults.
3. Integrate into practice intersectionality and the unique needs of older
adults belonging to specific racial, ethnic, socioeconomic groups; of
men and women; and of those with different sexual orientations.
4. Demonstrate professional ethics in proving assistance to older
adults.
5. Effectively implement evidenced-based interventions that enhance
the lives of older adults.
6. Follow policies that shape and regulate the continuum of care and
services available to older adults.
General overview
The 48-unit program provides students with a balance of academic,
experiential , and research activities essential for work with older adults.
The curriculum begins with 22 units of foundational coursework that
is divided into three professional areas of study including: gerontology,
religion and wholeness, and social research methods. During the final
year of study, students complete geriatric practice courses along with
specialized selectives. The curriculum allows students to develop their
knowledge and skills in locating and providing resources, services, and
opportunities for older adults and their families; as well as a problem-
solving approach supporting the development of coping skills for older
adults and their caregivers.
In addition to the above, students are given either a thesis or a non-thesis,
professional practicum, option.
1. Thesis: Students who choose the thesis option complete six
research-related units and five units of selectives.
2. Nonthesis: Students choosing the internship option complete a
practical orientation, 540 hours of integrated practicum and seminar,
and 11 units of didactic selectives.
Admissions
In addition toLoma Linda University (p.24)admission requirements, this
program follows the admission requirements of theSchool of Behavioral
Health (p.149), as follow:
1. Applicants must meet the minimum academic and professional
compatibility criteria established by the program. These criteria
include:
• A cumulative undergraduate grade point average of 3.0 or above
(on a 4.0 scale). Applicants with lower grade point averages will
be considered if the last 45-quarter credits (30 semester units) of
non-field practica coursework shows significant improvement or
if they have additional attributes that demonstrate preparedness
and an appropriate fit for graduate education in Gerontology
and geriatric practice. Work and volunteer experiences must
be verified by employer/supervisor statements on official
agency stationery. Further consideration will also be given
to individuals who provide evidence of additional graduate
coursework, certifications, and/or training that illustrate
preliminary preparation for a career in gerontology. Students
who are admitted to the Gerontology Program with a cumulative
G.P.A. below 3.0 may be required to participate in individualized
academic assessment and a targeted learning assistance
program.
• Demonstration, through the application and interview processes,
of compatibility with professional standards set by the Program
including the ability to develop and nurture interpersonal
relationships, communication skills, self-awareness, professional
comportment, critical thinking skills, fit with the mission and
values of Loma Linda University and the Department of Social
Work and Social Ecology, and the capacity to successfully
complete the Master of Science in Gerontology curriculum.
2. Submission ofthree letters of recommendation; one from an
academic source and one from a work supervisor, preferred.
Program requirements
The 48-unit curriculum for the Master of Science degree in Gerontology
provides the mix of academic, experiential, and research activities
essential for M.S. degree students.
A grade of B or better indicates a student has mastered knowledge,
skills, and professional practice performance competencies outlined
by the program. In order to progress successfully though the program
and complete the degree, students must meet the G.P.A. and course
repeat expectations set by the School of Behavioral Health in the general
regulations (p.148) section of this CATALOG.
Core gerontology courses
GERO515 Diversity and Aging 3
GERO615 Economics and Management Issues of Older Adult
Services
4
GERO617 Bio-psycho-social-spiritual Theories of Aging 4
SOWK585 Legal and Ethical Aspects in Health and Behavioral
Health Services
3
Loma Linda University 2019-2020 185
Religion, wholeness, and relationships
RELR540 Wholeness and Health 3
Social research methods
SOWK548 Research Methods 5
Geriatric practice
GERO654 Therapeutic Interventions with Older Adults 3
SOWK647 Integrated Behavioral Health 2
SOWK661 Psychodynamic Therapies 3
SOWK661L Psychodynamic Practice Lab 1
SOWK663 Crisis and Trauma Interventions 3
SOWK681 Behavioral Health Policies and Systems 2
Degree completion options 12
Nonthesis option:
Selectives (12 units)
GERO599 Directed Study/Special Project
PSYC685 Drug Addiction and Therapy
PSYC686 Child, Partner, and Elder Abuse
SOWK513 Human Behavior in a Culturally Diverse
Environment
SOWK648 Co-occurring Processes and Interventions
SOWK659 Recovery in Behavioral Health
SOWK684 Advanced Policy Projects
Professional Practicum
1
GERO757A Professional Practicum and Seminar
GERO757B Professional Practicum and Seminar
GERO757C Professional Practicum and Seminar
SOWK578 Field Orientation
Thesis option:
Selective (6 units from selectives listed above)
SOWK697 Applied Research (4 units)
SOWK698 Thesis (2 units)
Total Units 48
1
Professional practicum and seminar units are not calculated into
total didactic units required for the degree.
Normal time to complete the program
Two (2) years (seven [7] academic quarters ) based on full-time
enrollment; part time permitted.
Play Therapy — Certificate
Program director
Kimberly Freeman
Play therapy is a recognized, theory-based approach for working with
children and adolescents presenting with behavioral health issues.
This approach utilizes toys and other expressive activities as forms of
communication and as intervention methods for problem solving and
promoting well-being.
The fully online Play Therapy Program certificate is designed to meet the
educational requirements of the Association of Play Therapy to become
a registered play therapist (RPT) and is designed for behavioral health
professionals with or in the process of obtaining a licensable graduate
degree from an accredited college.
Program learning outcomes
By the end of this program, the graduate should be able to:
• Relate the history of play therapy to applications in the assessment
and treatment of children and youth.
• Describe theories that inform play therapy with children and
adolescents, including those guiding assessment, diagnosis, and
specialized interventions.
• Use play therapy methods and techniques with children and
adolescents, including those applicable in specialized interventions
The Play Therapy Program certificate is housed under the Division of
Interdisciplinary Studies in the School of Behavioral Health. Programs
under the Division of Interdisciplinary Studies are considered areas of
study that are applicable to all of the behavioral health professions. As
such, these programs bring together the collective academic and clinical
expertise of all of the departments in the School of Behavioral Health.
Admissions
Applicants must meet the admission requirements as follow:
1. A fully completed LLU application form.
2. A graduate with a licensable mental health degree from an
accredited university. Official transcripts are evidence of degrees and
courses completed. Individuals already licensed as mental health
professionals must be in good standing with the relevant licensing
board.
3. Consideration for admission will be given to individuals in the
process of completing licensable mental health graduate degrees
from accredited universities. Applicants must be in good academic
standing and have permission from their current programs to enroll.
4. Submit two letters of recommendation from an academic source,
professional peer, or a work supervisor.
Program requirements
A grade of B or better indicates a student has mastered knowledge,
skills, and professional practice performance competencies outlined
by the program. In order to progress successfully though the program
and complete the degree, students must meet the G.P.A. and course
repeat expectations set by the School of Behavioral Health in the general
regulations (p.148) section of this CATALOG.
Required foundation courses
PLTH513 Introduction to Play Therapy 3
PLTH516 Child-Centered Play Therapy 3
PLTH546 Child-Parent Relationship Therapy-CPRT (Filial
Therapy)
3
PLTH550 Trauma Focused Play Therapy 3
REL_ 5__
1
1
Total Units 13
1
Students select the religion course to be taken in consultation with
their advisor.
Normal time to complete the program
Four (4) academic quarters based on less than half-time enrollment
186 Social Welfare and Social Research — Ph.D.
Social Welfare and Social Research —
Ph.D.
Program director
Larry Ortiz
The mission of the Social Welfare and Research Program is to extend
the distinctive principles of whole-person care beyond the individual
to include interventions with communities and social institutions.
The program's emphasis on an integrative approach to an advanced
curriculum in social science, social welfare, Christian ethics, and social
research provides students with the theoretical and methodological
knowledge and professional skills needed to conduct innovative and
interdisciplinary research. Graduates of the program are prepared for
advanced administrative and research roles in national and international
health and human services, policy development and analysis, and as
university faculty members.
Program learning outcomes
In addition to institutional learning outcomes (p.19) (ILOs), graduates of
the program should be able to:
1. Integrate advanced concepts from social science theories, social
ethics, and social justice values in oral and written scholarship. (ILO:
1,2, 5)
2. Utilize critical thinking to distinguish among the moral, ethical,
and political differences that affect research, policies, programs,
interventions and their consequences. (ILO 5)
3. Meet conceptual and analytical requirements of research questions
through the integration of behavioral, political, economic, and social
and human diversity. (ILO 4, 5)
4. Independently define research problems and formulate appropriate
questions and hypotheses. (ILO 3, 4)
5. Explain the rationale for particular qualitative and quantitative
research methods. (ILO 3)
6. Select appropriate strategies for independent research and/or
evaluation. (ILO 3)
7. Demonstrate competence in utilizing different methods of collecting,
recording, analyzing, and interpreting data.(ILO 1,2,3)
8. Formulate research questions reflecting the global perspective of
Loma Linda University that link the local with global. (ILO 4,5)
9. Demonstrate the role of social justice in transdisciplinary research
and practice fortransprofessionalinterventions addressing
significant social problems. (ILO 5)
10. Prepare to join a faculty as a researcher, teacher and mentor (ILO 1,2)
Social welfare and research specialization
Students admitted to the program should have demonstrated evidence
of interest in social values aligned with a commitment to social justice,
and research interests compatible with the areas of expertise supported
by the program's faculty. Information regarding faculty areas of expertise
is available by contacting the program director. Years one and two are
largely composed of course work and shaping of one's dissertation
question.
While completing all required course work, each student will choose a
dissertation committee chair and committee with whom he or she will
work closely to develop and defend a dissertation proposal following
University guidelines. Upon successful defense of the proposal students
are admitted to candidacy and actively engage in dissertation research,
culminating in the successful defense of their dissertations. Consistent
with Faculty of Graduate Study policy, the department requires a two-
publication dissertation. More information is available from the program
director.
Combined degrees
Students interested in completing a combined degrees curriculum with
social welfare and social research and bioethics should refer to the
Combined Degrees Programs section of the CATALOG or contact the
Department of Social Work and Social Ecology directly.
Admissions
In addition Loma Linda University (p.24) admission requirements,
admission to the program is governed by the policies and procedures
established by the School of Behavioral Health (p.149). Admission
requirements include:
1. Master's degree from an accredited institution of higher education.
Examples would include disciplines such as social work (M.S.W.),
nursing (M.S.), business (M.B.A.), public health (M.P.H.), education
(M.Ed.), and theology (M.Div.).
2. Evidence of adequate academic preparation in graduate education.
This includes a minimum cumulative G.P.A. of 3.5 (on a 4.0 scale) for
graduate/postgraduate work.
3. Strong intellectual abilities, including background in social sciences
and statistics.
4. Evidence of research and social welfare interests reflecting the
values of social justice. Professional experience and achievement
that demonstrate the competence, motivation, organization, and
leadership to complete doctoral education in a timely manner. It is
preferred that applicants have at least two years post-masters degree
experience in their professional area.
5. Personal interview.
6. Sample of writing in the form of a published article, academic or
professional paper prepared for a research purpose, or an essay
prepared for admission to the program.
7. Satisfactory performance on the Graduate Record Examination.
8. Curriculum vitae or other description of education and employment
history.
9. Three letters of recommendation including one from an academic
source and one from a work supervisor.
The application process for the Ph.D. degree in social welfare and
social research utilizes a pooled application process by which the top
candidates meeting the admissions criteria are selected. The number of
new candidates admitted each year ranges from three to four students,
depending on the total number of students previously completing the
program and the program’s ability to support potential candidates in their
areas of interest.
Program requirements
All course grades should meet the minimum B (3.0) standard, which
by university policy indicates satisfactory performance. In some cases,
conditional consideration of course grades below a B (3.0) may be
given if the requirements for independent research and competency in
consumer protection are not compromised. Academic variances that
document the rationale for acceptance of grades below a B (3.0), must be
submitted to the dean’s office for approval.
Loma Linda University 2019-2020 187
First Year
Autumn Quarter Units
MFTH601 or
PSYC 501
Statistics I 4
SPOL601 Integrative Seminar: Pro-seminar 1
SPOL610 Diversity Theory and Global Perspectives 3
SPOL654 Research Methods I 4
Winter Quarter
MFTH602 or
PSYC 502
Statistics II 4
SPOL601 Integrative Seminar: Pro-seminar 1
SPOL655 Research Methods II 4
Spring Quarter
MFTH603 or
PSYC 503
Statistics III 4
SPOL601 Integrative Seminar: Pro-seminar 1
SPOL616 History and Philosophy of Social Welfare Policy 3
Second Year
Autumn Quarter
SPOL602 Integrative Seminar: Global Perspective 2
SPOL613 Social Science Concepts I 3
SPOL658 Advanced Policy Analysis and Research 3
SPOL665 Statistical Practicum Seminar 2
Winter Quarter
SPOL602 Integrative Seminar: Global Perspective 2
SPOL614 Social Science Concepts II 3
Elective 2
Spring Quarter
SPOL602 Integrative Seminar: Global Perspective 2
SPOL667 Research Methods Practicum Seminar 2
SPOL681 Dissertation Proposal I 3
Third Year
Autumn Quarter
RELT557 Theology of Human Suffering 3
SPOL603 Integrative Seminar: Implementation Science 1
SPOL682 Dissertation Proposal II 3
Advanced course in statistics 4
Winter Quarter
RELR540 Wholeness and Health 3
SPOL603 Integrative Seminar: Implementation Science 1
SPOL683 Dissertation Proposal III 3
Elective 2
Spring Quarter
RELE588 Explorers of the Moral Life 3
SPOL603 Integrative Seminar: Implementation Science 1
Fourth Year
Autumn Quarter
SPOL604 Integrative Seminar: Academic Practice 1
SPOL697 Research 4
Winter Quarter
SPOL604 Integrative Seminar: Academic Practice 1
SPOL697 Research 4
Spring Quarter
SPOL604 Integrative Seminar: Academic Practice 1
SPOL697 Research 4
Total Units: 92
Noncourse requirements
Concept Paper
Prior to the beginning of SPOL 681, Dissertation Proposal I, students
submit to the doctoral faculty a short concept paper, three to five pages,
briefly describing their plan for dissertation research.
Candidacy
Students must successfully complete:
1. required course work
2. the applied research requirements
3. the defense of the dissertation proposal before advancing to
candidacy
End of year two deliverables
Publishable paper (from SPOL665 Statistical Practicum Seminar)
Draft proposal (from SPOL667 Research Methods Practicum Seminar)
End of year three deliverable
Defend dissertation proposal
Dissertation
The PhD degree candidacy is spent in full-time dissertation research,
culminating in the successful defense of the completed dissertation.
Dissertation research for Ph.D. degree candidates follows University
guidelines. Details regarding these requirements can be obtained from
the program director.
Normal time to complete the program
Four (4) years based on full-time enrollment; part time permitted
Social Work — M.S.W.
Program director
Kimberly Freeman
The social work profession centers on improvement of the quality of life
for people and the enhancement of human potential for full, productive
participation in society. With this philosophy at its core, the master's
degree offered by the Social Work Program (M.S.W.) in the School of
Behavioral Health emphasizes an ecological perspective that focuses
on the interaction of a person or system with his/her environment.
Reflecting this stance is Loma Linda University's motto, "To make man
whole" and its heritage as an international leader in the delivery of
health-care services and related facilities. It is the combination of these
influences that has guided the development of the generalist curriculum,
clinical practice specialization, and selection of practicum sites for the
Social Work program.
Mission
The mission of the Master of Social Work Program at Loma Linda
University is to prepare competent, ethical, and compassionate advanced
social work practitioners who possess the knowledge, values, attitudes,
and skills necessary for lives dedicated to whole person care in advanced
practice and leadership roles within behavioral health institutions and
agencies.
188 Social Work — M.S.W.
Goals
The goals of the M.S.W. degree in social work are to:
• Instill in graduates the knowledge, ethics, values, and skills expected
of professional social workers.
• Prepare students for advanced practice with diverse populations and
the advancement of social and economic justice in local, national,
and international communities.
• Equip students to integrate research and practice for advancing the
profession of social work.
• Prepare advanced social work practitioners for work in behavioral
health institutions and agencies.
• Transition students into professional roles with a commitment to
lifelong learning.
Program outcomes
Reflected in the above goals are the following nine social work
competencies that describe the knowledge, values, skills, and the
cognitive and affective processes that define and inform generalist and
clinical practice. By the end of the program, the graduate should be able
to:
1. Demonstrate ethical and professional behavior.
2. Engage in diversity and difference in practice.
3. Advance human rights and social, economic, and environmental
justice.
4. Engage in practice-informed research and research-informed
practice.
5. Engage in policy practice.
6. Engage with individuals, families, groups, organizations, and
communities.
7. Assess individuals, families, groups, organizations, and communities.
8. Intervene with individuals, families, groups, organizations, and
communities.
9. Evaluate practice with individuals, families, groups, organizations, and
communities.
Liberal arts preparation
The M.S.W. degree curriculum is built on a liberal arts perspective.
Individual applicants whose undergraduate degree does not reflect this
perspective may be asked to enroll in additional courses.
Prerequisite requirements must be completed before admission to the
M.S.W. degree program.
General overview
The program begins with first-year, generalist content common to all
graduate social work education. The generalist practice curriculum is
grounded in the liberal arts and the person-in-the-environment framework.
Students learn to promote social well-being, and build on the strength
and resiliency of all human beings through a range of prevention and
intervention practice methods when working with diverse individuals,
families, groups, organizations, and communities. Integrated within the
curriculum, students learn to apply ethical principles, critical thinking and
research-informed practice at the micro, mezzo, and macro levels while
maintaining an emphasis on diversity, advocacy for human rights, and
social and economic justice.
The clinical practice specialization builds on the strengths-based
and ecological practice perspective of the generalist curriculum by
extending, expanding, and enhancing students' abilities to effectively
engage in advanced clinical practice. This requires the integration of
generalist and clinical practice theories and intervention methods as
applied to individuals, families, groups, organizations, and communities.
Theoretical perspectives include empowerment, strengths approach,
attachment, child development, risk and resiliency, trauma, cognitive
neuroscience, family systems, cognitive behavior, and psychodynamics;
all of which are enhanced by the person-in-the-environment perspective.
These theoretical underpinnings support student skill acquisition
and development through clinical specialization courses with a firm
grounding in engagement, diagnostic assessment, problem solving,
social policy, and evidence-informed treatment approaches. Students'
clinical practice experiences also address the needs and rights of all
persons to promote social and economic justice. Clinical students learn
to be alert to and understand the importance of continuous self-reflection
and practice evaluation.
Program options
On-Campus M.S.W. Program
Program options have been designed to address the varying needs of
students. As such, the program offers two-, three-, and four-year options.
Students completing the two-year option cannot be engaged in regular
full-time employment. An advanced standing option is also available to
qualified B.S.W. degree graduates (see below).
Hybrid M.S.W. Program
An online hybrid (online and onsite) M.S.W. degree program is offered
to meet the varying needs of students who are not able to attend a
traditional program due to full-time employment or with geographic
hardship within Southern California. Degree requirements for the M.S.W.
hybrid cohort are the same as those required for the on-campus cohorts
for the three-year, part-time option. A separate application portal has
been created for the hybrid M.S.W. program option. Courses for the
onsite portion of this hybrid program are taught on the main campus on
Wednesday evenings.
Inquiries about this program should be directed to the Dr. Kimberly
Freeman, M.S.W. degree program director.
Advanced standing for B.S.W. degree
graduates
Students who have earned a B.S.W. degree from a Council on Social Work
Education (CSWE)-accredited program within the past five years have the
opportunity to remove areas of redundancy in their educations through
consideration for advanced standing. In their personal statements,
which are part of the application for admission to the M.S.W. degree
program, B.S.W. degree graduates can request consideration for
advanced standing status and thus have the opportunity to complete
the M.S.W. degree in 12 months. Students completing the advanced
standing track must begin the M.S.W. degree program during the Summer
Quarter, which requires individuals to submit all components of their
application packet by January 15 of the enrollment year. Exceptions to
this date will be reviewed on a case-by-case basis. Advanced standing
students enrolling as part of the summer cohort are eligible to receive
a scholarship covering up to 14 units, not including living expenses and
fees. Information on scholarships is updated annually. See the M.S.W.
Handbook on the department website for more specific information:
Loma Linda University 2019-2020 189
<http://behavioralhealth.llu.edu/programs/social-work/msw-social-
work>.
Transfer students
Transfer students who have taken courses in an M.S.W. degree program
accredited by the Council on Social Work Education may transfer up
to 20 percent of the 78 units required for the M.S.W. degree at Loma
Linda University, unless otherwise approved. Evaluation of all courses is
conducted on a case-by-case basis using course outlines, transcripts,
and course catalog entries to review and assure adequate equivalency.
The Academic Standards Committee evaluates these equivalencies. The
20 percent transfer of units is limited to credits that have not already
been applied to a degree and for which a B (G.P.A. of 3.0) grade or better
has been recorded. Transferred course grades are not calculated into a
student’s G.P.A. earned while matriculating through the program at Loma
Linda University.
A maximum of nine quarter units that have been previously applied
to another master’s degree may be accepted as transfer credits in the
areas of research methods and statistics. Individuals wishing to transfer
research methods and/or statistics courses must first pass the program's
competency examination/s in these areas. Consideration is given to
other course transfers on a case-by-case basis.
Professional, field practica grades/credits are not typically transferable
—review is made on a case-by-case basis. Consideration may be
given if there is clear evidence that the student has met the practice
competencies of the M.S.W. degree program.
No academic credit is given for life experience and/or previous work
experience for any part for the M.S.W. degree program (i.e., generalist
and clinical practica, courses in the generalist or clinical specialization
curricula).
Central academic requirements and
processes
M.S.W. advancement G.P.A.
The M.S.W. degree advancement G.P.A. provides an initial predictor
of success. The first 12 units completed toward the M.S.W. degree,
including units acquired during non-matriculation, must be completed
with a G.P.A. of 3.0. Students who fail to achieve this level may be
dismissed from school. Students receive orientation to the process and
requirements of the M.S.W. degree advancement G.P.A. during the new
student orientation.
Qualifying review
When all generalist course work is completed, students are required to
pass the program's qualifying review (see the M.S.W. Handbook). The
intent of this process is to: assist faculty members and students in the
assessment of strengths and areas for improvement, provide feedback,
foster an environment of self-evaluation, and encourage heightened
participation in individualized academic development.
Generalist and clinical practica
Field practica are regarded as an integral part of the Social Work Program
as these offer students opportunities to integrate and apply theoretical
and research knowledge with social work practice and intervention skills
in institutional or agency settings. Practica are designed and selected
to provide maximum learning opportunities under the supervision of
a qualified field instructor. As such, experiences are patterned to build
upon one another, presenting the increasing challenges present in the
continuum of generalist to clinical practice. Students complete 1,080
hours of field work in a qualified setting and 120 hours of concurrent
integrated seminar for a total of 1,200 hours.
The emphasis of SOWK757AGeneralist Practicum and
Seminar, SOWK757BGeneralist Practicum and Seminar,
andSOWK757CGeneralist Practicum and Seminar (480 hours of
practicum and 60 hours of seminar or nine generalist practica units)
is on achieving generalist social work knowledge, values, and skills;
including developing rapport with agency personnel and clients,
acquiring interviewing skills, and obtaining beginning-level psychosocial
assessment and intervention capabilities. The content of the concurrent
seminar further supports this perspective as it provides students
with opportunities to integrate their practicum experiences with their
developing professional identity.
The emphasis of SOWK787AAdvance Clinical Case
Consultation, SOWK787BAdvanced Clinical Case Consultation,
andSOWK787CAdvanced Clinical Case Consultation(600 hours of
practicum and 60 hours of seminar or 12 clinical practica units) reflects
the clinical practice specialization and provides the depth and breadth of
learning opportunities that underpin the acquisition of advanced practice
capabilities. Specifically, clinical practica experiences are expected to
promote increased insight and understanding of agency and/or client
systems as these build on the generalist skills achieved during the first
year of study.
Research
The program includes completion of course work in applied research.
An individually-authored thesis option is available for students meeting
program criteria. These study options aim to develop knowledge for the
advancement of social work practice and provide guided experiences
in the conduct of research applicable to a variety of professional and
academic settings. Guidelines for these options are provided by the
program.
Wholeness portfolio
Each student completes a wholeness portfolio during the generalist and
clinical practica, and seminar experiences. This review of the student's
individualized objectives and professional development begins during
the first year of study and culminates during the second year of study
as the student completes the final quarter of the clinical practicum. This
experience emphasizes the student's plans for employment, lifelong
learning, and integration of the core values of Loma Linda University. It
is seen as a capstone academic experience that facilitates closure, and
the final stage of reflection and review in the development of transitioning
professional.
Combined degrees
Students interested in completing a combined degrees curriculum with
Social Work and Gerontology, Social Work and Criminal Justice programs,
or the Social Work and Social Policy and Social Research programs
should contact the Social Work Department directly.
Accreditation
The Master of Social Work Program is accredited to provide master’s
degree-level educationby the Council on Social Work Education. The next
reaffirmation will be completed in 2025. CSWE may be contacted at:
1600 Duke Street, Suite 500, Alexandria, VA 22314-3457. 703/683-8080.
190 Social Work — M.S.W.
Admissions
In addition to Loma Linda University (p.24) admission requirements,
admission to the Social Work Program is governed by the policies and
procedures established by the School of Behavioral Health (p.149).
Preference for the hybrid M.S.W. degree program is given to individuals
who are working full-time or have a geographic distance of approximately
25 miles from the campus.
Admission requirements for both the main campus and hybrid M.S.W.
Program include the following:
1. A four-year baccalaureate degree (or its equivalent) from an
accredited college or university.
2. The MSW curriculum is built on a liberal arts perspective. Individual
applicants whose undergraduate degree does not reflect this
perspective may be asked to enroll in additional courses.
3. Applicants must submit a completed application, including a personal
statement; application fee; all college and/or university transcripts;
and at least three letters of recommendation—preferably one of
which is from an academic source and one from a work supervisor.
All students who are working full time must also submit a letter
from their agency director acknowledging support in completing the
practicum and educational requirements of the M.S.W. program.
4. Applicants must meet the minimum academic and professional
compatibility criteria established by the program. These criteria
include:
• A cumulative undergraduate grade point average of 3.0 or above
(on a 4.0 scale). Applicants with lower grade point averages will
be considered if the last 45 quarter credits (30 semester units) of
non-field practica course work shows significant improvement or
if they have additional attributes that demonstrate preparedness
and an appropriate fit for graduate social work education.
Work and volunteer experiences must be verified by employer/
supervisor statements on official agency stationery. Further
consideration will also be given to individuals who provide
evidence of additional graduate coursework, certifications, and/
or training that illustrate preliminary preparation for a career
in social work. Students who are admitted to the Social Work
Program with a cumulative G.P.A. below 3.0 may be required to
participate in individualized academic assessment and a targeted
learning assistance program.
• Demonstration, through the application and interview processes,
of compatibility with the profession of social work, ability to
develop and nurture interpersonal relationships, communication
skills, self-awareness, professional comportment, critical thinking
skills, fit with the mission and values of Loma Linda University
and the Department of Social Work and Social Ecology, and the
capacity to successfully complete the Master of Social Work
curriculum.
Program requirements
The M.S.W. degree consists of 78 units of didactic course work and 21
units of professional practica experience. Students must maintain a
program grade point average of B (or 3,0 on a 4.0 scale) and meet the
knowledge, skills, and professional performance competencies outlined
by the program.
A grade of B or better indicates a student has mastered knowledge,
skills, and professional practice performance competencies outlined
by the program. In order to progress successfully through the program
and complete the degree, students must meet the G.P.A. and course
repeat expectations set by the School of Behavioral Health in the general
regulations (p.148) section of this CATALOG.
Generalist curriculum
SOWK510 Diversity Theory in Practice and Research 3
SOWK513 Human Behavior in a Culturally Diverse
Environment
5
SOWK514 Social Welfare History and Policy 5
SOWK517 Practice I: Individuals 3
SOWK518 Practice II: Groups 3
SOWK519 Practice III: Organizations and Communities 3
SOWK520 Practice IV: Families
1
3
SOWK548 Research Methods 5
SOWK574 Practice V: Social Work Administration 3
SOWK578 Field Orientation
1
0
SOWK585 Legal and Ethical Aspects in Health and Behavioral
Health Services
3
Clinical practice specialization curriculum
SOWK613 DSM: Diagnosis Within the Context of Diversity and
Difference
4
SOWK617 Global Practice 3
SOWK647 Integrated Behavioral Health 2
SOWK648 Co-occurring Processes and Interventions 3
SOWK661 Psychodynamic Therapies 3
SOWK661L Psychodynamic Practice Lab 1
SOWK662 Behavioral and Cognitive Therapies 4
SOWK662L Behavioral and Cognitive Therapies Practice 1
SOWK663 Crisis and Trauma Interventions 3
SOWK675 Supervision 3
SOWK681 Behavioral Health Policies and Systems 2
SOWK695A Advanced Research Methods
3, 7
2
SOWK695B Advanced Research Methods
3, 7
2
SOWK695C Advanced Research Methods
3, 7
2
Required cognate
RELR540 Wholeness and Health 3
General selectives
Select 4 units from one of the following lists:
6
4
Population groups
GERO515 Diversity and Aging
GERO654 Therapeutic Interventions with Older Adults
MFAM644 Child Abuse and Family Violence
SOWK584 Special Topics in Social Work
SOWK651 Medical Social Work
SOWK653 Child Welfare Practice
SOWK658 Children's Psychotherapy
SOWK680 Children and Families Policies and Services
Problem areas
BHCJ550 Fundamentals of Dialectical Behavior Therapy
CRMJ519 Expert Testimony: Procedure and Practice
MFAM665 Structural and Multidimensional Family Therapy
Loma Linda University 2019-2020 191
SOWK584 Special Topics in Social Work
SOWK659 Recovery in Behavioral Health
SOWK684 Advanced Policy Projects
SOWK679 Advanced Professional Projects
Total Units 78
Professional practica experience
Generalist practicum and seminar
SOWK757A Generalist Practicum and Seminar
2,5
3
SOWK757B Generalist Practicum and Seminar
2,5
3
SOWK757C Generalist Practicum and Seminar
2,5
3
Clinical practicum and seminar
SOWK787A Advanced Clinical Case Consultation
4,5
4
SOWK787B Advanced Clinical Case Consultation
4,5
4
SOWK787C Advanced Clinical Case Consultation
4,5
4
Total Units 21
1
Not eligible for waiver.
2
Hours: 160 + 20; Not eligible for waiver
3
Thesis option is available for students meeting program criteria.
Once approved students will takeSOWK697 (4 units) andSOWK698
(2 units) in place of SOWK 695ABC (6 units).
4
Hours: 200 + 20
5
700-numbered courses are not calculated into the total didactic units
required for the degree.
6
Students wishing to take courses that are not included in this list of
approved selectives must obtain an academic variance through the
department's Academic Standards Committee prior to enrolling in the
course.
7
SOWK 695ABC is equivalent to SOWK 695.
Normal time to complete the program
Two (2) years (six [6] academic quarters) based on full-time enrollment;
part time permitted
192 School of Dentistry
SCHOOL OF DENTISTRY
Dean's welcome
If your eyes are the windows to your soul, it has been said that the mouth
is a window to your health. As such, dentistry plays a strategic part
in providing integrated patient care. Loma Linda University School
of Dentistry is a vibrant center of education where you will acquire
knowledge, technical skills, and management expertise to thrive in
the new healthcare model that is evolving. Our expectation is that our
graduates will provide care that exceeds patients' expectations.
Our faculty is committed to providing an evidence-based education
that incorporates the most advanced electronic education resources
available. In our new Innovation Center, students now have the
opportunity to gain experience with the most contemporary equipment
and techniques that enhance the practice of dentistry and the care we
provide our patients. Students also receive abundant experience in
patient care, both in the School of Dentistry and at extramural clinics, that
help meet the dental health needs of individuals with limited or no access
to dental care.
We are proud of our history and contributions to research. Our ongoing
commitment to clinical and foundational research provides students with
rich opportunities to work with outstanding faculty members in a wide
variety of investigative activities.
During your time at Loma Linda University School of Dentistry, you will
receive an excellent contemporary education filled with rich clinical
experiences. However, it is the people who have been drawn to this
unique environment of Christian education and mission who make Loma
Linda University a special place. I invite you to learn more about our
clinical services, programs, and exceptional dental school family of
students, faculty, and staff.
Robert A. Handysides, D.D.S.
Dean, School of Dentistry
Loma Linda University 2019-2020 193
School foundations
History
A small but determined group of dentists met during the summer of 1943
in Grand Ledge, Michigan. Their purpose was to establish an organization
that would serve as a catalyst, urging the Seventh-day Adventist Church
to sponsor a dental school where young adults could learn the dental
profession in an environment consistent with their religious beliefs.
These men were the founders of the National Association of Seventh-day
Adventist Dentists (NASDAD).
Under the leadership of Dr. J. Russell Mitchell, the organization's first
president, the goal of a Christian dental school began taking conceptual
form. NASDAD expanded in membership and objectives through men
such as Dr. C. C. Ray, who toured the country on his own time in search
of fellow Seventh-day Adventist dentists who were willing to pursue
NASDAD's goals.
Dr. M. Webster Prince served as president of NASDAD in 1948 and
1949. At a meeting in San Francisco in 1949, NASDAD members voted
unanimously to support the dental school project. Later that year at a
NASDAD session in Hinsdale, Illinois, the members pledged a strong
financial base in support of their goals.
The momentum of the effort became evident in the early 1950s. The
General Conference of Seventh-day Adventists, under the guidance
of President W. H. Branson, asked Dr. Prince to conduct a feasibility
study. Subsequently, official action was taken in 1951 to authorize
establishment of the School of Dentistry as a unit of Loma Linda
University's School of Medicine. Dr. Prince was selected as the first dean
of the School of Dentistry. His leadership in organizing and eventually
administering the new School of Dentistry was facilitated by his prior
experience as president of the Michigan Dental Association and as chair
of the American Dental Association Council on Dental Education. Forty-
two students comprised the inaugural class in the late fall of 1953.
A dental hygiene curriculum leading to a Bachelor of Science degree was
developed in 1959 under the direction of Dr. Gerald A. Mitchell, chair of
the Department of Periodontics. Violet Bates became chair of the new
department, and the first class of ten dental hygienists graduated in
1961.
In 1960, Dr. Charles T. Smith became dean. During this period, the school
experienced positive growth in many areas. A dental assisting curriculum
was developed in 1968 under the leadership of Betty Zendner. The first
class graduated in 1969, receiving the Associate in Science degree.
A dental auxiliary utilization (DAU) program was initiated to provide
enhanced learning for dental students. The Monument Valley Dental
Clinic for Navajo Indians was started in 1966, and Dean Smith succeeded
in finding from public sources fiscal support for the clinic building and
for faculty housing. New advanced education (postdoctoral) programs
were initiated in five clinical disciplines: orthodontics, oral surgery,
periodontics, endodontics, and oral pathology.
During the 1970s, the School of Dentistry continued its evolution into one
of the premier clinical programs in the United States. Dr. Judson Klooster
became dean in 1971. One of his major contributions was the expansion
of Prince Hall, which was completed in May 1976. The new building
more than doubled the number of clinical units; provided facilities for
specialized areas of clinical instruction; and included eight new research
laboratories, new classrooms, seminar rooms, amphitheaters, urgently
needed teacher office space, and a commensurate expansion of support
facilities and services. The Oral and Maxillofacial Surgery Clinic was
remodeled, and an outpatient surgicenter was developed to meet the
needs of patients requiring general anesthesia for dental treatment.
The School of Dentistry became an important regional resource for
providing dental care for developmentally disabled children and adults,
many of whom require such a treatment setting. The Biomaterials
Research Laboratory was constructed; and new advanced education
programs were initiated in pediatric dentistry, implant dentistry, dental
anesthesiology, and prosthodontics. A new program was established
in 1985 to provide a U.S. dental education for internationally trained
dentists. An increasing number of dental professionals from other
countries were seeking an American education and the opportunity to
practice dentistry in the United States or to gain advanced knowledge to
share in their own countries. The International Dentist Program continues
to offer an intensive, twenty-four-month course of study leading to a
D.D.S. degree. The program has added a six-month certificate program
limited to dental missionaries from other countries who sense the need
for updated continuing education.
Beginning with the nineteen-year deanship of Dr. Charles Goodacre in
1994, the School of Dentistry focused particularly on research, service
learning, and technology that included the development of electronic
learning materials and the acquisition and utilization of 3D computed
tomography (3DCT) and computer-aided manufacture (CAD/CAM)
technology.
In 2000, the first major expansion of the School of Dentistry in more than
twenty years added 15,000 square feet to Prince Hall on the east side and
provided two new patient entrances. The expanded Special Care Dentistry
Clinic and the enlarged Pediatric Dentistry Clinic were relocated to the
ground floor. An additional student laboratory was also included on that
level. On the second floor, the new space allowed for expansion of the
predoctoral clinic, with thirty-six additional operatories.
A preclinical laboratory was remodeled into a simulation laboratory in
2008. The laboratory included flat-panel monitors with access to faculty
presentations and the clinical management system.
In the autumn of 2010, the LLU Center for Dentistry and Orthodontics
was opened in San Bernardino, three miles from the school. The
three-story treatment, research, and teaching facility brought together
the University's Advanced Education Program in orthodontics and
dentofacial orthopedics and the School of Dentistry's faculty practices
—creating the most comprehensive oral health care center in the Inland
Empire.
A year later (August 2012), another opening featured the school's
groundbreaking for the Hugh Love Center for Research and Education
in Technology. Comprising six operatories and a three-chair open clinic,
the 3,000-square-foot center enables qualified students, under faculty
supervision, the opportunity to treat patients using the very latest in
dental technology.
Dr. Ronald J. Dailey was named School of Dentistry dean in July of
2013. Having led the school through all of its academic challenges
as an associate dean since 1993, Dr. Dailey was well prepared to pilot
the school's programs through revisions that accommodate new
accreditation standards; as well as the Joint Commission on National
Dental Board Examination's integration of basic, clinical, and behavioral
sciences into a single national board examination.
The School of Dentistry continues to regularly expand the opportunities
for enhanced student learning by improving physical facilities; making
194 School of Dentistry
regular curricular modifications; and reinforcing the excellence of its
clinical practices in light of its motto, "Service Is Our Calling."
Our mission
Loma Linda University School of Dentistry seeks to further the teaching
and healing ministry of Jesus Christ as:
• Students learn to provide high-quality oral health care based on
sound biologic principles.
• Patients receive competent care that is preventive in purpose,
comprehensive in scope, and provided with compassion and respect.
• Faculty, students, and staff value patient relationship; respect
diversity; and share responsibility by working together toward
academic, professional, spiritual, and personal growth.
• Scholarly activity and research provide a foundation for evidence-
based learning and enhance whole person care.
• The workplace environment attracts and retains a superior and
diverse faculty and staff who motivate, educate, and serve.
• Our communities (local, global, and professional) benefit from our
service, stewardship, and commitment to lifelong learning.
Vision
Loma Linda University School of Dentistry is a preeminent health-
care organization seeking to represent God in all we do. We are
enthusiastically committed to excellent, innovative, comprehensive
education of our students; and to whole person care of our patients.
Our students, staff, and faculty are empowered through an enabling
environment that honors the dignity, diversity, and worth of everyone.
Our graduates are exemplary professionals and progressive clinicians of
integrity.
Our Lord's example inspires us to enrich our local and global
communities through service. This is our calling.
Core values
• Belief in God
• Respect for the individual
• Principled spirituality
• Focus on students
• Empathic care
• Commitment to service
• Pursuit of truth
• Progressive excellence
• Analytical thinking
• Effective communication
General information
University students are responsible for informing themselves of
and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation. This section of the CATALOG provides
the general setting for the programs of the School of Dentistry and
outlines the subject and unit requirements for admission to individual
professional programs. It is important to review specific program
requirements in the context of the general requirements applicable to all
programs.
Specific program requirements
Information on the preceding pages pertains to general requirements
governing all students. The student is reminded of individual
responsibility to be fully informed not only of these general requirements
but also of the specific requirements in the following pages, which govern
the curriculum of the chosen program.
Programs and degrees
The School of Dentistry offers a comprehensive range of programs.
Each of the school'ssix programs draws on the curricula of the various
departments.
1. The undergraduate curriculum, the DENTAL HYGIENE program, leads
to the Bachelor of Science degree and prepares the dental hygienist
to enter a variety of careers. Dental hygiene is a four-year college
curriculum; the junior and senior years are taken in the Loma Linda
University School of Dentistry.
2. The four-year professional curriculum, the GENERAL DENTISTRY
program, leads to the Doctor of Dental Surgery degree and equips the
general dentist to meet the needs of a diverse patient population.
3. The INTERNATIONAL DENTIST program, a two-academic-
yearcurriculum, leads to a Doctor of Dental Surgery degree from
Loma Linda University. The program is designed for the dentist who
has previously earned a dental degree outside the United States.
4. The POSTBACCALAUREATE BIOMEDICAL SCIENCE DENTAL TRACK
program is designed for students who were unsuccessful in their
application to the Doctor of Dental Surgery program at Loma Linda
University. Students in this program participate in selected first-year
dental courses. Successful completion of this program leads to a
postbaccalaureate certificate in biomedical science.Currently not
accepting studentsinto this program.
5. ADVANCED DENTAL EDUCATION programs lead to postdoctoral
certificates in eight specialty and non-specialty areas of dentistry
and, at the student's option, additionally to a Master of Science or a
Master of Science in Dentistry degree.
6. The COMBINED DEGREES programs lead to the Doctor of Dental
Surgery degree (through the School of Dentistry) earned concurrently
with a Master of Science degree or Doctor of Philosophy degree—
D.D.S./M.S. or D.D.S./Ph.D.; or to the Doctor of Dental Surgery degree
(through the School of Dentistry) earned concurrently with a Master
of Arts degree in Bioethics (through the School of Religion)—D.D.S./
M.A.
Combined degrees programs
D.D.S. / M.S. / M.A.
A combined degrees program leading to the Doctor of Dental Surgery and
the Master of Science degree is open to qualified students of dentistry.
The student who is interested in establishing a broader professional
base in science or who is looking toward a career in teaching or research
may take an interim leave from the School of Dentistry after the second
or third professional year and fulfill professional degree requirements
subsequent to or concurrent with completing course work and research
for the Master of Science degree.
The combined degrees program leading to the Doctor of Dental Surgery
and the Master of Arts in bioethics is designed to fit the schedule of
Doctor of Dental Surgery degree students. Ethics in dentistry is an
emerging academic interest, and this program aims to evolve the dental
school into one of a very select few in the nation known for their expertise
in ethical issues. This program requires 48 units of credit. This degree
Loma Linda University 2019-2020 195
is offered cooperatively by the School of Religion and the School of
Dentistry.
D.D.S. / Ph.D.
The biomedical sciences program provides opportunity for well-qualified
and motivated students to pursue both a professional and a graduate
education, and to prepare for careers in clinical specialization, teaching,
or investigation in health and human disease. The student who has a
baccalaureate degree and the approval of the School of Dentistry Office
of Academic Affairs may enter the combined degrees program and work
concurrently toward Doctor of Dental Surgery and Doctor of Philosophy
degrees. A minimum of six years is required to complete a combined
degrees program, offered cooperatively by the School of Dentistry and the
School of Medicine.
Awards
All School of Dentistry students are eligible to receive awards of various
kinds for demonstrated excellence, scholastic attainment, leadership
ability, technical ability, professional proficiency, initiative, and other
accomplishments or achievements, according to the bases established
by the donors. Awards are given through various organizations,
associations, and school and university departments. The names of all
award recipients are printed in the University commencement program.
Student life
School of Dentistry inherent requirements
In harmony with its own didactic, clinical, research, and service
objectives, and using the American Dental Education Association
suggested guidelines, Loma Linda University School of Dentistry has
identified the following inherent requirements for entry into all its
programs.
Cognition
Students must have the cognitive abilitiesthat allow theaccurate and
effective ability to measure, verify, calculate, reason, analyze,synthesize,
and critically problem solve. Effective dental education requiresthe
capacityto gather, organize, and assess relevant information in order
to arrive at integrated solutions.Students must be able to comprehend
three-dimensional relationships and understand the spatial relationships
of structures in order to fully solve clinical problems.
Sensation and perception
For learning to occur, students must be able to visualize and comprehend
physical demonstrations in the classroom, laboratory, and clinic. Such
observation requires the functional use of vision, touch, hearing, smell,
and somatic sensation.
Specifically, students must be able to acquire information from written
documents and to visualize information presented in images from papers,
videos, and digital media—including interpretation of radiographic and
other graphic images, with or without the use of assistive devices.
Sufficient visual acuity is required to read charts, records, small print, and
handwritten notations.
Adequate visual and tactile skills are also necessary to perform dental
examinations and provide treatment. Visual acuity, accommodation,
and color vision are necessary to discern variations in color, shape, and
general appearance between normal and abnormal hard and soft tissues.
Students must be able to observe and describe changes in mood, activity,
and posture in their patients, possessing skills in effective perception
and understanding of nonverbal communications. Accurately noting
verbal and nonverbal communication is essential when performing dental
operations or administering medications.
Communication skills
Students must be fluent in the use of standard written and spoken
English. They must be able to communicate effectively and sensitively
with patients, the faculty and staff, and other students. Specifically,
students must be able to observe, hear, and speak to patients in order to
elicit and provide information. In addition, they must have the ability to
read and understand written communications and generate effective oral
and written communications with all members of the health-care team.
This includes the ability to discern when a matter is of a confidential
nature in order to maintain confidentiality. Students may be required
to remediate written and/or verbal language skills before admission or
during their program. This remediation may include accent modification.
Fine and gross motor skills
Students need sufficient motor and sensory capability in both hands
to provide general dental care; to perform palpation, percussion,
auscultation and other diagnostic maneuvers; basic laboratory tests; and
diagnostic procedures. These actions require fine and gross muscular
movements, coordination, and equilibrium. Individuals must be able to
operate foot controls utilizing fine movements, operating high- or low-
speed dental instruments to achieve accurate movements of less than
one-half millimeter.
Students must be able to perform basic life support (e.g., CPR), transfer
and position disabled patients, assist patients who lack motor control,
and position themselves around the patient and dental chair.
Behavioral and psychosocial attributes
Students must possess the emotional stability and demonstrate the
resilience required by a challenging educational program. Success
requires use of good judgment, insight, self-motivation, self-assessment
and self-control, high achievement striving, and the development of a
mature, sensitive, and effective personal relationship style.
It is imperative that students be able to tolerate physically taxing
workloads and to function effectively under stress. Students must be
able to adapt to changing environments, demonstrate flexibility, and learn
to function in the face of uncertainties inherent in the clinical issues of
many patients. Compassion, integrity, honesty, concern for others, and
cultural sensitivity are required personal qualities.
Disabled applicants and students
The LLU School of Dentistry provides reasonable and appropriate
accommodations in accordance with the Americans with Disabilities Act
for individuals with documented disabilities who demonstrate a need for
accommodation.
The Americans with Disabilities Act defines a person with a disability
as an individual with a physical or mental impairment that substantially
limits one or more major life activities. Problems such as English as
a second language, test anxiety, or slow reading without an identified
underlying physical or mental deficit, or failure to achieve a desired
outcome are generally not covered by the Americans with Disabilities Act.
To be considered for an accommodation based on a learning disability,
a student must experience marked difficulty when compared with the
average person in the general population, not just other dental school
students, in one or more basic academic areas as a result of a significant
information processing or attentional disorder.
196 School of Dentistry
Students requesting accommodations must provide supporting
documentation for the disability requiring accommodation, including:
• A report from a licensed professional approved by Loma Linda
University School of Dentistry identifying the diagnosed disability and
the recommended accommodations.
• Record of any previous accommodations provided by educational
institutions or other testing agencies.
• If no prior accommodations were provided, the licensed professional
should include a detailed explanation as to why no accommodations
were given in the past and why they are needed now.
Documentation needs to be reviewed by the assistant dean for
admissions and student affairs, before accommodation is formally
implemented. While awaiting assessment and documentation, temporary
accommodation may be granted. The temporary accommodation will not
exceed 90 days.
Students requesting accommodation are responsible for:
• Reporting their request for accommodation to the Office of
Admissions and Student Affairs
• Providing the supporting documentation
Policies for this school
The information on student life contained in this CATALOG is brief. The
Student Handbook more comprehensively addresses University and
school expectations, regulations, and policies; and is available to each
registered student. Students need to familiarize themselves with the
contents of the Student Handbook at <http://www.llu.edu/assets/central/
handbook/documents/Student-Handbook.pdf>.
Professional ethics
Successful students should demonstrate behaviors and attributes
in harmony with School of Dentistry's core values. The school seeks
students who openly and enthusiastically align themselves with the
following core values:
• Belief in God
• Spiritual maturity
• Demonstrated compassion
• Service to others
• Commitment to excellence
• Critical thinking
• Respect for self and others
• Ethical integrity
• Principled care
• Pursuit of knowledge
• Conscientiousness and industry
• Effective communication
The school code of ethics expands and elaborates Loma Linda
University's standards of ethical conduct.
Organized dentistry is proud of its reputation for honesty and integrity.
These virtues are essential if dentistry is to continue to maintain its
position of trust in society. The establishment of peer review committees,
ethics committees, codes of ethics, and other regulatory and/or advisory
processes and standards within the profession indicate a vital and
continuing concern for maintaining high standards of integrity.
The School of Dentistry is a partner in this process where future
professionals are selected and trained in the development of professional
and ethical attitudes consistent with the highest goals of the profession.
The school seeks to broaden students' ethical perceptions by including
a religious perspective not always found in ethical codes. By adding
a spiritual foundation to the professions' ethical frameworks, it is
anticipated that the dental professionals' ethic will be more completely
informed and not only will reflect concern for his or her fellows, but also
will reflect an intimate relationship with the Creator God.
The code contains specific admonitions that are limited in number but
comprehensive in nature. It is anticipated that the values of honesty,
integrity, and altruism will be enhanced during professional training
so that, following graduation, these virtues will be second nature
in the service provided to patients. Thus, the relationship of trust
between dental professional and patient can develop to benefit both the
profession and the public. This is a goal the school feels it must meet as
it seeks to train dental professionals to become competent in all aspects
of patient care.
The School of Dentistry code of ethics applies to all students (associate
and baccalaureate dental hygiene; predoctoral, including international
dentist students; graduate, certificate, residents, fellows, preceptors,
research scholars; and exchange students).
The School of Dentistry code of professional ethics with its specific
guidelines is available for review in Section VII of the LLU Student
Handbook.
Student leadership
Student Government
Loma Linda University American Student Dental Association (LLU
ASDA) is composed of peer voted student officials who are charged
by administration to carry out the actions necessary for a successful
student government, as well as serving as a representation for he ASDA
chapter at regional and national meetings and events. LLU ASDA's central
body if the Executive Council (EC) compromised of the First Delegate/
President, Second Delegate/President-elect, two class representatives,
secretary, and treasurer.
The EC has the authority to appoint members to other designated offices
to fulfill the work of the local chapter as needed and delegate duties
to subcommittees as needed in governing the student body, including
representation for other state and national professional organizations
(CDA, ADEA, AGD) and class leadership. The EC oversees the utilization of
all funds paid by student dues and obtained through fundraising.
Elections for all positions of LLU ASDA occur in the Spring Quarter.
Class leadership
Class leaders are elected annually during the Autumnterm for the first
year and Spring term thereafter. Leaders are elected by confidential peer
vote to work as a team to coordinate class events—including academic,
spiritual, and social experiences. Class leadership consists of:
DDS - President and four vice presidents serving in various capacities.
IDP - Two class representatives
DH BS - President and three vice presidents.
DH AS - President and one vice president.
Committee representation
Students are invited to serve on school standing committees. The Office
of Admissions and Student Affairs consults with LLU ASDA and class
Loma Linda University 2019-2020 197
leadership to select students to serve on committees, including the
Admissions Committees,Academic Review Committees, Curriculum
Committee, and Professional Standards Committee.
To maintain a leadership position, a minimum 2.7 GPA must be
maintained by the president, vice presidents and professional
organization representatives.
Special opportunities
Alumni-Student Convention
The annual Alumni-Student Convention, now part of the One Loma Linda
Homecoming, sponsored since 1960 by the Alumni Association, gives
opportunity for students to meet alumni and listen to presentations by
prominent guest lecturers in the dental profession.
Research presentation
Students have the opportunity to give research presentations in the form
of table clinics. The winners are invited to present their table clinics at
state and national conventions.
Dedication service
A dedication service is held during the Alumni-Student Convention,
giving students an opportunity to dedicate their professional lives to
Christ. Incoming students are presented with personalized Bibles and
graduatingstudents are given personalized white coats embroidered with
the School logo.
Academic information
General policies
Registration
The student must register on or before the dates designated by the Office
of University Records. Early registration is encouraged. Registration is
completed online at the myLLU registration portal <https://ssweb.llu.edu/
login >. Once at the portal, a student must clear registration holds—
student health, transcript, housing and finance. At the beginning of the
firstyear of attendance, a student is required to have a picture taken
for the student identification badge. International students must also
register with the International Student Affairs office as required by law.
Late registration is permissible only in case of a compelling reason.
A charge is applied if registration is not completed by the designated
dates. The student may not attend class without being registered. A
change in registration after the second week affects the grade record. A
student may not concurrently register for courses in another school of
the University without permission from theassistant dean for academic
affairs.
Attendance
Regular attendance at lectures, clinics, and other assemblies is required
of all students. All lectures and laboratories provide information essential
for successful completion of the program. Each student is responsible
for all material covered and assignments made. Absences in excess of
15 percent may be sufficient cause for a failing or unsatisfactory grade to
be recorded. Clinics and individual courses/instructors may have more
stringent requirements.
Length of academic residence
To fulfill the requirement pertaining to length of academic residence, the
student must be registered for a full course load at the University for
the entire junior year for the Associate in Science degree; and the entire
senior year for the Bachelor of Science degree; and the entire third (D3)
and fourth (D4) years for the Doctor of Dental Surgery degree.
Dean's list
Outstanding academic performance will be rewarded by publication of
the Dean's List each review period. The eligibility requirements are:
• Complete at least 12 units of graded course work during the term.
• Achieve a term grade point average of at least 3.5 with no grade lower
than a B-.
• Receive no incomplete (I) grades on the grade report.
Course waiver
A course requirement may be waived if the applicant has previously
taken the course and earned a grade of B or above, but no credit results.
Evaluation for waiver of courses will be completed only after an applicant
has been accepted to the program, and must be approved by the course
director at this University and the school's assistant dean for academic
affairs. Tuition is not reduced if courses are waived or if a student takes
less than a full load.
Examinations
It is the policy of the school that all students are expected to take
examinations at the scheduled time. The only acceptable excuse for
not taking an examination on time is major illness (documented by
the Student Health Service and conveyed to the course director). The
consequences of missing an examination under the circumstances of
documented illness are determined by the course director. If a student
appears late for an examination, s/he may be denied admission to the
examination site. If a student arrives late for an examination and is
allowed to take it, s/he will be required to finish the examination at the
same time as students who arrive on time.
Repeating/remediating a course (predoctoral, IDP, and dental
hygiene programs)
If a student receives an unsatisfactory or failing grade in a required
course, it will be necessary for him/her to do additional work. Based on
the original grade earned by the student, and upon the recommendation
of the Academic Review Committee, one of the following plans will be
pursued:
1. For courses with unsatisfactory performance (D+/D/U grades),
the student must reregister for the course, review the course work
independently, repeat required assignments or quizzes, and take any
or all course examinations as required by the course director. The
highest grade allowed for a remediated course is C. At the discretion
of the Academic Review Committee and course director, the student
may be required to repeat the course at the next course offering.
2. For courses with failing performance (F grades), the student must
reregister for the course, attend the class and/or laboratory, and take
all course examinations at the next regular course offering.
3. Both the original and repeat grades are entered into the student's
permanent academic record, but only the repeat grade units are
computed in the grade point average.
4. Under certain circumstances and upon recommendation of the
Academic Review Committee, a student may remediate/repeat a
maximum of 12 units during the current and subsequent academic
year. Upon such recommendation, the student will be permitted
to move forward as a member of the cohort with which he or she
enrolled.
198 School of Dentistry
Academic criteria for promotion (predoctoral, IDP,and
dental hygiene programs)
Academic criteria for academic advancement and program
completion
Predoctoral
Level D1 to Level D2
• Cumulative didactic and preclinical laboratory G.P.A. at or above 2.0.
• Successful completion of all courses in the D1 curriculum.
Level D2 to Level D3
• Cumulative didactic and preclinical laboratory G.P.A. at or above 2.0.
• Successful completion of National Board Examination, Part I.
• Successful completion of all courses in the D2 curriculum.
Level D3 to Level D4
• Cumulative didactic and preclinical laboratory G.P.A. at or above 2.0.
• Successful completion of all courses in the D3 curriculum.
IDP
Level IDP3 to Level IDP4
• Cumulative didactic and clinical course G.P.A. at or above 2.0.
• Successful completion of all courses in the IDP3 curriculum.
Dental hygiene (B.S. degree)
Junior to senior
• Cumulative didactic and preclinical G.P.A. at or above 2.0.
• Successful completion of junior clinic promotion OSCE.
• Successful completion of all courses in the junior curriculum.
Graduate students/residents
• Cumulative didactic and laboratory G.P.A. at or above 3.0 (B).
• Successful completion of all evaluations.
• Successful completion of annual student evaluation (includes a
review of entire academic record).
• Selection for advancement to Master of Science degree candidacy
(for those on M.S. degree track only).
School of Dentistry academic requirements for
graduation
Dentistry
A candidate for the Doctor of Dental Surgery degree must be at least
twenty-one years of age and must have:
1. Satisfactorily completed all the requirements of the curriculum
—including specified attendance, level of scholarship, length of
academic residence, number of credit units, and service-learning
requirements.
2. Completed special examinations, as required by the faculty.
3. Successfully completed Parts I and II of the National Board
Examination.
4. Demonstrated evidence of satisfactory moral and professional
conduct, of due regard for Christian citizenship, and of consistent
responsiveness to the established aims of the University.
5. Discharged financial obligations to the University.
6. Been certified by the faculty as approved for graduation.
Dental hygiene (B.S. degree)
In order to be eligible for graduation, the student must have:
1. Completed the Undergraduate Intent to Graduate form.
2. Completed all the requirements for admission to the chosen
curriculum.
3. Satisfactorily completed all chosen requirements of the curriculum
—including specified attendance, level of scholarship, length of
academic residence, and number of credit units.
4. Attended a regionally accredited college for the first two years, and
Loma Linda University School of Dentistry for the junior and senior
years.
5. Achieved no lower than a C- grade in all core courses and a minimum
grade point average of 2.0.
6. Completed special examinations as required by faculty.
7. Passed the Dental Hygiene National Board Examination.
8. Demonstrated evidence of satisfactory moral and professional
conduct, of due regard for Christian citizenship, and of consistent
responsiveness to the established aims of the University.
9. Discharged financial obligations to the University.
10. Been certified by the faculty as approved for graduation.
11. Completed dental hygiene training with an Associate in Science
degree orcertificate from an accredited college.
National Dental Board Examinations
Successful completion of the Integrated National Board Dental
Examination (INBDE) is a requirement for graduation. The INBDE are
designed to assess cognitive knowledge of the basic, behavioral,
and clinical sciences. Eligibility to sit for the INBDEis determined by
successful completion of the curriculum leading up to the examination.
In addition, students are required to pass a comprehensive examination
that assesses mastery of the test specifications prior to the INBDE. The
eligibility requirements and timetable for passing the INBDEis as follows:
INBDE examination is scheduled in the fourth year. If the
examination is not successfully completed, the student will be given
an opportunity to retake the examination per the National Board
Dental Examination policies. A candidate for the Doctor of Dental
Surgery degree must have successfully completed theINBDE before
being awarded the D.D.S. degree.
Procedures for academic review (predoctoral, IDP, and
dental hygiene programs)
There are six academic review committees: D1, D2, D3, D4, IDP, and Dental
Hygiene. Membership of each committee consists of theassistant
dean, academic affairs; the assistant dean, admissions andstudent
affairs; and the department representative/course directors of all courses
required of the respective class in the academic year. The associate dean,
clinic administration, the clinic director, and primary attending faculty
are members of the D3/D4 academic review committees. In addition,
each committee has two student members appointed by the dean in
consultation with the assistant dean, admissions andstudent affairs and
DSA officers. Student committee members will be in the class one year
ahead of the class being reviewed.
The academic review committees meet a minimum of two times
annuallyto evaluate student academic and clinical performance and
progress records. Students whose performance does not meet the
stated academic standards and students who are being considered
foracademic sanctionsmay be scheduled for a hearing with the
committee.
The committee also recommends to the dean all appropriate candidates
for promotion, academic probation, repeat, or other appropriate actions;
Loma Linda University 2019-2020 199
as well as students who should receive special recognition for academic
excellence.
The process for evaluation of academic performance is as follow:
1. The academic review committee—by reviewing grades, reports, and
other pertinent information—identifies students whose academic
and/or clinical performance is below acceptable levels.
2. The assistant dean for admissions and student affairs notifies a
student facing possible academic sanctions regarding the time and
place for a hearing called for the purpose of allowing the student
to appear before the committee to present reasons why action
should not be taken. The academic review committee considers the
student's presentation and all available information before making a
recommendation.
3. The dean may enforce one or more of four academic sanction
options:
• Academic probation
• Remedial action
• Academic leave of absence
• Academic discontinuation
Please refer to the academic disciplinary policy for more specific
descriptions regarding each academic sanction.
4. A student may appeal therecommendation of the academic review
committee to the dean. Such appeals are not expected to be routine
and should be considered only in circumstances where new and
relevant information exists that was not available for consideration by
the academic review committee. The dean will decide if the appealing
student will be permitted to continue participating in classes and/or
clinical assignments during the appeal proceedings.
The dean will review the matter and either render a decision
or appoint a three-member ad hoc committee. Members of
this committee will not have been involved in the academic
review committee decision process. The ad hoc committee will
determine whether the process was appropriately followed,
review new information, and judge whether the record supports
the recommendation. They will report their findings and
recommendation to the dean, who will decide if the appeal is
warranted or not.
Academic disciplinary policy (predoctoral, IDP, and
dental hygiene programs)
Academic probation
Academic probation is a specified period of time during which the student
is given an opportunity to comply with specific academic standards. Such
action must be confirmed by letter to the student.
Criteria for placement on academic probation
A student will be placed on academic probation if s/he meets one or more
of the following conditions:
1. Term or cumulative grade point average (G.P.A.) below 2.0.
2. Failing or unsatisfactory (U/F/D+/D) grades in any course required for
the degree.
3. Social/behavioral/ethical problems that significantly impact
academic and/or clinical performance.
Level of academic probation
The level of academic probation indicates the seriousness of the
cumulative academic deficiency. However, depending on the seriousness
or nature of the academic deficiency, a student may be considered for
academic leave of absence or discontinuation at any level of probation.
Level I First term on academic probation
Level II Second term on academic probation, consecutive or
nonconsecutive.
EXCEPTION: Continued academic probation due to failing
grade in a course that cannot be repeated until a later
term or failure to reregister in the succeeding year.
Level III Third term on academic probation, consecutive or
nonconsecutive. If a student is unable to remove
academic probationary status within the following term,
s/he will be considered for academic discontinuation.
EXCEPTION: Continued academic probation due to failing
grade in a course that cannot be repeated until a later
term or failure to reregister in the succeeding year.
Level IV If a student meets the criteria for academic probation for
a fourth term, consecutive or nonconsecutive, s/he will be
considered for academic discontinuation.
Restrictions for a student on academic probation
A student on academic probation:
1. May not serve as an officer for any class, school, or extracurricular
organization.
2. May not take any elective courses.
3. May not participate in any elective off-campus, service-learning, or
mission activities.
4. Remains on academic probation until all the terms of the probation
sanctions have been fulfilled, unless the student is discontinued.
Remedial action or remediation
As a condition for continued enrollment, remedial action for the student
may consist of:
1. Counseling, tutoring, and/or repeating assignments or course work;
or completing additional assignments or course work, possibly
including repeating an academic year or portion thereof.
2. Other specified requirements.
Academic leave of absence
Academic leave of absence is a specified period of time during which the
student is withdrawn from the academic program. Upon request to and
approval by the academic review committee, the student may return to
the program at a year/term level specified by the committee. The student
may be requested to fulfill specific requirements prior to re-entering the
academic program.
The following guidelines pertain to when an academic leave of absence
may be considered for a student who is in one or more of the following
situations:
• Student has a serious academic deficit that cannot be removed while
continuing with current course work.
• At the end of the academic year, student does not meet the criteria for
promotion to the next academic year.
• Student has three consecutivereviews or termson academic
probation.
• Student has not passed the National Board Dental Examination on
schedule after two attempts and needs full study time to prepare for
the National Board Dental Examination.
200 School of Dentistry
• Student fulfills criteria for academic discontinuation, yet shows
promise for future success despite current deficiencies.
Return from an academic leave of absence requires that the student
reapply for admission by written request to theassistant dean for
admissions and student affairs. The student must meet the requirements
for readmission specified by the academic review committee at the time
the leave of absence was granted. The requirements for readmission may
also be reviewed by the academic review committee.
Academic discontinuation
Guidelines for academic discontinuation are indicated below for
predoctoral, IDP, and dental hygiene students:
D1 Year
• Any term with one or more failing grades, regardless of term or
cumulative G.P.A.
• Three or more unsatisfactory or failing grades within the academic
year, regardless of term or cumulative G.P.A.
• Three consecutivereviews or termson academic probation.
• Failure to fulfill terms of academic probation within the specified time
period.
• Failure to meet criteria for promotion to D2 year by the end of the D1
year.
D2 Year
• Any term with one or more failing grades, regardless of term or
cumulative G.P.A.
• Four or more unsatisfactory or failing grades since enrollment in the
program, regardless of term or cumulative G.P.A.
• Failure to fulfill terms of academic probation within the specified time
period.
• Level IV academic probation.
• Failure to meet criteria for promotion to D3 year by the end of the D2
year.
D3 Year
• Any term with one or more failing grades, regardless of term or
cumulative G.P.A.
• Five or more unsatisfactory or failing grades since enrollment in the
program, regardless of term or cumulative G.P.A.
• Failure to fulfill terms of academic probation within the specified time
period.
• Level IV academic probation.
• Failure to meet criteria for promotion to D4 year by the end of the D3
year.
D4 Year
• Failure to pass either section of the National Board Dental
Examination within three attempts.
• Failure to achieve eligibility for graduation within five full academic
years of enrollment in the dental program. Exception: Students who
are required to repeat an academic year or who are on a revised program.
These students must achieve eligibility for graduation within one year of
the new graduation date assigned at the time of change to an alternate
program.
Dental hygiene B.S. degree juniors
• Any term with one or more failing grades, regardless of term or
cumulative G.P.A.
• Three or more unsatisfactory or failing grades within the academic
year, regardless of term or cumulative G.P.A.
• Failure to fulfill terms of academic probation within the specified time
period.
• Failure to meet criteria for promotion to dental hygiene B.S. senior
year by the end of the dental hygiene B.S. junior year.
Dental hygiene B.S. degree seniors
• Any term with one or more failing grades, regardless of term or
cumulative G.P.A.
• Three or more unsatisfactory or failing grades within the academic
year, regardless of term or cumulative G.P.A.
• Failure to fulfill terms of academic probation within the specified time
period.
• Failure to pass the National Board Dental Hygiene Examination within
three attempts.
• Failure to achieve eligibility for graduation within three full academic
years of enrollment in the dental hygiene program.
In some situations, the academic review committee may recommend that
a student repeat an academic year (or portion thereof) as an alternative
to discontinuation.
Scholastic standing
Grades and grade points for the predoctoral, IDP, and dental hygiene
programs may be found in Section II of this catalog, with the following
exceptions:
• Satisfactory (S)—grade if the student exceeded the minimum
requirements for overall performance.
• Marginal Satisfactory (MS)—grade if the student met but did not
exceed the minimum requirements for overall performance.
• Unsatisfactory (U)—grade if the student did not meet the minimum
requirements for overall performance.
Student-initiated academic grievance procedure
If a student wishes to contest a grade, s/he should discuss the grade
first with the instructor, where appropriate; then with the course director,
if applicable; and finally with the department chair. If the student is not
satisfied, s/he may then appeal to theassistant dean for academic
affairs(for further discussion of the academic grievance process, see
Loma Linda University Student Handbook, Section V—University Policies).
Service-learning
Service-learning at Loma Linda University School of Dentistry continues
the original purpose of the school—to train dental health professionals to
provide service to underserved populations, both locally and abroad.
Field experience for students of dentistry and dental hygiene includes
extramural opportunities within the U.S. and in foreign countries. In
addition to providing clinical treatment, service-learning experiences
include local health fairs and elementary school dental health
presentations. Service experiences may last from one day to several
weeks.
All students are required to complete assigned service-learning rotations
and minimum clock hours, as described in each program. Predoctoral
dental students are required to complete a minimum of 120 service-
learning hours. Forty hours must be completed doing local community
service dentistry. Up to 30 of the remaining 80 hours may be completed
doing non-dental service. Dental hygiene students must complete 75
service-learning hours. Thirty-five hours of local service are required, and
Loma Linda University 2019-2020 201
up to 15 non-dental service hours may be credited. International Dentist
Program students must complete 60 hours of service. Of the 60 hours,
40 will be assigned by the program. Up to 10 hours of non-dental service
may be completed as part of the 60 hours total requirement. In addition,
a didactic component is included within the service-learning program.
Lectures are embedded within existing courses and occur throughout the
curricula.
Students are required to be in good and regular standing to be eligible to
participate in elective international service-learning experiences.
Learning environment
Because the study of dental sciences and arts is based on a foundation
in essentially the same science subjects as are studied in medicine and
allied health curricula, the School of Dentistry shares with the School of
Medicine the facilities for teaching basic sciences.
Classrooms, laboratories, student lounges, teachers' offices, and clinical
facilities related solely to dentistry occupy the School of Dentistry
building, named in honor of M. Webster Prince, the first dean. Prince Hall
is on the University mall facing the University Church and adjacent to the
Medical Center. The facilities effectively accommodate collaboration with
the Medical Center in ongoing research and service programs.
The total resources of the University constitute a wealth of opportunity
for the student with initiative and willingness to develop individual
capacity to the fullest extent. Students find varied opportunities for
serving and learning in the immediate University community, in school-
sponsored service-learning clinics, clinical and research electives, and
diverse volunteer programs.
Basic sciences
The Loma Linda University departments of basic sciences include
anatomy, biochemistry, microbiology, and physiology and pharmacology.
The basic sciences serve as the foundation for the dental sciences by
leading toward an understanding of normal structure and function, as
well as introducing the basis for pathology in the practice of dentistry.
Subjects are taught in the first year of the dental hygiene and the first
two years of the general dentistry curricula as part of three conceptually
integrated sequences of courses—sequences in physiology, in anatomy,
and in applied science. Throughout the basic sciences, an appreciation of
God's creation and His wisdom is reinforced through the study of human
biology. Students are encouraged to extend their knowledge and apply it
for their own well-being and for the well-being of their patients.
The purpose of the basic science curriculum is to provide a foundation
of knowledge that is essential for the practice of dentistry and dental
hygiene. The faculty is dedicated to providing students with tools that
expand their thinking and challenge them to ask probing questions and
to earnestly search for answers. Its aim is to prepare students to excel
scientifically. The higher aim is, through the Christian atmosphere of this
University, to prepare students to become truly compassionate dentists.
Financial information
Financial policies
The Office of the Dean is the final authority in all financial matters and is
charged with the interpretation of all financial policies. Any exceptions to
published policy in regard to reduction or reimbursement of tuition must
be approved by the dean. Any statement by individual faculty members,
program directors, or department chairs in regard to these matters is not
binding on the school or the University unless approved by the dean.
Registration is not complete until tuition and fees on the required
installment are paid; therefore, the student should be prepared to make
these payments during scheduled registration for each academic year.
There may be adjustments in tuition and fees as economic conditions
warrant.
General financial practices
The student is expected to arrange for financial resources to cover all
expenses before the beginning of each school year. Previous accounts
with other schools or this University must be settled.
Satisfactory academic progress policy (all programs)
To be eligible for federal, state, and University financial aid, students are
required by the U.S. Department of Education and the state of California
to maintain satisfactory progress toward their degree objectives. In
compliance with prescribed regulations, the University and School of
Dentistry have established guidelines that are designed to ensure that
students successfully complete courses to promote timely advancement
toward a specific degree objective.
Definition of satisfactory academic progress
The School of Dentistry defines satisfactory academic progress by the
following three criteria:
1. Meeting a minimum grade point average requirement
2. Making yearly progress by completing the academic requirements
defined for a program
3. Completing the degree objective within the maximum time allowed
Grade point average requirement
To maintain satisfactory academic progress, students in the predoctoral,
IDP, and dental hygiene programs must maintain a minimum cumulative
grade point average of 2.0. In addition, dental hygiene students must
achieve no grade lower than a C-in all core courses.
Yearly progress requirement
Each student's academic progress is evaluated by the Academic Review
Committee throughout each academic term, and a cumulative review
is conducted to determine eligibility for promotion at the end of each
academic year. The Office of Academic Affairs monitors the minimum
grade point average requirement. The Office of Financial Aid, along
with the School of Dentistry Office of Academic Affairs,monitors yearly
progress and the maximum time allowance.
Students whose academic standing or degree progress falls below
the standard receive a financial aid warning during the next term of
registration. If their academic standing or degree progress is not raised
to the standard by the end of theterm in which the financial aid warning
was issued, their financial aid will be terminated until the requirements
have been met.
Reasonable degree progress
It is expected that students will complete the requirements for a degree
within the scheduled curriculum time. The Doctor of Dental Surgery
degree is scheduled to be completed in four years for the traditional
program and two years for the international program and may not exceed
six for the traditional program and three for the international program.
The Bachelor of Science degree in dental hygiene is scheduled to be
completed in two years and may not exceed three years.
202 School of Dentistry
Certification of status
The Office of Academic Affairs will certify the official status of each
enrolled student at the end of each academic year to the Office of
University Records and to the Office of Financial Aid.
Student financial aid
Federal loans are available only to United States citizens, green card
holders, or those with permanent resident status. With good credit or
a creditworthy cosigner, federal loans may be used to cover the entire
academic budget. For more information, contact the Office of Financial
Aid <fi[email protected]> or 909/558-4509.
Schedule of charges (2019-2020)
Dentistry
All tuition,enrollment fees and technology fees are set for one academic year.
1st Year 2nd Year 3rd Year 4th Year
Tuition $72,545 $87,015 $87,015 $87,015
Enrollment Fees $2,625 $3,500 $3,500 $3,500
School of Dentistry $132 $176 $176 $176
Technology fees (Computer set-up, technical support) $1,585 $780 $780 $780
The following are estimates based on the information available at this time and are
subject to change.
Instrument issue (Includes usage fees) $10,800 $7,448 $286 $96
Computer (Budget revised at purchase with financial aid) $2,265 $0 $0 $0
CPR (Mandatory on-campus training) $40 $0 $0 $0
Optics (Loupes and light) $1,800 $0 $0 $0
Laboratory fees $144 $148 $128 $44
Dental supplies (Billed with usage) $144 $550 $465 $600
Departmental fees (Includes course materials; dental laboratory gold) $257 $1,106 $321 $384
Books $1,020 $1,660 $795 $0
ASDA/CDA (Not covered with financial aid) $93 $93 $93 $93
National Board Examinations $0 $455 $0 $500
Estimated living expenses (For off-campus student, not living with relative) $17,086 $20,757 $20,757 $20,757
Total $110,536 $123,688 $114,316 $113,945
International Dentist Program
All tuition, enrollment fees andtechnology fees are set fees for one academic year. The following amounts are based on the 24-month program.
Adjustments will be made for the 27-month program which begins Spring 2020.
IDP 3rd Year IDP 4th Year
Tuition $105,680 $105,680
Enrollment fees $3,500 $3,500
School of Dentistry $176 $176
Technology fees (Computer set-up, technical support) $1,780 $780
The following are estimate based on the information available at this time and are subject
to change.
Instrument issue (Includes usage fees) $17,100 $0
Computer (Budget revised at purchase with financial aid) $2,265 $0
CPR (Mandatory on-campus training) $40 $0
Optics (Loupes and light) $1,800 $0
Laboratory fees $140 $40
Books $1,500 $1,500
ASDA/CDA (Not covered with financial aid) $93 $93
Estimated living expenses (For off-campus student, not living with relative) $20,757 $20,757
Total $154,831 $132,526
Loma Linda University 2019-2020 203
Dental Hygiene—B.S. (Entry Level)
All tuition, enrollment fees and technology fees are set for one academic year and are divided equally per term.
Junior Senior
Tuition $34,650 $46,200
Enrollment fees $2,625 $3,500
School of Dentistry $57 $76
Technology fees (Computer set-up, technical support) $1,584 $780
The following are estimates based on the information available at this time and are
subject to change.
Instrument issue (Includes usage fees) $6,204 $88
Computer (Budget revised at purchase with financial aid) $2,200 $0
CPR (Mandatory on-campus training) $60 $0
Optics (Loupes) $1,500 $0
Laboratory fees $60 $0
Supplies (Billed with usage) $55 $150
Books $1,500 $1,500
SADHA dues $90 $90
National Board Review Course (Budgeted for students to purchase their choice) $0 $450
National Board Examination $0 $500
Extramural $0 $960
Estimated living expenses (For off-campus student, not living with relative) $16,605 $22,140
Total $67,190 $76,434
On- and off-campus student housing
Students may go to <llu.edu/central/housing> for housing information and a housing application form.
Programs
Undergraduate
• Dental Hygiene— B.S. (p.205)
Professional
• Dentistry— D.D.S. (p.209)
• International Dentist Program (IDP)— D.D.S. (p.220)
Advanced Education
• Endodontics — post-D.D.S. Certificate, M.S.D., M.S. (p.230)
• Implant Dentistry — post-D.D.S. Certificate, M.S.D., M.S. (p.233)
• Oral and Maxillofacial Surgery — post-D.D.S. Certificate (p.234)
• Orthodontics and Dentofacial Orthopedics — post-D.D.S. Certificate,
M.S. (p.235)
• Pediatric Dentistry — post-D.D.S. Certificate, M.S.D., M.S. (p.237)
• Periodontics — post-D.D.S. Certificate, M.S.D., M.S. (p.238)
• Prosthodontics — post-D.D.S. Certificate, M.S.D., M.S. (p.239)
Undergraduate
Established in 1959, the Department of Dental Hygiene, the Bachelor of
Science degree undergraduate curriculum of the School of Dentistry, is
largely focused on preventive oral health services and continuing care.
Dental science courses, preclinical lectures and seminars, laboratory
exercises, and clinical assignments have been developed to provide
training in the variety of procedures delegated to the dental hygienist
within the dental practice setting. These experiences are sequenced in an
organized manner that provides for continual growth, and competency in
performance of all traditional and expanded function procedures.
The purpose of the program is to develop professionals prepared for
the current practice of dental hygiene, as well as graduates who are
additionally prepared to deal with future changes in dentistry. Courses
that encourage critical thinking and problem-solving techniques and
that enhance the ability to evaluate the latest in research are important
adjuncts to clinical training. Upon completion of this curriculum,
graduates will be prepared to enter a variety of career options available to
dental hygienists.
Dental Hygiene Program curricula are approved by the Western
Association of Schools and Colleges(WASC) Senior College and
University Commission (WSCUC). The program is also approved by the
Commission on Dental Accreditation of the American Dental Association.
Philosophy
A profession in the health arts and sciences calls increasingly for
persons of intelligence, integrity, responsibility, and depth of human
understanding. Therefore, the program of instruction is planned on
a strong liberal arts foundation. The student is encouraged to take
electives that contribute to breadth of knowledge and quality of values.
The choice of electives in early college work is important for many
reasons.
The School of Dentistry is interested in applicants with the potential to
become hygienists who are well-read and caring persons prepared to
communicate effectively in professional and community relationships.
They should be able to draw on knowledge of the structure and function
of the human body in health and disease, applying resources based on
Christian ideals and values to aid in the solution of personal problems.
They should also be able to develop attitudes and skills that will most
effectively serve society.
204 Undergraduate
Goal
The goal of the Dental Hygiene Program is to educate competent,
concerned, and active members of the dental hygiene profession who
possess the ability to effectively perform the expanding scope of practice
of the dental hygienist.
Loma Linda University emphasizes Christian values and beliefs and
the concept of whole person care. Opportunities for spiritual growth
and fellowship among faculty and students are interwoven into daily
academic pursuits, clinical practice, and social interactions.
The advancement of dental hygiene depends on an ever-growing body
of knowledge. Therefore, this program also places great importance on
providing an atmosphere in which students can develop skills necessary
to objectively assess new theories and trends in dentistry in light of
scientific knowledge and principles. By combining Christian values with
an appreciation for research and the scientific method, graduates will
continually apply evidence-based principles to patient care and exhibit
God’s love in the quality of service they render.
Chair
Kristi B. Marshall
Primary faculty
Darlene A. Armstrong
Larysa Baydala
Danielle Ellington
Debra K. Friesen
Shelley L. Hayton
Shirley A. Lee
Patricia M. Lennan
Colleen A. Whitt
Shelly Withers
Debra A. Zawistowski
Emerita faculty
Joni A. Stephens
Application procedures
The Dental Hygiene Program is an undergraduate program in the School
of Dentistry. A student must have a high school diploma or its equivalent
and must meet college entrance requirements. Admission to the Dental
Hygiene Program is in the junior year after successful completion of
the required prerequisite courses in a regionally accredited college or
university.
The application is available at <http://www.adea.org/>. An LLU
supplemental application is also required. The application deadline for
the Bachelors program is April 1 and June 1 for the Dental Hygiene to
DDS Bridge program.
Application procedure
1. DHCAS application. The DHCAS application is completed online by the
applicant at adea.org (between November 1 and April 1. The DHCAS
application takes approximately four to six weeks to be processed
and sent to the school where the applicant has applied.
2. Supplemental application. As soon as the DHCAS application is
verified by DHCAS and received by LLU the applicant is sent an
email invitation from LLU to complete an electronic supplemental
application.
3. Supplemental application deadline. The applicant must return the
completed supplemental application and materials within 30 days.
This includes essays specific to Loma Linda University, a photograph,
and the nonrefundable application fee of $100.
4. Transcripts. Official college transcripts must be sent to DHCAS and
high school transcripts sent directly to LLU. When an applicant
becomes an accepted student, official college/university transcripts
are required to be sent to LLU in order for the student to be registered
for the first quarter of classes. International students must submit
official transcripts attime of supplemental application.
5. References. The applicant is asked to send DHCAS three personal
references. These must include an academic reference from a
science instructor; a reference from an employer or professional; a
character or religious reference; such as, from a minister. Members
of the applicant's family are excluded from writing the required letters
of reference.
6. Interview. The applicant's records will be screened when the
supplemental application, recommendation, and transcripts are on
file. The applicant may then be invited to the school for a personal
interview. An interview is required for admission. The interview
provides an opportunity for evaluation of noncognitive factors,
including communication skills, personal values, motivation, and
commitment to goals of the profession; as well as genuine concern
for others in the service of dental hygiene. At the time of the
interview, a tour of the school will be given by a current student.
7. Observation. It is important that students seek experience observing
and assisting in a dental office in order to become familiar with
the work of a dental hygienist. Prior to interviewing, applicants are
expected to complete a minimum of 20 hours of observation/work
experience in a dental facility.
8. Acceptance. Accepted students receive a phone call, an email, and an
acceptance letter signed by the Dean. Upon payment of the deposit,
accepted students receive an email that serves as a receipt, as well
as information about how to access registration information.
Pre-entrance requirements:
1. Pre-entrance health requirements/immunizations. It is expected that
necessary routine dental and medical care will have been attended
to before the student registers. New students are required to have
certain immunizations and tests before registration. Forms to
document the required immunizations are provided for the physician
in the registration information made available electronically to the
student by LLU. In order to avoid having a hold placed on registration,
the student is encouraged to return the documentation forms to
Student Health Service no later than six weeks prior to the beginning
of classes.
For a complete list of required immunizations and tests, see Section
II of this CATALOG under the heading "Health Care." Documentation
verifying compliance with this requirement must be provided before
registration can be completed.
For further information, consult the Student Handbook, Section V—
University Policies—Communicable disease transmission prevention
policy; or contact the Student Health Service office at 909/558-8770.
Loma Linda University 2019-2020 205
If a returning student is assigned to a clinical facility that requires a
tuberculosis skin test, the student is required to have the test within
the six months before the assignment begins.
2. Deposits. The student accepted into the dental hygiene program
must submit a nonrefundable deposit of $100. All deposits become
part of the first quarter's tuition. Failure to submit this deposit will
result in loss of the applicant's position in the class. The remaining
balance of the first quarter's tuition and fees are due no later than
the day of matriculation in late September. If the applicant has
submitted a completed application for financial aid by March 2, and
if the Stafford application has been submitted by June 15, the final
installment can be paid utilizing University-assisted sources.
3. Financial requirement. Non-U.S. citizens and non-permanent residents
are required by U.S. Immigration regulation to pay for their first
year oftuition and fees before they can register for Autumn term.
In addition, they must provide documentary evidence of sufficient
funds for their second year. International students will receive the
necessary visa applications and registration information after they
have submitted their deposit and payment plan.
4. Financial aid. A financial aid advisor and financial aid programs
are available. Please contact the Office of Financial Aid by email
atfi[email protected]; or by telephone, 909/558-4509. Web site
information is located at <llu.edu/central/ssweb/finaid>.
General regulations
The student is also subject to School of Dentistry academic information
(p.197), technical standards (p.195), financial policy (p.201), and
University academic policies (p.35) outlined in this CATALOG.
Employment
Dental hygiene students are discouraged from working, however, may
accept part-time employment during the school year after receiving
approval from the department chair and the associate dean for academic
affairs. Permission to work is granted on the basis of grades, class load,
and health. Work hours may not interfere with course, laboratory, or clinic
assignments.
Supplies
Dental hygiene students must obtain required textbooks, computers,
supplies, instruments, and uniforms. The official instruments issued
must be purchased from the School of Dentistry during registration.
Unauthorized or incomplete equipment is not acceptable. Advance
consent must be obtained for any exception. The student must purchase
the professional apparel (uniforms, protective eyewear, and shoes)
specified by the School of Dentistry.
License
To practice, the dental hygienist must pass clinical licensing
examinations given by state and/or regional dental examining boards.
Examinations are given several times each year. Credentials from the
National Board of Dental Examiners are accepted in lieu of the written
portion of a state examination in some states. Some states have
additional computer-based written examinations. Further information
can be obtained from each state licensing board or regional clinical
examination Web site.
Program
Dental Hygiene— B.S. (p.205)
Dental Hygiene — B.S.
Dental hygiene—a profession dating back to 1913—is largely concerned
with preventive health services. The hygienist works in cooperation with
the dentist in private practice offices, industrial organizations, schools,
hospitals, state or federal public health services, and the armed forces.
The B.S. degree is organized as a four-year college curriculum. The
freshman and sophomore years of largely prescribed, preprofessional
study may be taken at any regionally accredited college. The professional
curriculum begins with the junior year in the School of Dentistry. The
curriculum is approved by the Commission on Dental Accreditation of the
American Dental Association. The first class at this University graduated
in 1961.
Institutional learning outcomes
Students who graduate withthe Bachelor of Science degree in dental
hygiene will meet the University outcomes (p.19).
Dental hygiene’s ten core competencies
The curriculum is designed to ensure that by graduation, all students
will have been equipped with the knowledge, skills, and attitudes to
successfully enter the practice of dental hygiene. By the end of the
program, graduates should be able to:
1. Apply a professional code of ethics in all patient and professional
interactions.
2. Adhere to the federal/state legal and regulatory framework in the
provision of oral health care.
3. Apply critical-thinking and problem-solving skills in the provision of
oral health care to promote whole patient health and wellness.
4. Use evidence-based rationales and emerging treatment modalities to
evaluate and incorporate accepted standards of care.
5. Incorporate self-assessment and professional growth through lifelong
learning.
6. Advance oral health services through affiliations with professional
organizations, service activities, and research.
7. Apply quality-assurance process to ensure a continued commitment
to accepted standards of care.
8. Apply quality-assurance process to ensure a continued commitment
to accepted standards of care.
9. Provide accurate, consistent, and complete assessment, planning,
implementation, evaluation, and documentation for the provision of
all phases of the dental hygiene process of care.
10. Provide collaborative, individualized patient care that is
comprehensive and compassionate.
Admissions
The entry-level dental hygiene applicant must meet the following
minimum requirements:
• 96 quarter or 64 semester units of accredited college course work.
NOTE: Loma Linda University requires all students who graduate with
a baccalaureate degree to complete a minimum of 68 quarter units of
general education, which is integrated into the entire undergraduate
program.
• A grade point average of 2.7 or higher in science and nonscience
course work, averaged separately; a minimum grade of C for all pre-
206 Dental Hygiene — B.S.
entrance course work to be transferred to the University. The entering
grade point average is typically 3.2 or higher.
• A personal interview with a representative designated by the School
of Dentistry. This interview will assess personal qualities such as,
values, spiritual heritage, communication skills, service orientation,
and volunteer experience. The interview is by invitation only.
• Three personal letters of reference.
• A minimum of 20 hours observation with a dental hygienist.
Completion of observation hours prior to an interview is
recommended. Dental assisting experience is also highly
recommended.
• Dental hygiene applicants are expected to complete all general
education requirements before matriculating in the School of
Dentistry. A student may be accepted with a deficiency in one or more
of the areas but is expected to eliminate deficits beforeregisteringfor
the Dental Hygiene Program.
• Required science courses must be completed within five years prior
to the desired date of matriculation.
For further details, please see the application procedures tab in the
School of Dentistry undergraduate section (p.203) of this catalog.
Dental hygiene general education requirements
Domain I: 28-32 units
Religion and Humanities
Four quarter or three semester units of religion for each full year of
attendance at a Seventh-day Adventist college, based on the total
units graded; humanities courses (20-24 quarter units or 14 semester
units) selected from a minimum of three content areas—history and/
or civilization, fine arts theory, literature, philosophy/ethics, foreign
language, performing arts/visual arts (not to exceed four quarter units).
Domain II: 24-32 units
Scientific Inquiry and Analysis and Social Sciences
One full year of chemistry covering inorganic, organic, and biochemistry
—each with laboratory; human anatomy and human physiology with
laboratory (may be two separate courses or sequential courses);
microbiology with laboratory. Required science course work must be
completed within five years prior to matriculation. Nonremedial college
mathematics or statistics. Introductory sociology, general psychology,
and cultural anthropology/diversity courses are required.
Domain III: 9-13 units
Communication
English composition and literature, a complete sequence (two semesters
or two to three quarters); and a speech/interpersonal communication/
persuasion course are required. Introductory courses in computers are
highly recommended.
Domain IV: 2-6 units
Health and Wellness
A personal health or nutrition course and two physical education activity
courses with letter grades (C or better) are required.
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
Accreditation
The entry-level B.S. degree curricula is accredited by the Commission
on Dental Accreditation of the American Dental Association. Loma
Linda University is regionally accredited by the WASC Senior College
and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100,
Alameda, CA 94501; telephone: 510/748-9001; fax: 510/748-9797;
website: <http://www.wascsenior.org> or <http://www.wascsenior.org/
contact>.
Loma Linda University 2019-2020 207
Program requirements
Code Title Clock Hours Total Units
Lec Lab Clinical Total
Junior Year, Autumn Quarter
ANAT301 Head and Neck Anatomy, DH 46 46 4.0
DNES200 Curricular Practical Training 75 75 0.0
DNHY305 Oral Anatomy Lecture 22 22 2.0
DNHY305L Oral Anatomy Laboratory 30 30 1.0
DNHY309 Radiology I 22 40 62 3.0
DNHY321 Preclinical Dental Hygiene I Lecture 22 22 2.0
DNHY321L Preclinical Dental Hygiene I Laboratory 60 60 2.0
RELT423 Loma Linda Perspectives 20 20 2.0
Winter Quarter
ANAT303 General and Oral Histology and Embryology 42 42 3.0
ANDN314 Dental Anesthesia: Local Anesthesia and Inhalation Sedation 33 30 63 4.0
DNHY310 Radiology II 22 40 62 3.0
DNHY322 Preclinical Dental Hygiene II Lecture 22 22 2.0
DNHY322L Preclinical Dental Hygiene II Laboratory 60 60 2.0
DNHY375 Dental Hygiene Clinic 40 40 1.0
DNHY380 Medically Compromised Patients 22 22 2.0
DNHY381 Pharmacology for the Dental Hygienist I 22 22 2.0
Spring Quarter
DNHY323 Preclinical Dental Hygiene III 22 22 2.0
DNHY323L Preclinical Laboratory 40 40 1.0
DNHY376 Dental Hygiene Clinic 120 120 4.0
DNHY380 Medically Compromised Patients 22 22 2.0
DNHY382 Pharmacology for the Dental Hygienist II 22 22 2.0
DNHY405 Introduction to Periodontics 22 22 2.0
DNHY450 Junior Clinical Seminar 22 22 1.0
ODRP311 General and Oral Pathology DH 50 50 5.0
RELE457 Christian Ethics and Health Care 20 20 2.0
Senior Year, Summer Quarter
DNES200 Curricular Practical Training 75 75 0.0
DNES305 Etiology and Management of Dental Caries 22 22 2.0
DNES400 Interprofessional Laboratory Experience
1
4 4 0.0
DNHY303 Dental Materials and Techniques 12 30 42 2.0
DNHY328 Dental Hygiene Portfolio Practicum 10 10 1.0
DNHY376 Dental Hygiene Clinic 120 120 4.0
DNHY390 Introductory Statistics 22 22 2.0
DNHY406 Orthodontics Concepts for Dental Hygiene 12 12 1.0
DNHY416 Dental Health Education I 22 22 2.0
DNHY421 Research I 22 22 2.0
DNHY450 Junior Clinical Seminar 22 22 1.0
Autumn Quarter
DNHY411 Dental Hygiene Topics I 22 22 2.0
DNHY415 Applied Nutrition 22 22 2.0
DNHY417 Dental Health Education II 22 22 2.0
DNHY422 Research II 20 20 2.0
DNHY435 Special Topics in Periodontal Therapy 22 22 2.0
DNHY451 Clinical Seminar I 22 22 1.0
DNHY475 Dental Hygiene Clinic I 176 176 4.0
DNHY495 Dental Hygiene National Board Preparation 22 22 1.0-2.0
RELR475 Whole Person Care 20 20 2.0
Winter Quarter
DNHY408 Professional Ethics 22 22 2.0
208 Dental Hygiene — B.S.
DNHY412 Dental Hygiene Topics II 22 22 2.0
DNHY431 Public Health Dentistry 33 33 3.0
DNHY452 Clinical Seminar II 22 22 1.0
DNHY476 Dental Hygiene Clinic II 176 176 4.0
DNHY495 Dental Hygiene National Board Preparation 22 22 1.0-2.0
Spring Quarter
DNHY409 Jurisprudence and Practice Management 22 22 2.0
DNHY413 Dental Hygiene Topics III 22 22 2.0
DNHY414 Personal Finance 20 20 2.0
DNHY453 Clinical Seminar III 22 22 1.0
DNHY477 Dental Hygiene Clinic III 204 204 4.0
RELR408 Christian Perspectives on Marriage and the Family 20 20 2.0
Total Units 1018 484 836 2338 117-119
1
Course may be taken in the junior or senior year.
Normal time to complete the program
Four (4) years — Two (2) years (seven [7] academic quarters) at LLU —
full-time enrollment required
NOTE: Consult advisor regarding other courses that may be applied
towards graduation.
Loma Linda University 2019-2020 209
Professional
• Dentistry— D.D.S. (p.209)
• International Dentist Program (IDP)— D.D.S. (p.220)
Dentistry — D.D.S.
Dean
Robert A. Handysides
The goal of the General Dentistry Program is to train practitioners in
the delivery of high-quality dental care that is preventive in purpose and
comprehensive in scope, and that is based on sound biological principles.
Curriculum
Dentistry, like all health professions, exists to benefit society; and,
therefore, continually assesses its professional services to ascertain
what measures, attitudes, and skills most effectively serve society.
The School of Dentistry is committed to:
• Beginning the curriculum with a strong foundation in the sciences
that are basic to knowledge of the structure and function of the
human being in health and in sickness.
• Providing an educational environment that progressively leads a
student to mastery and correlation of clinical sciences and skills.
• Developing a frame of reference from which to mobilize the resources
of dentists and associated professional personnel in both delivery of
health care and contribution to community well-being by education
for the prevention of illness.
These concepts include responsibility for contributing to the body of
scientific knowledge by questioning, investigating, and teaching; for
remaining sensitive and adaptive to the needs of humanity in ever-
changing conditions; and for maintaining consciousness of the individual
obligation to live, practice, and strive for the good of humanity.
The curriculum in dentistry, organized to be completed in four academic
years, fulfills the requirements for the Doctor of Dental Surgery degree.
Objective
The primary objective of the dentistry curriculum is to graduate men
and women who attest to the purpose of the University and the goals
of the School of Dentistry—which include advancing knowledge and
understanding of health, disease, and ways to improve health and the
dental health-care delivery system through basic and applied research.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Perform clinical decision making that is supported by foundational
knowledge and evidence-based rationales.
2. Promote, improve, and maintain oral health in patient-centered and
community settings.
3. Function as a leader in a multicultural work environment and manage
a diverse patient population.
4. Maintain physical, emotional, financial, and spiritual health in one's
personal life.
5. Apply ethical principles to professional practice.
Regulations
The student is also subject to the conditions of registration, attendance,
financial policy, governing practices, and graduation requirements
outlined in Section II and in the School of Dentistry general information in
Section III of this CATALOG.
Instruments, textbooks, additional
materials
Instruments, textbooks, and materials required for the study and practice
of dentistry are prescribed by the School of Dentistry. The school issues
dental instruments each quarter as needed in the program.
Unauthorized or incomplete equipment is not acceptable. Advance
administrative approval must be obtained for any exception.
Employment
Because the dental program is very rigorous, first-year students in
dentistry may not accept part-time employment during the first term.
Thereafter, such employmentmay be accepted by the student only upon
receiving written permission from the associate dean foracademic
affairs.
Licensing
Eligibility to take examinations given by the state and regional boards
of dental examiners is based on essentially the same requirements as
are stipulated by the School of Dentistry for the Doctor of Dental Surgery
degree. Information about the examinations of the respective states
is availableat the office of the associate dean foracademic affairs.
Credentials from the National Board of Dental Examiners are accepted
in lieu of the written portion of a state examination in most states. Many
states require the National Board Dental Examination and provide no
alternative. The national board does not include a clinical examination.
D.D.S. competencies
The curriculum is designed to ensure that upon graduation all students
will have the foundational knowledge (basic sciences), clinical sciences
(clinical skills), and human and applied sciences (professional behaviors)
necessary for the successful practice of general dentistry. LLUSD
students must be competent in the following areas:
Domain I: Practice and Profession
1. Critical Thinking: Perform clinical decision making that is
supported by foundational knowledge and evidence-based
rationales.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge
• Understand the fundamental principles governing the
structure and functioning of the human organism.
• Read and evaluate scientific literature and other
appropriate sources of information in making oral
health-management decisions.
b. Clinical Sciences
• Apply critical-thinking and problem-solving skills in the
comprehensive care of patients.
• Integrate information from biomedical, clinical, and
behavioral sciences in addressing clinical problems.
c. Human and Applied Sciences
210 Dentistry — D.D.S.
• Understand the role of lifelong learning and self-
assessment in maintaining competence and attaining
proficiency and expertise.
2. Community Involvement: Promote, improve, and maintain the
oral health of patients in various types of community settings.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge
• Explain the principles of leadership and motivation.
• Explain the role of professional dental organizations in
promoting the health of the public.
• Explain the concept of a worldwide community as
described in the world mission of the Seventh-day
Adventist Church.
• Explain the role of the dental professional in a
community setting.
b. Clinical Sciences
• Participate in local, national, or global community-based
oral health-care programs.
• Recognize the effectiveness of community-based
programs.
c. Human and Applied Sciences
• Demonstrate the skills to function successfully as a
leader on an oral health-care team.
• Communicate effectively with patients, peers, other
professionals, and staff.
• Demonstrate the ability to serve patients and interact
with colleagues and allied dental personnel in a
multicultural work environment without discrimination.
• Demonstrate honesty and confidentiality in
relationships with staff.
3. Professional Practice: Understand the basic principles
important in developing, managing, and evaluating a general
dental practice.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge
• Evaluate the advantages and disadvantages of different
models of oral health-care management and delivery.
• Explain legal, ethical, and risk-management principles
relating to the conduct of dental practice.
• Explain the basic principles of personnel management,
office systems, and business decisions.
b. Clinical Sciences
• Demonstrate the ideal of service through the provision
of compassionate, personalized health care.
• Understand the importance of maintaining a balance
between personal and professional needs for successful
life management.
• Apply knowledge of informational technology resources
in contemporary dental practice.
• Recognize and manage significant cultural,
psychological, physical, emotional, and behavioral
factors affecting treatment and the dentist-patient
relationship.
c. Human and Applied Sciences
• Understand the role of lifelong learning and self-
assessment in maintaining competence and attaining
proficiency and expertise.
• Apply financial management skills to debt and business
management.
• Understand the importance of spiritual principles as a
basis for developing a philosophy of health care.
• Establish rapport and maintain productive and
confidential relationships with patients using effective
interpersonal skills.
4. Patient Management: Apply behavioral and communication
skills in the provision of patient care.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge
• Understand the fundamental principles governing the
structure and functioning of the human organism.
• Read and evaluate scientific literature and other
appropriate sources of information in making oral
health-management decisions.
b. Clinical Sciences
• Apply critical-thinking and problem-solving skills in the
comprehensive care of patients.
• Integrate information from biomedical, clinical, and
behavioral sciences in addressing clinical problems.
c. Human and Applied Sciences
• Understand the role of lifelong learning and self-
assessment in maintaining competence and attaining
proficiency and expertise.
• Recognize and manage significant cultural,
psychological, physical, emotional, and behavioral
factors affecting treatment and the dentist-patient
relationship.
• Establish rapport and maintain productive and
confidential relationships with patients, using
effectiveinterpersonal skills.
• Recognize common behavioral disorders and
understand their management.
• Use appropriate and effective techniques to manage
anxiety, distress, discomfort, and pain.
• Manage dental fear, pain, and anxiety with appropriate
behavioral and pharmacologic techniques.
Domain II: Assessment of the Patient and the Oral Environment
5. Examination of Patients: Conduct an appropriately
comprehensive examination to evaluate the general and oral
health of a diverse patient population at all stages of life within
the scope of general dentistry.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of disease.
Loma Linda University 2019-2020 211
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of disease.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of disease.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Identify the chief complaint and take a history of the
present illness.
• Conduct thorough medical, social, and dental histories.
• Perform an appropriate clinical and radiographic
examination using diagnostic aids and tests, as needed.
• Establish and maintain accurate patient records.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems in maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
• Identify patient behaviors that may contribute to
orofacial problems.
• Identify signs of abuse or neglect.
6. Diagnosis: Determine a diagnosis by interpreting and
correlating findings from the examination.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of diseases.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Identify each problem that may require treatment.
• Recognize clinical and radiographic changes that may
indicate disease.
• Establish a clinical or definitive diagnosis for each
disorder identified.
• Recognize conditions that may require consultation with
or referral to another health-care provider and generate
the appropriate request.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
7. Treatment Planning: Develop a comprehensive treatment plan
and treatment alternatives.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of diseases.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Identify treatment options for each condition diagnosed.
• Identify systemic diseases or conditions that may affect
oral health or require treatment modifications.
• Develop an appropriately-sequenced integrated
treatment plan.
• Modify the treatment plan when indicated due to
unexpected circumstances, noncompliant individuals, or
for patients with special needs (such as frail or elderly,
or medically, mentally, or functionally compromised
individuals).
• Present the final treatment plan to the patient, including
time requirements, sequence of treatment, estimated
fees, payment options, and other patient responsibilities
in achieving treatment outcomes.
• Identify patient expectations and goals for treatment.
• Explain and discuss the diagnosis, treatment options,
and probable outcomes for each option with the patient
or guardian.
• Secure a signed consent to treat.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics and
other human and applied sciences in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
212 Dentistry — D.D.S.
• Identify barriers that prevent patients from seeking oral
health care.
8. Management of Emergencies, Pain, and Anxiety: Manage dental
and medical emergencies that may be encountered in dental
practice, as well as pain and anxiety with pharmacologic and
nonpharmacologic methods.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of diseases.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
• Recognize common behavioral disorders and
understand their management.
b. Clinical Sciences
• Evaluate the patient’s physical and psychological state
and identify factors that may contribute to orofacial
pain.
• Manage patients with craniofacial pain and be able to
differentiate pain of a nondental origin.
• Manage dental emergencies of infectious, inflammatory,
and traumatic origin.
• Provide basic life support measures for patients.
• Develop and implement an effective office strategy for
preventing and managing medical emergencies.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences to the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
• Use appropriate and effective techniques to manage
anxiety, distress, discomfort, and pain.
• Manage dental fear, pain, and anxiety with appropriate
behavioral and pharmacologic techniques.
9. Health Promotion and Maintenance: Provide appropriate
preventive and/or treatment regimens for patients with various
dental carious states, using appropriate medical and surgical
treatments.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of diseases.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Use accepted prevention strategies, such as oral
hygiene instruction, microbiologic evaluation, nutritional
education, and pharmacologic intervention to help
patients maintain and improve their oral and systemic
health.
• Properly isolate the tooth/teeth from salivary moisture
and bacterial contamination.
• Differentiate between sound enamel, hypomineralized
enamel, remineralized enamel, and carious enamel.
• Develop and implement an appropriate treatment
plan for enamel surfaces that can be managed by
remineralization therapies.
• Develop and implement an appropriate treatment plan
for tooth surfaces with caries involving the enamel and/
or dentin.
• Remove or treat carious tooth structure and restore with
appropriate materials.
• Determine when a tooth has such severe carious
involvement as to require extraction.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences in the prevention,
diagnosis, and management of diseases; as well as the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
Domain III: Oral Health Management
10. Management of Preventive Care: Evaluate and manage the
implementation of preventative treatment modalities.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
Loma Linda University 2019-2020 213
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of disease.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of disease.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of disease.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of disease and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Provide patient education to maximize oral health.
• Manage preventive oral health procedures.
• Perform therapies to eliminate local etiological factors
to control caries, periodontal disease, and other oral
diseases.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
11. Treatment of Periodontal Disease: Evaluate and manage the
treatment of periodontal diseases.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular
and systems-level development, structure, and function
to the prevention, diagnosis, and management of
periodontal disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk
in the prevention, diagnosis, and management of
periodontal diseases.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms
in the prevention, diagnosis, and management of
periodontal diseases.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of periodontal diseases.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of periodontal
diseases and the promotion and maintenance of the
periodontium.
b. Clinical Sciences
• Develop an appropriate oral hygiene instruction plan.
• Treat and manage patients with periodontal diseases
with up to localized moderate chronic periodontitis
(including patient education, management of
interrelated systemic health, and effective subgingival
scaling and root planing).
• Demonstrate knowledge of therapeutic and referral
options for treatment of patients with generalized
moderate-to-severe chronic periodontitis.
• Evaluate the outcomes of periodontal therapies
provided to their patients either within their office or
services provided by a periodontal specialist to whom
the patient may have been referred for treatment.
• Provide and assess success of periodontal maintenance
for patients with up to localized moderate chronic
periodontitis.
• Manage care of patients who are candidates for referral
(those with moderate to severe chronic periodontitis,
aggressive forms of periodontitis, mucogingival
conditions, periodontal disease associated with
systemic disease, or periodontitis that is refractory
to treatment) by effective communication and
coordination of therapy with a periodontal specialist
when appropriate.
• Manage patients requiring modification of oral tissues
to optimize restoration of form, function, and esthetics.
• Manage a comprehensive maintenance plan following
the active phase of periodontal treatment.
• Manage patients with gingival esthetic needs.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences in the prevention,
diagnosis, and management of periodontal diseases
and the promotion and maintenance of periodontal
health.
• Identify patient behaviors that may contribute to
periodontal problems (examples: poor oral hygiene and
poor compliance with periodontal maintenance).
• Identify barriers that prevent patients from seeking
periodontal care.
12. Management of Disease of Pulpal Origin: Evaluate and manage
diseases of pulpal origin and subsequent periapical disease.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of disease.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of disease.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of disease.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of disease and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Prevent and manage pulpal disorders through the use
of indirect and direct pulp capping and pulpotomy
procedures.
214 Dentistry — D.D.S.
• Assess case complexity of each endodontic patient.
• Manage endodontic emergencies.
• Manage nonsurgical endodontic therapy on permanent
teeth.
• Recognize and manage endodontic procedural
accidents.
• Manage pulpal and periapical disorders of traumatic
origin.
• Manage endodontic surgical treatment.
• Manage bleaching of endodontically treated teeth.
• Evaluate outcome of endodontic treatment.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences to the prevention,
diagnosis, and management of pulpal diseases and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
13. Basic Surgical Care: Provide basic surgical care to manage
disease and improve oral health conditions.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of diseases.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Perform uncomplicated extractions of teeth.
• Manage surgical extraction, common intraoperative and
postoperative surgical complications.
• Manage pathological conditions, e.g., lesions requiring
biopsy, localized odontogenic infections, impacted third
molars, and other referrals.
• Manage patients with dentofacial deformities or
patients who can benefit from preprosthetic surgery.
• Manage oral and maxillofacial pathologic conditions
using pharmacologic and nonpharmacologic methods.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences to the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
14. Assessment and Management of Maxillary and Mandibular
Skeletodental Discrepancies: Assess and manage maxillary
and mandibular skeletodental discrepancies, including space
maintenance, as represented in the early, mixed, and permanent
dentitions.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of diseases.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Perform mixed dentition analyses utilizing the Moyers
and Nance methods.
• Perform a Steiner cephalometric analysis to evaluate
for individual sagittal and coronal plane skeletodental
discrepancies compared to normative data.
• Evaluate the noncephalometric, skeletodental facial
esthetics of the child, adolescent, or adult patient.
• Manage multidisciplinary treatment cases involving
orthodontics.
• Recognize the effects of abnormal swallowing patterns,
mouth breathing, bruxism, and other parafunctional
habits on the skeletodental structures; and manage
treatment of these conditions.
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences in the prevention,
diagnosis, and management of disease and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
15. Restoration and Replacement of Teeth: Manage the restoration
ofindividual teeth and replacement of missing teeth for proper
form, function, and esthetics.
Examples for a new dentist to demonstrate competence in this
area may include, but are not limited to, the following:
Loma Linda University 2019-2020 215
a. Foundational Knowledge/Basic Sciences
• Apply knowledge of molecular, biochemical, cellular and
systems-level development, structure, and function to
the prevention, diagnosis, and management of disease.
• Apply knowledge of the principles of genetic and
congenital and developmental diseases and conditions
and their clinical features to understand patient risk in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the cellular and molecular basis of
immune and nonimmune host defense mechanisms in
the prevention, diagnosis, and management of diseases.
• Apply knowledge of the biology of microorganisms in
physiology and pathology in the prevention, diagnosis,
and management of diseases.
• Apply knowledge of pharmacology in the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
b. Clinical Sciences
• Assess teeth for restorability.
• Assess esthetic and functional considerations.
• Manage preservation of space following loss of teeth or
tooth structure.
• Select appropriate methods and restorative materials.
• Design fixed and removable prostheses.
• Implement appropriate treatment sequencing.
• Perform biomechanically sound preparations.
• Fabricate and place biomechanically sound provisional
restorations.
• Make impressions for diagnostic and treatment casts.
• Obtain anatomic and occlusal relation records for
articulation of casts.
• Prepare casts and dies for the construction of
restorations and prostheses.
• Manage the laboratory fabrication of restorations and
prostheses.
• Evaluate and place restorations that are clinically
acceptable.
• Instruct patients in follow-up care of restorations and
prostheses.
• Determine causes of postoperative problems after
restoration and resolve such problems.
• Recognize and manage occlusal discrepancies
c. Human and Applied Sciences
• Apply knowledge of sociology, psychology, ethics, and
other human and applied sciences to the prevention,
diagnosis, and management of diseases and the
promotion and maintenance of oral health.
• Identify patient behaviors that may contribute to
problems related to maintaining oral health.
• Identify barriers that prevent patients from seeking oral
health care.
Departments and faculty
• Dental Anesthesiology (p.218)
• Dental Education Services (p.218)
• Division of General Dentistry (p.218)
• Endodontics (p.219)
• Oral & Maxillofacial Surgery (p.219)
• Orthodontics (p.220)
• Pediatric Dentistry (p.220)
• Periodontics (p.220)
• Radiology and Imaging Sciences (p.219)
Admissions
The Admissions Committee looks for evidence of scholastic competence,
high moral and ethical standards, and significant qualities of character
and personality. In broad terms, the following are standards required for
admission:
• Intellectual capacity to complete the curriculum
• Emotional adaptability and stability
• Social and perceptual skills
• Physical ability to carry out observation and communication
activities, and the possession of sufficient motor and sensory
abilities to practice general dentistry
• Commitment to a dynamic spiritual journey and service to mankind
Official transcripts and documents are to be sent to:
Loma Linda University
Admissions Processing
11139 Anderson Street
Loma Linda, CA 92350
Admission requirements
Although the predental curriculum can be completed in three years,
a baccalaureate degree or equivalent is strongly recommended. The
following college courses are required for entrance into the D.D.S. degree
programs and must be taken in an accredited college in the U.S. or
Canada:
Humanities
A complete sequence of English composition (two semesters or three
quarters) to include composition and literature is required. Students with
a Baccalaureate degree are considered to have met this requirement.
Natural Sciences
A complete course sequence, two semesters or three quarters, is required
in each science listed unless otherwise noted.
General biology with laboratory
General chemistry with laboratory
General physics with laboratory
Organic chemistry with laboratory
Biochemistry (4 semester units or 6 quarter units)
Electives (strongly recommended in order of priority)
Histology
Human gross anatomy
Systems physiology
Microbiology
Cell and molecular biology
216 Dentistry — D.D.S.
Immunology
Neuroscience
Genetics
Ceramics
Management
Developmental psychology
Accounting
Nutrition
Students preparing for the predoctoral program are required to complete
a minimum of three academic years with no fewer than 96 semester
or 144 quarter units in a college or university accredited by a regional
accrediting association. Preference is given to applicants who have
completed or will complete the requirements for a baccalaureate degree
prior to admission. A maximum of 64 semester or 96 quarter units of
credit may be accepted from an accredited junior or community college.
A complete academic year of class work (8 semester or 12 quarter
units) in each subject: general biology, general chemistry, organic
chemistry, and general physics are required. Also required is a complete
sequence of English Composition (two semesters or three quarters).
The biochemistry requirement is one semester or a minimum of (four
semester units or 6 quarter units). All science prerequisites must be
completed within five years prior to matriculation, with a grade of C or
above in each course. A minimum grade point average of 2.7 in science
subjects and in nonscience subjects, averaged separately, is required.
The average grade point average for accepted students is substantially
higher.
Students who are enrolled in another program in Loma Linda University
are not considered for admission until they have completed or have been
released from the program.
Prior to consideration for admission, the applicant must meet specific
criteria related to past academic performance (G.P.A.), performance on
the Dental Admission Test (DAT), and a personal interview. Applicants are
expected to have taken the DAT within the previous two years, preferably
not later than October of the year preceding expected matriculation.
In order to be better prepared with specific vocabulary and understanding,
the applicant should includescience courses with content similar to
courses offered during the first year of the professional curriculum. The
applicant's purpose should be the pursuit of diverse knowledge, the
cultivation of an inquiring mind, the practice of efficient methods of study,
and the habit of thinking and reasoning independently.
An applicant from a college or university outside the U.S. or Canada or
from a nonaccredited college or university in the U.S. must complete a
minimum of one full academic year (24 semester or 36 quarter credits)
in an accredited college or university in the U.S. or Canada. This includes
the required specific core sciences in the areas of biology, general
chemistry, organic chemistry, biochemistry, and physics (all sciences
except Biochemistry must include laboratories). A grade of C or above in
each course completed is required. (A grade of C- will not be accepted.)
Credit for studies taken at a military service school is granted to veterans
according to recommendations in the Guide of the American Council on
Education and/or the California Committee for the Study of Education.
The University reserves the right to require satisfactory completion of
written or practical examinations in any course for which transfer credit is
requested.
Application procedure
The school participates in the American Association of Dental Schools
Application Service (AADSAS).Applications are available online at
<http://www.adea.org/>.. Due to the high volume of applicants LLUSD
recommends that AADSAS applications be submitted before August. The
following is a step-by-step process for completing an application to Loma
Linda University (LLU).
1. AADSAS application.Is submitted to the American Association of
Dental Schools Application Service between June 1 and November
1 at www.adea.org where it is processed in approximately four to six
weeks prior to being sent to the LLUSD Office of Admissions.
2. Supplemental application.After AADSAS completes coursework
verification. The applicant then receives an email invitation from LLU
to complete an electronic supplemental application.
3. The applicant must return the completed supplemental application
and materials within thirty (30) days. This includes an essay specific
to Loma Linda University, a photograph, and the application fee of
$150.
4. Transcripts. Official transcripts must be sent to AADSAS at the time
application is submitted. When an applicant becomes an accepted
student, official transcripts—mailed directly from all colleges/
universities to LLU—are required and must be submitted by August 1
in order for the student to be registered for the firstacademic year of
classes.
5. International students must submit official transcripts to LLU at time
of supplemental application.
6. References. The applicant is asked to supply a minimum of three
personal references. A reference from a pre-professional committee
or science professor; a reference from an employer or professional
and a reference from a spiritual leader. Applicants who have attended
a college or university that has a preprofessional committee that
prepares preprofessional evaluations, are encouraged to submit a
preprofessional evaluation to LLUSD. Members of the applicant's
family are excluded from writing the required letters of reference,
although letters will be accepted for the file in addition to those
required. All recommendation letters sent to AADSAS will be sent to
Loma Linda University School of Dentistry along with the application.
7. Dental Admission Test. The applicant is required to complete and meet
specific criteria related to performance on the Dental Admission Test
(DAT). Preference is given to applicants who have taken the test by
October of the academic year preceding that for which admission
is desired. Entering D1 students are expected to have taken the test
within the past two years. If the test has been taken more than one
time, the most recent scores are used for admission criteria. The
committee reviews all scores on the test. The DAT scores must be
on file at Loma Linda University before an applicant is invited to
interview.
8. Interview. The applicant's records will be screened when the
supplemental application, recommendations, transcripts, and DAT
scores are on file. The applicant may then be invited to the school
for a personal interview. An interview is required for admission as
it provides an opportunity for evaluation of noncognitive factors,
including communication skills, core values, motivation, and passion
for the profession; as well as genuine concern for others in the
service of dentistry. At the time of the interview, a tour of the school
will be given.
9. Observation. It is important that students seek experience observing
and assisting in a dental office in order to become familiar with
the work of a dentist. Prior to interviewing, applicants are expected
Loma Linda University 2019-2020 217
to complete a minimum of fifty (50) hours of observation/work
experience in a dental facility, twenty (20)of which must be done with
a general dentist.
10. Acceptance. The student receives notification of an acceptance via a
phone call, email and letter signed by the Dean. Upon payment of the
deposit, accepted students receive an email that serves as a receipt,
as well as information about how to access registration information.
11. Pre-entrance health requirements/immunizations. It is expected that
necessary routine dental and medical care will have been attended
to before the student registers. New students are required to have
certain immunizations and tests before registration. Forms to
document the required immunizations are provided for the physician
in the registration information made available electronically to the
student by LLU. In order to avoid having a hold placed on registration,
the student is encouraged to return the documentation forms to
Student Health Service no later than six weeks prior to the beginning
of classes.
For a complete list of required immunizations and tests, see Section
II of this CATALOG under the heading "Health Care." Documentation
verifying compliance with this requirement must be provided before
registration can be completed.
For further information, consult the Student Handbook, Section V—
University Policies—Communicable disease transmission prevention
policy; or contact the Student Health Service office at 909/558-8770.
If a returning student is assigned to a clinical facility that requires a
tuberculosis skin test, the student is required to have the test within
the six months before the assignment begins.
12. Deposits. The student accepted into dentistry must submit a
nonrefundable deposit of $1,000 to the Office of Admissions. All
deposits become part of the first term's tuition. Failure to submit this
deposit will result in loss of the applicant's position in the class. A
second nonrefundable deposit of $1,000 is due on May 1 in order
to secure a place in the class. The remaining balance of the first
term's tuition and fees are due no later than the day of matriculation
in August.
13. Financial requirement. All first-year students are required to pay their
first year's tuition, enrollment fee, and program fees before they can
register for classes. In addition, international students (all non-U.S.
Citizens and non-Permanent Residents) must provide documentary
evidence of sufficient funds for their second year. International
students will receive the necessary visa application and instructions
after they have paid their first year’s tuition and enrollment fee and
submitted their second-year payment plan. In order to complete
registration, the remaining program fees must be paid.
14. Financial aid. A financial aid advisor and financial aid programs
are available. Please contact the Office of Financial Aid by e-
mail, <fi[email protected]>; or by telephone, 909/558-4509. Web site
information is located at <http://www.llu.edu/students/financial-aid/
>.
Transfer
Transfer from another school of dentistry in the United States is
considered only in unusual circumstances. A transfer applicant should
expect to begin at the first-year level and will be considered only if there is
space available. An application for transfer will be considered when the
following information is received in the school's Office of Admissions:
• Letter from applicant, stating reason for requesting transfer;
• Letter of recommendation from the dean of the dental school where
the applicant is enrolled;
• Official transcripts sent directly to the LLUSD Office of Admissions for
both predental and dental school courses completed;
• Dental Admission Test results.
Program requirements
Code Title Clock Hours Total Units
Lec Lab Clinical Total
First Year
DENT700 Dental Fundamentals I 100 180 280 16.0
DENT710 Professionalism, Mission, and Personal Development I 30 30 3.0
DENT720 Patient-Centered Care I 10 90 100 4.0
DENT730 Biomedical Sciences and Oral Ecosystems I 320 90 410 35.0
RELE734 Christian Ethics for Dentists 20 20 2.0
RELR776 Spirituality and the Christian Health Professional 20 20 2.0
Second Year
DENT750 Dental Fundamentals II 255 450 705 40.5
DENT760 Professionalism, Mission, and Personal Development II 35 35 3.5
DENT770 Patient-Centered Care II 45 165 210 10.0
DENT780 Biomedical Sciences and Oral Ecosystem II 180 180 18.0
Third Year
DENT800 Dental Fundamentals III 180 150 330 23.0
DENT810 Professionalism, Mission, and Personal Development III 24 24 2.0
DENT820 Patient-Centered Care III 10 465 475 16.5
DENT830 Biomedical Sciences and Oral Ecosystems II 100 100 10.0
RELR717 Diversity and the Christian Health Professional 20 20 2.0
RELR749 Marriage and Family Wholeness 20 20 2.0
RELT726 Jesus
1
20 20 2.0
Fourth Year
DENT850 Dental Fundamentals IV 20 30 50 3.0
218 Dental Anesthesiology
DENT860 Professionalism, Mission, and Personal Development IV 80 80 8.0
DENT870 Patient-Centered Care IV 1380 1380 46.0
DENT880 Biomedical Sciences and Oral Ecosystems IV 20 20 2.0
RELR715 Christian Dentist in Community 20 20 2.0
Total Units 1529 1620 1380 4529 252.5
1
May be substituted with another RELT course in religion.
Normal time to complete the program
4 years (15 academic quarters) — full-time enrollment required
Dental Anesthesiology
The Department of Dental Anesthesiology is staffed by dentists with
advanced training in anesthesiology. The faculty provides didactic and
clinical instruction in all areas of pain and anxiety control in dentistry.
Didactic and clinical instruction in clinical pharmacology, medical
emergency management, and the use of local anesthetics is provided
to predoctoral dental and undergraduate dental hygiene students.
Postdoctoral students receive instruction in physical diagnosis, clinical
medicine, hospital protocol, medical emergency management, and local
anesthesia; as well as all forms of sedation and general anesthesia.
Anesthesia management of the medically and physically compromised
dental patient is emphasized.
Primary faculty
John W. Leyman
Larry Trapp
Dental Education Services
The Department of Dental Education Services provides instruction for
a variety of nonclinical subject areas, including behavioral science,
practice management, preventive and community dentistry, and service
learning. Patient, staff, and dentist interactions are examined in light
of varied personality characteristics. In addition, the art and science
of establishing and operating a successful practice are examined.
Preventive dentistry in the office and community—as the underlying
philosophy of dental practice—is studied. Students are required to
participate in providing dental services and dental health education in
underserved settings outside the dental school clinic—providing the
experience of involvement in the real world —"to make man whole."
Interim chair
Robert A. Handysides
Primary faculty
Jack C. Burdick IV
Eun-Hwi E. Cho
Edna M. Loveless
Lancelot S. McLean
Kathleen L. Moore
Udochukwu E. Oyoyo
P. Esther Valenzuela
Krista J. Weymar
Wu Zhang
Emeritus faculty
James M. Crawford
James Kettering
George M. Lessard
Division of General Dentistry
The Division of General Dentistry encompasses the disciplines of oral
diagnosis, operative dentistry, fixed prosthodontics, and removable
prosthodontics. It is the aim of the division to provide each student with a
thorough understanding of both technical and clinical skills which enable
comprehensive patient care. The primary objectives of the Division of
General Dentistry can be described on two levels: preclinical didactic
courses and clinical education. The division also aims at instilling in
each student an interest in exploring new frontiers in dentistry and in
recognizing the need for a continued quest for knowledge.
The division houses the International Dentistry Program which is
responsible for the management of preclinical and clinical education for
students.
Head
John B. Won
Academic director
Heidi L. Christensen
Clinical director
L. Parnell Taylor
International Dentist Program director
Michael J. Fitzpatrick
Primary faculty
Edward Albrecht
Daniel R. Armstrong
H. Brooks Burnsed
Perry D. Burtch
Vincent K. Chee
Eun-Joo P. Choi
Kwang-Su Chung
L. Todd Cochran
Ronald E. Forde
Robert L. Fritz
Gary J. Golden
Loma Linda University 2019-2020 219
Wendy C. Gregorius
Paula M. Izvernari
Balsam F. Jekki
Rami R. Jekki
Zina F. Johnston
Lynda M. Juhl-Burnsed
Vaughn Kearbey
Jeong Suk Kim
Jessica Kim
Edward Ko
Iris H. Nam
Doyle R. Nick
Steven Powell
Erin E. A. Richards
Paul L. Richardson
Holli C. Riter
Clyde L. Roggenkamp
Ronald L. Sorrels
Raghad J. Sulaiman
Daniel E. Tan, Jr.
F. Jose Torres
James R. Trott
Robert D. Walter
Emeritus faculty
William H. Heisler
Douglass B. Roberts
Endodontics
Endodontics is the discipline of dentistry concerned with the morphology,
physiology, and pathology of human dental pulp and apical tissues.
Its study and practice encompass the basic clinical science, including
biology of the normal pulp; the etiology, diagnosis, prevention, and
treatment of diseases and injuries of the pulp; and associated apical
conditions. Department faculty members have developed preclinical
lectures, laboratory exercises, and clinical training that cover the scope
of endodontics. These experiences are coordinated and incorporated in
a manner that provide patients with optimum oral health care in a setting
that promotes the mission of the School of Dentistry.
Chair
Tory Silvestrin
Program Director
Tory Silvestrin
Primary faculty
Jing Guo
Robert A. Handysides
Steven G. Morrow
John Munce
Emeritus faculty
Leif K. Bakland
Donald L. Peters
Radiologic and Imaging Services
The Department of Radiology and Imaging Sciences providessupportin
the form of didactic, preclinical, and clinical instructiontostudents
within the School of Dentistry. Courses offered cover principles of
acquisition of images, radiographic recognition andinterpretation of
normal anddisease conditions of the oral cavity and hard tissues,patient
assessment, and incorporation of findings into treatment planning. The
department aims to enable students to excel in compassionate and
knowledgeable service to patients that is based on a comprehensive
gathering and interpretation of pertinent radiographic data.
Primary faculty
Kenneth Abramovitch
Edwin Christiansen
Dwight D. Rice
Oral and Maxillofacial Surgery
The Department of Oral and Maxillofacial Surgery offers courses that
include didactic and clinical instruction to prepare the student for
thepractice of dentistry. These courses cover aspects of general,
systemic, and oral pathology; patient evaluation, including differential
diagnoses; treatment planning; and the identification and management
ofcomplications throughout all phases of treatment.Clinical instruction
focuses on proper surgical technique for extraction of teeth, alveoplasty,
and biopsies. Additionally, proper prescription writing and suturing
techniques are evaluated.
Chair
Alan S. Herford
Director, Advanced Specialty Education Program
Jayini S. Thakker
Director, Predoctoral Program
Carlos Moretta
Primary faculty
Anupama Grandhi
Murray K. Jacobs
Frederick Mathews
Susan D. Richards
220 Orthodontics
Susan Roche
Rafik Rofael
Emeritus faculty
Lane C. Thomsen
Orthodontics
Pre-doctoral courses in the Department of Orthodontics, as outlined
by the American Dental Association, apply knowledge derived from
the basic sciences, research, and clinical treatment to the science of
orthodontics so that the dental graduate will have the background
necessary to recognize those conditions s/he is capable of managing.
Clinical experience ranges from minor tooth movement and early
treatment cases to more difficult, advanced cases—according to the
student's demonstrated ability, perseverance, judgment, and interest in
orthodontics.
Chair
V. Leroy Leggitt
Director, Advanced Specialty Education Program
Toufic M. Jeiroudi
Faculty
James Farrage
Gabriela Garcia
Roland Neufeld
Gregory W. Olson
Kitichai Rungcharassaeng
R. David Rynearson
Distinguished Professor
Joseph M. Caruso
Pediatric Dentistry
The Department of Pediatric Dentistry is committed to teaching clinical
techniques in dentistry for children, while providing an emotionally
healthy environment for the child patient. The faculty has developed
didactic, laboratory, and clinical learning environments in pediatric
dentistry—a broad experience designed to prepare the student for
general pediatric dentistry practice.
Chair
Bonnie A. Nelson
Program director
Jung-Wei Chen
Primary faculty
Shahnaz Bonyanpoor
Wesley K. Okumura
Samah Omar
Laurita Siu
Melva Wyatt
Emeritus faculty
John E. Peterson, Jr.
Periodontics
The Department of Periodontics provides education and training for
predoctoral, dental hygiene, andadvanced educationstudents in the
art and science of periodontics. Periodontics encompasses the study
of the supporting structures of the teeth. It also deals with etiology,
pathogenesis, diagnosis, and treatment of diseases that affect the
supporting structures of the teeth. The study of periodontics helps to
form basic concepts of health and disease. These concepts are applied
to the treatment of periodontal diseases and in the maintenance of dental
health over a patient's lifetime, providing comprehensive dental therapy
for the individual patient. In this way, the Department of Periodontics
contributes directly to the School of Dentistry's academic and service
mission— "to make man whole."
Chair
Tord M. Lundgren
Director, Advanced Specialty Education Program
Erik F. Sahl
Primary faculty
Amelia David
Mario Flores
Ahmed Khocht
Yoon-Jeong Kim
Sangmoo Scott Lee
Leticia Lenoir
Adrian Mobilia
Manoochehr Goshtasbpour Parsi
Cynthia Scheines
Loredana E. Trica
Barbara Valadez
Klaus D. Wolfram
Professor Emeritus
R. Leslie Arnett, Jr.
International Dentist Program —
D.D.S.
The International Dentist Program, founded by Dr. Lloyd Baum in 1985,
is designed to allow qualified dentists educated in countries outside the
United States to earn the Doctor of Dental Surgery (D.D.S.) degree in the
United States. More than 500 students from 81 countries have graduated
from the program.
The D.D.S. degree from a U.S. dental college is an educational
requirement for eligibility to take the dental licensure examination in
many states. The program has a minimum length of two academic years
Loma Linda University 2019-2020 221
(24 calendar months); but it may be extended, when necessary, to meet
the particular needs of students.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Perform clinical decision making that is supported by foundational
knowledge and evidence-based rationales.
2. Promote, improve, and maintain oral health in patient-centered and
community settings.
3. Function as a leader in a multicultural work environment and manage
a diverse patient population.
4. Maintain physical, emotional, financial, and spiritual health in one's
personal life.
5. Apply ethical principles to professional practice.
Regulations
The student is subject to the conditions of registration, attendance,
financial policy, governing practices, and graduation requirements
outlined in Section II (p.35) and in the School of Dentistry (p.197)
general information in Section III of this CATALOG.
Program director
Michael J. Fitzpatrick
Faculty
H. Brooks Burnsed
Paula M. Izvernari
Balsam F. Jekki
Rami R. Jekki
Ronald L. Sorrels
Klaus D. Wolfram
Admissions
Applications are available online at <http://www.adea.org/>. Requests for
information are accepted bye-mail or telephone.
Admission requirements
• Dental degree from a recognized international dental school.
• Successful completion of the National Dental Board Examination,
Part I and Part II.
• TOEFL examination, with a minimum score of 20 in each area of the
Internet-based examination. To be competitive, a score of 100 or
higher is recommended.
• Dental school transcript (evaluated by an LLU-approved organization).
Other documentation is required, as outlined in the application. All
application material sent to the Office of Admissions becomes the
property of the school.
Students currently enrolled in a similar program at another university are
not eligible to apply and will not be accepted for admission.
Application procedure
1. CAAPID application. The Centralized Application for Advanced
Placement for International Dentists (CAAPID) application is
completed online by the applicant at <http://www.adea.org/>. It takes
approximately four weeks for CAAPID applications to be processed
and sent to the dental school where the applicant has applied.
2. Supplemental application. The applicant then receives an email
invitation from LLU to complete an electronic supplemental
application.
3. Supplemental application deadline. The applicant must return
the completed supplemental application and materials within 30
days. This includes an essay specific to Loma Linda University, a
photograph, and the application fee of $150.
4. Transcripts. Official transcripts and diploma or certificate with
English translations and documentation of all postsecondary
education must be mailed directly to LLU from all colleges/
universities attended by the student. If the dental education was
received in India, transcripts must be sent directly from the University
and not the dental school college. Applicants submitting a WES
evaluation are exempt from submitting official transcripts to LLU.
5. Official Foreign educational credential evaluation report(course by
course evaluation) mailed directly from WES, ECE, or AACRAO; links
available at www.llu.edu/apply/intltrans.html
6. Non-English Language Documents. Must be submitted in their
original language along with an English translation.
7. Language. All classes are conducted in English, and patients treated
in the clinic communicate in English. Applicants must demonstrate
competence in both written and spoken English.
8. References. Two letters of recommendation, preferably from former
teachers or mentors who can attest to applicant’s character, conduct,
and professional ability. Members of the applicant's family are
excluded from writing the required letters of reference, although
letters will be accepted for the file in addition to those required.
Letters should be sent directly to CAAPID.
9. Photograph. A recent passport size photograph uploaded through
your supplemental application.
10. Deadline. To be considered, the CAAPID and LLU applications and all
required documents must arrive at the School of Dentistry Office of
Admissions by June 1. All documents sent to Loma Linda become
property of LLU.
11. Selection process
• Screening: Completed applications submitted before the
application deadline will be given priority consideration by the
Office of Admissions.
• Admissions testing: Is by invitation only and is conducted one or
more Sundays in the fall.
• Interview : Based on Admissions testing, applicants may be
invited to interview .
• Final selection: The applicant's admissions testing results,
interview and application file, are presented to the School of
Dentistry Admissions Committee for final selection. Thirty-
two applicants are accepted each year for enrollment in the
International Dentist Program which begins in the Summer term.
12. Deposits. A student accepted into the International Dentist Program
must submit a deposit of $4,000 USD to Loma Linda University within
222 International Dentist Program — D.D.S.
30 days of acceptance. Deposits become part of the first term’s
tuition. Failure to submit this deposit will result in the loss of the
applicant’s position in the class.
13. Financial requirement. Students applying for or holding F-1 U.S.
student visas are required by U.S. immigration regulation to pay for
the first year's tuition and fees and provide documented evidence of
sufficient funds for their second year prior to enrolling. For students
eligible for government-sponsored financial aid programs, only the
first term tuition is required at the initial registration.
14. Financial aid. A financial aid advisor and financial aid programs are
available. Applicants should contact the Office of Financial Aid at e-
mail <fi[email protected] ([email protected])>; or by telephone, 909-/558-4509.
Web site information can be obtained at <llu.edu/central/ssweb/
finaid>.
15. Pre-entrance health requirements/immunizations. It is expected that
necessary routine dental and medical care will have been attended
to before the student registers. New students are required to have
certain immunizations and tests before registration. Forms to
document the required immunizations are provided for the physician
in the registration information made available electronically to the
student by LLU. In order to avoid having a hold placed on registration,
the student is encouraged to return the documentation forms to
Student Health Service no later than six weeks prior to the beginning
of classes.
For a complete list of required immunizations and tests, see Section II of
this CATALOG under the heading "Health Care." Documentation verifying
compliance with this requirement must be provided before registration
can be completed.
For further information, consult the Student Handbook, Section V--
University Policies--Communicable disease transmission prevention
policy; or contact the Student Health Service office at 909/558-8770.
If a returning student is assigned to a clinical facility that requires a
tuberculosis skin test, the student is required to have the test within the
six months before the assignment begins.
Students in the International Dentist Program have the same benefits,
including health-care coverage, as are described elsewhere in this
CATALOG.
Program requirements
Curriculum for cohort starting Summer
2019.
Code Title Clock Hours Total Units
Lec Lab Clinical Total
Third Year
DNES504 Curricular Practical Training for IDP 60 60 0.0
DNES794 Public Health Dentistry 22 22 2.0
DNES800 Interprofessional Laboratory Experience
1
4 4 0.0
ENDN831 Endodontics I 10 10 1.0
ENDN832 Endodontics II 60 60 2.0
ENDN835 Endodontics IV 40 40 1.0
IDPC815 Clinical Orientation I - IDP 11 30 41 2.0
IDPC816 Clinical Orientation II - IDP 30 30 1.0
IDPC817 Clinical Orientation III - IDP 30 30 1.0
IDPC825 General Clinics 450 450 15.0
IDPG718 Communication Basics for the International Student 10 10 1.0
IDPG845 Evidence-Based Dentistry 22 22 2.0
IDPO720 Oral and Maxillofacial Radiology for the IDP Program 20 20 2.0
IDPO725 Patient Assessment and Data Management II 11 33 44 2.0
IDPO726 Patient Diagnosis and Treatment Planning 11 33 44 2.0
IDPO826 Oral and Maxillofacial Surgery 22 22 2.0
IDPO827 Oral and Maxillofacial Surgery 22 22 2.0
IDPP754 Fundamentals of Periodontics 22 22 2.0
IDPP756 Pediatric Dentistry 22 22 2.0
IDPP756L Pediatric Dentistry Laboratory 44 44 1.0
IDPP759 Periodontal Therapy 22 22 2.0
IDPR701 Operative Dentistry I 11 33 44 2.0
IDPR702 Operative Dentistry II 11 33 44 2.0
IDPR704 Introduction to Occlusion 22 22 2.0
IDPR761 Removable Prosthodontics I 11 33 44 2.0
IDPR762 Removable Prosthodontics II 11 33 44 2.0
IDPR763 Removable Prosthodontics III 11 33 44 2.0
IDPR771 Fixed Prosthodontics I 11 33 44 2.0
IDPR772 Fixed Prosthodontics II 11 33 44 2.0
IDPR854 Implant Dentistry for the IDP Student 22 44 66 3.0
Loma Linda University 2019-2020 223
ORDN801 Minor Tooth Movement 18 16 34 2.0
PEDN821 Pediatric Dentistry II 12 12 1.0
PHRM503 Clinical Pharmacology in Dentistry 20 20 2.0
RELR749 Marriage and Family Wholeness 20 20 2.0
RESD801 Fixed Prosthodontics and Occlusion 10 10 1.0
RESD811 Dental Materials II 12 12 1.0
RESD822 Operative Dentistry II Lecture 11 11 1.0
RESD822L Operative Dentistry II Laboratory 33 33 1.0
Fourth Year
DNES504 Curricular Practical Training for IDP 60 60 0.0
DNES807 Practice Management I 20 20 2.0
DNES809 Practice Management II 20 20 2.0
DNES851 The Dentist and the Law 20 20 2.0
IDPC835 General Clinics 570 570 19.0
IDPC845 General Clinics - Direct Patient Care 540 540 18.0
IDPP755 Pediatric Dentistry Clinic—IDP 48 48 1.0
ODRP807 Oral Medicine I: TMJ/Orofacial Pain I 12 12 1.0
ODRP821 Special Care Dentistry 13 13 1.0
ODRP826 Oral Medicine IV: Clinical Oral Pathology and Oncology 20 20 2.0
ORDN811 Principles of Orthodontics II 11 11 1.0
RELE734 Christian Ethics for Dentists 20 20 2.0
RELT740 World Religions and Human Health 30 30 2.0-3.0
RESD823 Aesthetic Dentistry 16 16 1.0
RESD823L Aesthetic Dentistry Laboratory 30 30 1.0
RESD861 Senior Topics in Removable Prosthodontics 20 20 2.0
Total Units 653 748 1638 3039 132-133
1
This course may be taken in the third or fourth year.
Normal time to complete the program
Two (2) years (24 months) at LLU—full-time enrollment required
Curriculum for cohort starting Spring
2020.
Code Title Clock Hours Total Units
Lec Lab Clinical Total
Third Year
DNES504 Curricular Practical Training for IDP 60 60 0.0
DNES794 Public Health Dentistry 22 22 2.0
ENDN831 Endodontics I 10 10 1.0
ENDN832 Endodontics II 60 60 2.0
ENDN835 Endodontics IV 40 40 1.0
IDPC815 Clinical Orientation I - IDP 11 30 41 2.0
IDPC816 Clinical Orientation II - IDP 30 30 1.0
IDPC817 Clinical Orientation III - IDP 30 30 1.0
IDPC826 General Clinics 180 180 6.0
IDPC827 General Clinics 390 390 13.0
IDPG718 Communication Basics for the International Student 10 10 1.0
IDPG845 Evidence-Based Dentistry 22 22 2.0
IDPO720 Oral and Maxillofacial Radiology for the IDP Program 20 20 2.0
IDPO725 Patient Assessment and Data Management II 11 33 44 2.0
IDPO726 Patient Diagnosis and Treatment Planning 11 33 44 2.0
IDPO826 Oral and Maxillofacial Surgery 22 22 2.0
IDPO827 Oral and Maxillofacial Surgery 22 22 2.0
IDPP754 Fundamentals of Periodontics 22 22 2.0
IDPP756 Pediatric Dentistry 22 22 2.0
IDPP756L Pediatric Dentistry Laboratory 44 44 1.0
IDPP759 Periodontal Therapy 22 22 2.0
224 International Dentist Program — D.D.S.
IDPR701 Operative Dentistry I 11 33 44 2.0
IDPR702 Operative Dentistry II 11 33 44 2.0
IDPR704 Introduction to Occlusion 22 22 2.0
IDPR761 Removable Prosthodontics I 11 33 44 2.0
IDPR762 Removable Prosthodontics II 11 33 44 2.0
IDPR763 Removable Prosthodontics III 11 33 44 2.0
IDPR771 Fixed Prosthodontics I 11 33 44 2.0
IDPR772 Fixed Prosthodontics II 11 33 44 2.0
IDPR854 Implant Dentistry for the IDP Student 22 44 66 3.0
ODRP756 Radiology III: Oral & Maxillofacial Radiology 15 15 1.5
ODRP807 Oral Medicine I: TMJ/Orofacial Pain I 12 12 1.0
ODRP808 Oral Medicine II: Medically Compromised Patient 22 22 2.0
ODRP811 Oral Medicine III: TMJ/Orofacial Pain II 12 12 1.0
ODRP821 Special Care Dentistry 13 13 1.0
ORDN801 Minor Tooth Movement 18 16 34 2.0
ORDN811 Principles of Orthodontics II 11 11 1.0
PEDN821 Pediatric Dentistry II 12 12 1.0
PERI805 Periodontal Surgical Therapy 16 16 1.0
PHRM503 Clinical Pharmacology in Dentistry 20 20 2.0
RELR749 Marriage and Family Wholeness 20 20 2.0
RELT740 World Religions and Human Health 30 30 2.0-3.0
RESD801 Fixed Prosthodontics and Occlusion 10 10 1.0
RESD811 Dental Materials II 12 12 1.0
RESD822 Operative Dentistry II Lecture 11 11 1.0
RESD822L Operative Dentistry II Laboratory 33 33 1.0
Fourth Year
DNES504 Curricular Practical Training for IDP 60 60 0.0
DNES807 Practice Management I 20 20 2.0
DNES809 Practice Management II 20 20 2.0
DNES851 The Dentist and the Law 20 20 2.0
IDPC836 General Clinics 480 480 16.0
IDPC846 General Clinics 480 480 16.0
ODRP826 Oral Medicine IV: Clinical Oral Pathology and Oncology 20 20 2.0
RELE734 Christian Ethics for Dentists 20 20 2.0
RESD823 Aesthetic Dentistry 16 16 1.0
RESD823L Aesthetic Dentistry Laboratory 30 30 1.0
RESD861 Senior Topics in Removable Prosthodontics 20 20 2.0
Total Units 718 744 1560 3022 135.5-136.5
1
This course may be taken in the third or fourth year.
Normal time to complete the program
Two (2) years(27 months) at LLU—full-time enrollment required
Loma Linda University 2019-2020 225
Advanced Dental Education
Associate dean for advanced dental education
Steven G. Morrow
The School of Dentistry offers advanced dental education programs
in specialty and nonspecialty disciplines of dentistry. Postdoctoral
certificates, Master of Science (M.S.), and Master of Science in Dentistry
(M.S.D.) degrees are available. The purpose of these programs is to
offer candidates an opportunity to integrate advanced clinical training
with meaningful exposure to applied basic science and research. For
additional information and to submit an online application, interested
applicants should visit the School of Dentistry web site (Graduate
Programs).
Advanced dental education programs leading to a professional certificate
with an option to also pursue the Master of Science (M.S.) degree or the
Master of Science in Dentistry (M.S.D.) degree are:
• Endodontics
• Implant Dentistry
• Orthodontics and Dentofacial Orthopedics (M.S. degree only)
• Pediatric Dentistry
• Periodontics
• Prosthodontics
These programs are organized to comply with the standards of the
Council on Dental Education of the American Dental Association, and the
objectives and content meet the requirements of the respective specialty
boards. In addition, the programs in endodontics, oral and maxillofacial
surgery, orthodontics and dentofacial orthopedics, pediatric dentistry,
periodontics, and prosthodontics are accredited by the Commission
on Dental Accreditation, a specialized accrediting body recognized
by the Council on Postsecondary Accreditation and the United States
Department of Education. For additional information, the student may
contact:
The Office of Advanced Education
Loma Linda University
School of Dentistry
Loma Linda, CA 92350
<llu.edu/dentistry/gradprograms>
Program learning outcomes
Graduate students and residents in advanced dental education programs
are expected to:
1. Describe the didactic foundation of their discipline and master the
clinical skills required to utilize that foundation.
2. Integrate advanced clinical training with meaningful exposure to the
applied basic sciences.
3. Engage in a project involving advanced clinical training with
meaningful exposure to research.
4. Integrate interdisciplinary treatment planning into their didactic and
clinical activity.
5. Apply for and pursue board certification in their discipline through the
appropriate sponsoring organization.
6. State the importance of developing a commitment to the University-
wide student learning outcomes.
Residence
The required time in residence varies with each program. For the length of
a program, refer to the information under each program description.
Stipends
Stipends are provided in the Oral and Maxillofacial Surgery and Pediatric
Dentistry programs. For details, contact the program coordinator
personally.
Tuition
Tuition and fees quoted in the school financial information section of this
CATALOG are for the academic year 2019-2020.
Thesis
The student must complete a research project presented in thesis format
and orally defend it according to the standards set by the Faculty of
Graduate Studies. A written thesis, approved by the student's research
committee, must be submitted to the Faculty of Graduate Studies in order
to receive a satisfactory grade for the course.
Publishable paper
Students on the Master of Science in Dentistry degree track must submit
a publishable paper no later than one year from the date they complete
their certificate program. Candidates are admitted to only one master's
degree track of their choice.
General requirements
For information about requirements and practices to which all graduate
students are subject, the student should consult Section II of this
CATALOG.
Admissions
Admission requirements for advanced dental education
programs/postdoctoral programs
An appropriate degree from an accredited college or university is
required for admission into the advanced dental education programs
and postgraduate programs. A doctoral degree in dentistry (Doctor of
Dental Surgery or Doctor of Dental Medicine) or the equivalent is required
for admission to all programs. The applicant should have achieved a
general grade point average of not less than 3.0 on a 4.0 scale, with
no grade below 2.0. In addition to acceptable scholastic performance,
the applicant must give evidence of personal and professional fitness
for growth in the science and art of the intended dental discipline. For
application deadlines, see the section on each individual program or refer
to the chart on the following page.
After applicants are accepted into the advanced dental education
programs in dental anesthesiology, endodontics, oral and maxillofacial
surgery, pediatric dentistry, periodontics, prosthodontics, or the
postdoctoral program in implant dentistry, they may apply for admission
to the Faculty of Graduate Studies for the purpose of earning an M.S.
degree; or to the Office of Advanced Education to earn an M.S.D. degree
(in addition to the advanced program certificate). Applicants for the
Master of Science (M.S.) degree who meet or exceed the minimum
entrance requirements may be accepted to the Faculty of Graduate
Studies (FGS) by the School of Dentistry's assistant dean for advanced
dental education. The master's degree thesis must be completed,
defended, and accepted in final form by both the graduate program
226 Advanced Dental Education
and the Faculty of Graduate Studies. Students have up to five years
from the date of acceptance of the certificate program to complete
the requirements for the M.S. degree. All the M.S.D. requirements may
be completed during the program but no later than one year from the
candidate’s anticipated program completion date.
Admissions criteria for advanced dental education programs 2019
Program Official
Transcript(s)
1
Cumulative
G.P.A.
2
GRE
3
National Boards
Part I
3
DAT TOEFL
4
Letters of
Recommendation
Endodontics
10
(27 mo./2
positions)
Required 3.0 Not required
for certificate
program
Required (only
U.S.-trained
applicants)
Not required Required
(internationally
trained)
3
Implant Dentistry
(36 mo./3
positions)
Required 3.0 Not required
for certificate
program
Not required Not required Required
(internationally
trained)
3
Oral and
Maxillofacial
Surgery
11
(6
yrs./2 positions)
Required 3.0 Not required
for certificate
program
Required (all
applicants) score
of 86 or higher
Not Required Required
(internationally
trained)
3
Orthodontics
and Dentofacial
Orthopedics
6,
7, 9
(27 mo./6
positions)
Required 3.0 Required Required (all
applicants)
Required (all
applicants)
Required
(internationally
trained)
3
Pediatric
Dentistry
10, 12
(24
mo./4 positions)
Required 3.0 Required for
internationally
trained applicants
Required (only
U.S.-trained
applicants)
Not required Required
(internationally
trained)
3
Periodontics
8
(36
mo./3 positions)
Required 3.0 Not required
for certificate
program
Required (only
U.S.-trained
applicants)
Not required Required
(internationally
trained)
3
Prosthodontics
(36 mo./4
positions)
Required 3.0 Not required
for certificate
program
Required (only
U.S.-trained
applicants)
Not required Required
(internationally
trained)
3
Application and program dates
Program LLU Applications
Open
LLU Applications
Close
Admissions
Committee Meets
Pass Applications
Open
Pass Applications
Close
Advanced
Education
Programs Start
Date
Advanced
Education
Programs Ending
Date
ENDN 1/1/2019 8/1/2019 August 5/2019 5/15/2019 July 1 Late September
IMPD 1/1/2019 8/15/2019 December n/a n/a July 1 June 30
OMFS 1/1/2019 9/15/2019 January 5/2019 Match
participant
9/15/2019 July 1 June 30
ORDN 1/1/19 8/1/2019 November n/a n/a July 1 Late September
PEDN 1/1/2019 10/1/2019 January 5/2019 Match
participant
9/15/2019 July 1 June 30
PERI 1/1/2019 9/1/2019 (rolling
admissions)
September 5/2019 9/1/2019 July 1 June 30
PROS 1/1/2019 9/1/2019 September 5/2019 8/15/2019 July 1 June 30
1
Transcripts. Transcripts from all postsecondary schools from which credit was received, whether or not the work pertains to your LLU degree,
are required to complete your application.
2
Grade Point Average (G.P.A.). A cumulative G.P.A. of 3.0 (on a 4.0 scale) is required for admission.
3
National Boards, Part I. Refers to Part I of the two-part U.S. National Board Examinations. Part II must also be submitted when available. All
must be passing grades.
4
English Language Skills. Non-U.S. applicants for whom English is not their primary language and whose secondary education has been given
outside the U.S. are required to take the TOEFL examination. They must demonstrate satisfactory verbal and written English language skills. A
minimum TOEFL score of 550 (paper based) and 80 (internet based) is required. TOEFL scores are valid for two years from the test date.
Loma Linda University 2019-2020 227
5
Dental License. All applicants for the Advanced Education Program in Oral & Maxillofacial Surgery programmust have a Californian Dental
License.
6
International Dentist Program. All graduates from non-ADA-accredited dental schools who apply to the Advanced Specialty Education Program
in Orthodontics and Dentofacial Orthopedics must complete an accredited International Dentist Program.
7
Orthodontics and Dentofacial Orthopedics. This program requires applicants to meet the requirements for the certificate program and the Master
of Science (M.S.) degree track. To be considered, applicants must take the GRE.
8
Periodontics. This program has a rolling admission process between January 1 and September 1, which means it reserves the right to fill some
but not all of its entering class prior to the September 1 deadline.
9
Orthodontics and Dentofacial Orthopedics. The program reserves the right to admit selected students to the certificate program, which would
require submission of a certificate application due by the regular application deadline.
10
Endodontics and Pediatric Dentistry. All applicants for the Endodontic and Pediatric Dentistry Program who have received their dental school
training outside the U.S. or Canada must have a current dental license from their country and submit a notarized copy with their application.
11
National Board Medical Examination (NBME) Comprehensive Basic Science Examination. Applicants for the Oral and Maxillofacial Surgery Program
who take the National Board Dental Examination (NBDE) Part I after January 1, 2012--and, therefore, do not have a numerical score--must take
the National Board Medical Examination (NBME) Comprehensive Basic Science Examination and have their official test results reported to
Loma Linda University by the application deadline.
12
TOEFL Scores for Pediatric Dentistry. The Pediatric Dentistry Program requires a minimum paper-based TOEFL score of 590 or an internet-based
score of 90. TOEFL scores are valid for two years from the test date.
Master of Science in Dentistry (M.S.D.) Degree,
Advanced
Graduate students and residents enrolled in certain advanced education
programs are eligible to apply for and be awarded a Master of Science in
Dentistry (M.S.D.) degree, if they fulfill the following requirements.
Admission process
1. The following minimum requirements have been established for
admission to the M.S.D. degree program:
Admissions requirements
• Cumulative grade point average (G.P.A.) of 3.0
• Approval by the program director
• Academic record of scholastic competence
• Demonstrated professionalism and integrity
2. A candidate for the M.S.D. degree must complete a Loma Linda
University online Application for Admission and a Part I (Application
for Admission for the Master of Science in Dentistry [M.S.D.] degree)
form. The Part I form can be found in the advanced education section
of Canvas. It must be accompanied by a research protocol approved
by the candidate's research guidance committee (RGC) and reviewed
by the School of Dentistry Research Committee.
3. The Part I form must be signed by the applicant's program director
and the research guidance committee (RGC) members.
4. The completed Loma Linda University application, Part I form, and
approved protocol are then reviewed for approval by the associate
dean for advanced education to ensure all admissions requirements
have been met.
5. Accepted applicants will receive a letter of admission from the
associate dean for advanced education. They must acknowledge
acceptance of their admission electronically to the Office of
Advanced Dental Education.
Master of Science (M.S.) Degree, Advanced
Graduate students and residents enrolled in certain advanced education
programs are eligible to apply for and be awarded a Master of Science
(M.S.) degree, if they fulfill all of the requirements stated below.
Admission process
1. The following minimum requirements have been established for
admission to the M.S. degree curriculum:
Admissions requirements
• Minimum cumulative grade point average (G.P.A.) of 3.0
• Approval by the program director
• Academic record of scholastic competence
• Demonstrated professionalism and integrity
2. An applicant to the M.S. degree must complete a Loma Linda
University online Application for Admission, as well as a Form A
(Petition for Admission to Candidacy). The online application is open
to students already enrolled in a certificate curriculum. Form A is
found on Canvas and must be accompanied by a research protocol
approved by the applicant's research guidance committee (RGC) and
reviewed by the School of Dentistry Research Committee.
3. Form A must be signed by the applicant's program director and
research guidance committee (RGC) members.
4. The completed Loma Linda University application, Form A, and
the approved protocol are then reviewed for approval by the
associate dean for advanced education to ensure that all admissions
requirements have been met.
5. Accepted applicants will receive a letter of admission from the
associate dean for advanced education. The prospective student
must acknowledge acceptance of his/her admission electronically to
the Office of Advanced Dental Education.
Academic policies
Grading system for advanced education programs
The following information outlines the grading systems for all
postdoctoral students/residents enrolled in advanced education
programs in the School of Dentistry. Each course taught in the school has
been approved for either a letter grade or an S/U grade, and deviations
from this are not allowed other than MS (marginally satisfactory) grades
as specified below.
228 Advanced Dental Education
Grades and grade points for postdoctoral students/
residents
A 4.0 Outstanding performance
A- 3.7 Very good performance
B+ 3.3 Good performance.
B 3.0 Satisfactory performance.
B- 2.7 Minimum passing grade without remediation; Cumulative
G.P.A. must be 3.0 or higher to avoid academic probation.
C+ 2.3 Remediation required and cumulative G.P.A. must be 3.0
or higher to avoid academic probation.
C 2.0 Remediation required and cumulative G.P.A. must be 3.0
or higher to avoid academic probation.
Postdoctoral students/residents who receive one or more of the following
grades in any quarter will be placed on academic probation and must
retake the course(s) for which these grades were received.
C- 1.7 Unsatisfactory; Course must be retaken. Cumulative G.P.A
must be 3.0 or higher to avoid academic probation.
D 0.0 Failure; course must be retaken.
F 0.0 Failure; Course must be retaken; Academic probation
required.
S none Satisfactory performance; Equivalent of a B grade or
better.
MS none Marginally satisfactory; minimum passing grade;
equivalent to a B- grade; Multiple MS grades may result in
academic probation.
U none Unsatisfactory; The U grade is not computed in the G.P.A.
The Course must be repeated to count toward a certificate
and/or degree.
University policy states that "a student may repeat a course only once,
and no more than two courses may be repeated in a student's degree
program."
Academic criteria for academic advancement and
program completion
Process to remediate a course:
1. A detailed written plan must be developed by the course director/
program director outlining how deficiencies will be remediated and
reassessed.
2. The plan must be approved by the Office of Advanced Dental
Education.
3. The postdoctoral student/resident is required to register for
Advanced Dental Education Remediation (GRDN 700) with the sub-
title of the course that is being remediated.
4. Remediation must be accomplished during the academic quarter
immediately following the quarter in which the unsatisfactory grade
was received.
5. Successful remediation of a course will not result in a grade change
for the course.
6. Failure to successfully remediate a course will result in the need for
the postgraduate student/resident to repeat the course while on
academic probation.
7. The postdoctoral student/resident may exercise the option to retake
the course which may result in a grade change for the course.
Process to repeat a course:
1. The postdoctoral student/resident will be placed on academic
probation.
2. The postdoctoral student/resident must register for the course to be
repeated at the earliest opportunity.
3. The postdoctoral student/resident must receive a minimum grade of
B- to continue in the advanced dental education program.
Academic disciplinary policy for advanced education
programs:
Academic probation
Academic probation for postdoctoral students/residents will be for a
minimum of one academic quarter following the quarter in which the
unsatisfactory performance was noted. Probationary status will be
reviewed on a quarterly basis until successful remediation has been
recorded. Such action must be confirmed by memorandum to the
student.
Under the following conditions, a postdoctoral student/resident will be
sent an advisory letter from the Office of Advanced Dental Education
regarding the potential for placement on academic probation.
1. Term G.P.A. below 3.0 (B)
2. One or more courses with a grade of C+ or lower
3. More than one course with a grade of MS.
A postdoctoral student/resident will be placed on academic probation if
he/she meets one or more of the following conditions:
1. Cumulative G.P.A below 3.0.
2. One or more courses with a grade of C, or lower.
3. Failing or unsatisfactory grades in any course(s) required for the
specialty certificate, Master of Science (M.S.) degree, or Master of
Science in Dentistry (M.S.D.) degree programs.
4. Total of three or more MS grades.
Level of Academic Probation:
The level of academic probation indicates the seriousness of the
cumulative academic deficiency. However, depending on the seriousness
or nature of the academic deficiency, a postdoctoralstudent/resident
may be considered for academic leave of absence or discontinuation at
any level of probation.
Level I
First term on academic probation.
Level II
Second term on academic probation, consecutive or nonconsecutive.
EXCEPTION: Continued academic probation due to failing grade in a
course that cannot be repeated until a later term.
Loma Linda University 2019-2020 229
Level III
Third term on academic probation, consecutive or nonconsecutive.
If a student/resident is unable to remove academic probationary
status within the following term, s/he will be considered for academic
discontinuation.
EXCEPTION: Continued academic probation due to failing grade in a
course that cannot be repeated until a later term.
Level IV
If a student/resident meets criteria for academic probation for a fourth
term, consecutive or nonconsecutive, s/he will be considered for
academic discontinuation.
Restrictions for a postdoctoralstudent/resident on academic probation:
A student/resident on academic probation:
1. May not serve as an officer for any class, school, or extracurricular
organization.
2. May not take elective courses.
3. May not participate in elective off-campus, service learning, or
mission activities.
4. Remains on academic probation until all terms of the probation
sanctions have been fulfilled, unless the postdoctoralstudent/
resident is discontinued.
Remedial action (remediation):
A postdoctoral student/resident who is not performing up to expectations
(academic and professional) may receive the following:
1. Restriction of clinical privileges by the program director.
2. Academic probation (Level I to III) – upon recommendation of
the Program Director by the Assistant Dean for Advanced Dental
Education.
3. Professional Standards (Behavioral) probation (Level I to III) – (See
Professional Standards Review Process in Loma Linda University
Student Handbook).
4. Clinical probation (Level I to III) – upon recommendation of the
Program Director by the Assistant Dean for Advanced Dental
Education.
5. Discontinuation – upon recommendation of the Program Director to
the Assistant Dean for Advanced Dental Education. Discontinuation
must be approved by the Dean.
Probation:
All recommendations to the Assistant Dean for Advanced Dental
Education for probation must be supported by well-documented
evidence of repeated counseling and other internal measures designed
to point out deficiencies and take corrective action through a detailed
remediation program. A remediation program must be specific in design,
implemented, and monitored for any postdoctoral student/resident who
is not performing up to a program’ s stated standards. It is important
to have documentary evidence on record by multiple faculty members
with detailed accounts of dates, times, explanations or counseling,
discussions, and corrective measures. Written statements from support
staff should also be included if they have direct contact or knowledge of a
matter involving a postdoctoral student/resident.
Postdoctoral students/residents may be placed on academic probation,
professional standards (behavioral) probation, and/or clinical probation.
Probation begins at Level I and may progress to Level III. Postdoctoral
students/residents should be placed on probation for the academic
quarter immediately following the quarter in which the unsatisfactory
performance was documented. Probationary status will be reviewed on
a quarterly basis until successful remediation has been documented.
This information will be conveyed to the postdoctoral student/resident
verbally and in writing.
Continuation:
Postdoctoral students/residents who are not progressing as expected
may be continued in their year group for as long as necessary before
being promoted to the next year or discontinued. To exercise this
option, the Assistant Dean for Advanced Dental Education will inform
University Records of the decision to continue a postdoctoral student/
resident and state the anticipated length of that continuation. Program
directors make the determination as to when to recommend continuing or
discontinuing a postdoctoral student/resident and when the postdoctoral
student/resident has completed his/her program. Recommendation for
continuation will be submitted to the Assistant Dean for Advanced Dental
Education for review and approval.
Discontinuation:
Postdoctoral students/residents who do not achieve required measurable
improvement by the end of the prescribed remediation and counseling
periods may be recommended for discontinuation by their Program
Director to the Assistant Dean for Advanced Dental Education for review.
Recommendation to discontinue a postdoctoral student/resident will
be submitted by the Assistant Dean for Advanced Dental Education, in
writing, to the Dean for review and action.
Programs
• Endodontics — post-D.D.S. Certificate, M.S.D., M.S. (p.230)
• Implant Dentistry — post-D.D.S. Certificate, M.S.D., M.S. (p.233)
• Oral and Maxillofacial Surgery — post-D.D.S. Certificate (p.234)
• Orthodontics and Dentofacial Orthopedics — post-D.D.S. Certificate,
M.S. (p.235)
• Pediatric Dentistry — post-D.D.S. Certificate, M.S.D., M.S. (p.237)
• Periodontics — post-D.D.S. Certificate, M.S.D., M.S. (p.238)
• Prosthodontics — post-D.D.S. Certificate, M.S.D., M.S. (p.239)
General degree requirements
Master of Science in Dentistry (M.S.D.) Degree,
Advanced
Graduate students and residents enrolled in certain advanced education
certificate programs are eligible to apply for and be awarded a Master
of Science in Dentistry (M.S.D.) degree, if they fulfill the following
requirements.
Degree requirements
1. Students must perform scholarly activities as defined by the program
director. Programs may differ in how this requirement is met in
order to afford directors the opportunity to align such activity with
the experience, background, and interest of each student and of
the program faculty. Goals must be worthy and achievable. The
nature of the scholarly activity will be defined in Part II (Statement
of Completion for the Master of Science in Dentistry [M.S.D.] degree)
of the degree application form as submission of a formatted,
publishable manuscript.
2. Students must successfully complete all the course requirements
of the certificate curriculum, with additional units in research for the
230 Endodontics — Certificate (post-D.D.S.), M.S.D., M.S.
master's degree curriculum (see individual program descriptions at
<llu.edu/dentistry/gradprograms>). Candidates complete sections I
and II of Part II form to indicate their anticipated degree completion
dates.
3. A publishable paper and public presentation of the research are
required. The manuscript must be in a format approved by the
respective program director.
4. Students who do not complete the publishable paper while
completing the curriculum will have one year from their anticipated
program end date to fulfill this requirement.
5. After conducting an internal degree audit, the program director
completes and signs the Part III form (Statement of Completion) to
verify that all requirements for the M.S.D. degree have been met.
6. The associate dean for advanced education performs a final degree
audit before signing the Part III form, signifying approval to award the
Master of Science in Dentistry (M.S.D.) degree.
The M.S.D. degree is not offered by the advanced education program in
orthodontics and dentofacial orthopedics.
Master of Science (M.S.) Degree, Advanced
Graduate students and residents enrolled in certain advanced education
programs are eligible to apply for and be awarded a Master of Science
(M.S.) degree, if they fulfill all of the requirements stated below.
Degree requirements
1. Applicants must undertake scholarly activities/research as defined by
each program director. Programs may differ on how this requirement
is met in order to afford directors the opportunity to align such
activity with the experience, background, and interest of each
student. Goals must be worthy and achievable.
2. Students must successfully complete all course requirements of
the certificate curriculum, with additional units in research for the
master's degree (see individual program descriptions online). Also,
students must submit a completed Form C, Petition for Graduation, to
indicate their anticipated degree completion dates.
3. A thesis and a public thesis defense are required. The thesis must be
in a format approved by the thesis editor in the Faculty of Graduate
Studies (FGS).
4. Students who do not complete the thesis during their program will
have five years from the beginning of the certificate program to fulfill
this requirement for the master's degree.
5. After conducting a degree audit, the program director completes and
signs Form D, Statement of Completion of Requirements for Degree,
verifying that all requirements for the M.S. degree have been met.
6. After a final degree audit, the associate dean for advanced education
signs Form D, indicating approval of the award of the Master of
Science (M.S.) degree. Form D is then submitted to the Faculty of
Graduate Studies (FGS) for final approval and degree issuance.
Dual majors
The dual majors are no longer an option at this time.
Applicants to the programs in implant dentistry, periodontics, and
prosthodontics have the option to select an extended program
(approximately four-and-a-half years in length) to pursue dual majors in
two of these areas of study.
Students must complete all the requirements of each ADA-recognized
specialty program— periodontics (p.239) and implant dentistry
(p.233), comparison (p.243); or prosthodontics (p.240) and
implant dentistry (p.233), comparison (p.244)—to be eligible for
board certification. Dual credit—up to 100 units—may be awarded for
courses required by the two programs.
Individuals who wish to pursue the dual major option must indicate
such interest by completing separate applications to both programs.
Applicants in one of the optional dual major programs must not only
meet the admissions requirements of each program, but must also be
admitted to the advanced education programs they designate.
Length of program
• Periodontics and Implant Dentistry (approximately 4 1/2 years in
length)
• Prosthodontics and Implant Dentistry (approximately 4 1/2 years in
length)
Endodontics — Certificate (post-
D.D.S.), M.S.D., M.S.
The mission of the 27-month Endodontics-Advanced Specialty Program is
to prepare endodontists who are proficient in the art of treating teeth that
require root canal therapy, who possess an in-depth biological knowledge
related to the science of endodontics, and who have participated
in endodontic research and teaching. The mission of the 36-month
Endodontics-Advanced Program is to provide additional care for patients
who have failed root canal treatment and require a single tooth implant.
The 36-month program consists of the entire 27-month curriculum;
as well as additional courses in periodontics, radiology, and implant
dentistry (36-month track is currently closed for admission).
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Diagnose and plan treatment for various pulpal and periapical
conditions, alone or in concert with other dental and medical
practitioners.
2. Demonstrate an advanced level of knowledge of the biomedical
sciences related to endodontics and whole patient care.
3. Participate in endodontic research and teaching.
4. Identify and discuss the principles of good practice management.
5. Diagnose and treat patients with failed root canals who would benefit
from surgical placement and restoration of a single tooth implant,
when such care is needed.*
* Only applies to the 36-month program.
The programs begin in July and require 27 or 36 months in residence,
depending on the specialty training pursued.
Following enrollment into the program, students may apply for
acceptance to either the Master of Science (M.S.) or the Master of
Science in Dentistry (M.S.D.) degree track, in addition to the specialty
certificate. The application should be submitted at the beginning of the
second year and must be supported by the program director. Admission
into the M.S. or the M.S.D. degree track may extend the length of study;
and the additional time must be in residence.
Graduates in both the certificate and graduate degree curricula are
qualified for certification by the American Board of Endodontics.
Loma Linda University 2019-2020 231
Program link: https://llu.edu/dentistry/gradprograms
Program director
Tory Silvestrin
Faculty
Rinku Parmar
Tory Silvestrin
Emeritus faculty
Leif Bakland
Admissions
Application process
The Endodontics, Advanced Program participates in the Postdoctoral
Application Support Service (PASS) of the American Dental Education
Association, which allows applicants to apply to multiple participating
institutions.
PASS applicants for the advanced education program in endodontics
must also complete and submit a separate online application (<llu.edu/
central/apply>) directly to Loma Linda University.
This program also will accept direct applications for individuals who are
not applying to other institutions through PASS.
Application deadline
Application for admission should be submitted byAugust 1of the year
prior to the summer of intended enrollment.
Tuition
Tuition and fees for the 2019-20 academic year (effective July 1, 2019) is
approximately $18,000.00 per quarter and is subject to change. Tuition is
adjusted annually every July 1
st
. These fees do not include instruments
and textbooks that may be required. A separate fee of $1,000 is charged
for GRDN632 Basic Microsurgery Techniques, taken by students during
the first quarter.
Program requirements
27-month Certificate
Major
ENDN534 Endodontic Treatment Conference (1-2) 18
ENDN601 Principles of Endodontics (2) 10
ENDN604 Literature Seminar in Endodontics (2) 16
ENDN654 Practice Teaching in Endodontics (1) 4
ENDN657 Written/Oral Board Review Course for the
American Board of Endodontics
2
ENDN697A Research 1
ENDN697B Research 1
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4
GRDN535 Clinical Oral Pathology 2
GRDN609 Professional Ethics 2
GRDN622A Biomedical Science 2
GRDN622B Biomedical Science 2
GRDN632 Basic Microsurgery Techniques 2
IMPD611 Introduction to Implant Dentistry 2
ORPA533 Radiology Topics for Graduate Dental Programs 2
PERI608 Dental Specialty Practice Management 2
PERI624 Moderate Sedation in Periodontics 4
REL 5 Gradauate-level Religion 3
Total Units 79
Clinical
1
ENDN725 Clinical Practice in Endodontics (1-8) 72
Total Units 72
1
Units for clinic practice courses do not count toward minimum
number of didactic units required for the degree.
Normal time to complete the program
2.3 years (nine [9] academic quarters) — full-time enrollment required
36-month Certificate
Closed to admissions for the 2019-2020 academic year.
Major
ENDN534 Endodontic Treatment Conference (1-2) 21
ENDN601 Principles of Endodontics (2) 10
ENDN604 Literature Seminar in Endodontics (2) 16
ENDN654 Practice Teaching in Endodontics (1) 4
ENDN657 Written/Oral Board Review Course for the
American Board of Endodontics
2
ENDN697A Research 1
ENDN697B Research 1
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4
GRDN535 Clinical Oral Pathology 2
GRDN609 Professional Ethics 2
GRDN622A Biomedical Science 2
GRDN622B Biomedical Science 2
GRDN632 Basic Microsurgery Techniques 2
IMPD505 Patient Presentation Seminar (1) 7
IMPD601 Literature Review in Implant Dentistry (2) 16
IMPD604 Current Literature Review in Implant Dentistry (2) 16
IMPD611 Introduction to Implant Dentistry 2
IMPD634 Diagnosis and Treatment Planning in Implant
Dentistry (1)
7
ORDN526 Applied Anatomy 2
ORPA533 Radiology Topics for Graduate Dental Programs 2
PERI524 The Periodontium 2
PERI608 Dental Specialty Practice Management 2
PERI611 Introduction to Periodontics 2
PERI624 Moderate Sedation in Periodontics 4
REL 5 Graduate-level Religion 3
Total Units 134
Clinical
1
ENDN725 Clinical Practice in Endodontics (1-8) 64.5
232 Endodontics Certificate — 27-month, 36-month Comparison
ENDN726 Clinical Practice of Implant Dentistry in
Endodontics (1,2)
8
Total Units 72.5
1
Units for clinic practice courses do not count toward minimum
number of graduate units required for the degree.
Normal time to complete the program
Three (3) years (12 academic quarters) — full-time enrollment required
Comparison
See the comparison (p.232) of the 27- and 36-month certificates.
M.S.D.
In addition to completing the requirements for the 27 or 36-month
certificate as listed above, students must also complete the following
courses and fulfill the general requirements (p.229) for the degree.
Students may take up to one year following the completion of the
certificate program to complete the M.S.D. degree.
ENDN697C Research 1
Normal time to complete the program
2.3 years (nine [9] academic quarters) — full-time enrollment required
(this includes the time needed to complete the certificate program).
M.S.
In addition to completing the requirements for the 27- or 36-month
certificate as listed above, students must also complete the following
courses and fulfill the general requirements (p.229) for the degree.
Students have five years from the start of the certificate program to
complete the M.S. degree.
ENDN698 Thesis 1
Normal time to complete the program
2.3 years (nine [9] academic quarters) — full-time enrollment required
(this includes the time needed to complete the certificate program).
Endodontics Certificate — 27-month, 36-month Comparison
Course Title 27-month Certificate 36-month Certificate
Major
ENDN534 Endodontic Treatment Conference (1-2) 18.0 21.0
ENDN601 Principles of Endodontics (2) 10.0 10.0
ENDN604 Literature Seminar in Endodontics (2) 16.0 16.0
ENDN654 Practice Teaching in Endodontics (1) 4.0 4.0
ENDN657 Written/Oral Board Review Course for the American Board of Endodontics 2.0 2.0
ENDN697A Research 1.0 1.0
ENDN697B Research 1.0 1.0
Totals 52.0 55.0
Course Title 27-month Certificate 36-month Certificate
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4.0 4.0
GRDN535 Clinical Oral Pathology 2.0 2.0
GRDN609 Professional Ethics 2.0 2.0
GRDN622A Biomedical Science 2.0 2.0
GRDN622B Biomedical Science 2.0 2.0
GRDN632 Basic Microsurgery Techniques 2.0 2.0
IMPD611 Introduction to Implant Dentistry (2) 2.0 2.0
ORPA533 Radiology Topics for Graduate Dental Programs 2.0 2.0
PERI608 Dental Specialty Practice Management 2.0 2.0
PERI624 Moderate Sedation in Periodontics 4.0 4.0
REL_ 5__ Graduate-level Religion 3.0
IMPD505 Patient Presentation Seminar (1) 7.0
IMPD601 Literature Review in Implant Dentistry (2) 16.0
IMPD604 Current Literature Review in Implant Dentistry (2) 16.0
IMPD634 Diagnosis and Treatment Planning in Implant Dentistry (1) 7.0
ORDN526 Applied Anatomy 2.0
PERI524 The Periodontium 2.0
PERI611 Introduction to Periodontics 2.0
REL_ 5__ Graduate-level Religion 3.0
Totals 27.0 79.0
Overall Totals 79.0 134.0
Loma Linda University 2019-2020 233
Course Title 27-month Certificate 36-month Certificate
Clinical
ENDN725 Clinical Practice in Endodontics (1-8)
1
72.0 64.5
ENDN726 Clinical Practice of Implant Dentistry in Endodontics (1,2)
1
8.0
Totals 72.0 72.5
1
Units for clinic practice courses do not count toward minimum number of graduate units required for the degree.
Implant Dentistry — Certificate (post-
D.D.S.), M.S.D., M.S.
The Implant Dentistry-Advanced Speciality Program leads to a certificate.
Postdoctoral students may also obtain a Master of Science (M.S.) or a
Master of Science in Dentistry (M.S.D.) degree. The program is designed
to prepare the student for the practice of implant dentistry and to provide
the foundation for the continued acquisition of knowledge and clinical
skills in this demanding area.
Implant dentistry interfaces with the dental specialties of oral and
maxillofacial surgery, prosthodontics, and periodontics. The student
will be expected to achieve advanced knowledge and skills in certain
aspects of all these dental specialties and to be proficient in implant
prosthodontics and implant surgery. Program content is designed to
prepare the student for certification by the American Board of Oral
Implantology/Implant Dentistry; and, upon application, s/he may be
qualified as an associate fellow of the American Academy of Implant
Dentistry.
The program starts July 1. Required residence for the certificate is
36months.
Following enrollment, students may apply for acceptance to either the
M.S. or the M.S.D. degree track, in addition to the specialty certificate.
The application should be submitted before the end of the first year and
must be supported by the program director. Admission into the M.S. or
the M.S.D. degree track may extend the length of study to complete a
research project and a thesis or a publishable paper. The additional time
must be in residence.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Deliver implant dentistry treatments.
2. Provide in-depth didactic and clinical instruction in problem based
patient situations that require surgical and prosthodontic dental
implant solutions.
3. Identify and discuss concepts and guidelines in the implementation
of clinical practice
4. Achieve highest levels of patient treatment satisfaction.
5. Perform research and practice teaching.
Program director
Jaime L. Lozada
Faculty
Aladdin J. Al-Ardah
Joseph Y. Kan
Jaime L. Lozada
Admissions
Application process
All applicants must meet the admission requirements (p.24) of Loma
Linda University.
Application deadline
Application for admission should be submitted by August 15 of the year
prior to the summer of intended enrollment.
Tuition
Tuition and fees for the 2019-20 academic year (effective July 1, 2019) is
approximately $18,000.00 per quarter and is subject to change.Tuition is
adjusted annually every July 1
st
. These fees do not include instruments
and textbooks that may be required. Students should plan on an annual
increase consistent with inflation in the education sector.
A separate fee of $1,000.00 is charged for GRDN632 Basic Microsurgery
Techniques, taken by students during the first quarter.
Program Requirements
Certificate
Major
IMPD505 Patient Presentation Seminar (1) 10
IMPD547 Implant Dentistry Grand Rounds (1) 10
IMPD561 Dental Bioengineering 2
IMPD585 Implant Prosthodontics (2) 10
IMPD601 Literature Review in Implant Dentistry (2) 22
IMPD604 Current Literature Review in Implant Dentistry (2) 20
IMPD611 Introduction to Implant Dentistry 2
IMPD612 Advanced Implant Dentistry 2
IMPD631 Oral Implant Surgery (1) 11
IMPD634 Diagnosis and Treatment Planning in Implant
Dentistry (1)
10
IMPD637 Peri-Implant Histopathology 1
IMPD654 Practice Teaching in Implant Dentistry 3
IMPD696 Scholarly Activity in Implant Dentistry 1
PERI601 Periodontal Therapy (2) 4
PERI624 Moderate Sedation in Periodontics 4
PROS500 Prosthodontic Literature Review (2) 6
PROS546 Occlusion and Morphology 2
PROS547 Occlusion: Principles and Instrumentation 2
PROS555 Removable Partial Prosthodontics 2
PROS565 Complete Denture Prosthodontics 2
PROS566 Advanced Complete Denture Prosthodontics 2
234 Oral and Maxillofacial Surgery — Certificate (post-D.D.S.)
PROS575 Fixed Partial Prosthodontics 2
PROS576 Advanced Fixed Partial Prosthodontics I (MC
Aesthetics)
2
PROS595 Maxillofacial Prosthetics 2
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4
GRDN535 Clinical Oral Pathology 2
GRDN609 Professional Ethics 2
GRDN622A Biomedical Science 2
GRDN622B Biomedical Science 2
GRDN632 Basic Microsurgery Techniques 2
OMFS604 Selected Topics in Oral and Maxillofacial Surgery
(1)
4
OMFS606 Applied Surgical Anatomy 1
REL_ 5__ Graduate-level Religion 3
ORPA533 Radiology Topics for Graduate Dental Programs 2
Total Units 158
Clinical
1
IMPD725 Clinical Practice in Implant Dentistry (4) 40
IMPD726 Clinical Practice in Periodontics in Implant
Dentistry (2)
4
IMPD727 Clinical Practice of Prosthodontics in Implant
Dentistry (2)
20
Total Units 64
1
Units for clinic practice courses do not count toward minimum
number of didactic units required for the degree.
Normal time to complete the program
Three (3) years (36 months) — full-time enrollment required
M.S.D.
In addition to completing the requirements for the certificate as listed
above, students must also complete the following courses and fulfill the
general requirements (p.229) for the degree. Students may take up to
one year following the completion of the certificate program to complete
the M.S.D. degree.
IMPD697A Research 1
IMPD697B Research 1
IMPD697C Research 1
Normal time to complete the program
Three (3) years (36 months) — full-time enrollment required (this includes
the time needed to complete the certificate program).
M.S.
In addition to completing the requirements for the certificate as listed
above, students must also complete the following courses and fulfill the
general requirements (p.229) for the degree. Students have five years
from the start of the certificate program to complete the M.S. degree.
IMPD697A Research 1
IMPD697B Research 1
IMPD698 Thesis 1
Normal time to complete the program
Three (3) years (36 months) — full-time enrollment required (this includes
the time needed to complete the certificate program).
Oral and Maxillofacial Surgery —
Certificate (post-D.D.S.)
The Oral and Maxillofacial Surgery-Advanced Specialty Program is
designed to prepare the resident for practice of the specialty and to
provide the foundation for the continued acquisition of knowledge and
skills. Clinical surgical health-care delivery is emphasized. The resident
is introduced to research methodology and teaching to develop an
increased awareness of its importance in assessing clinical procedures
and patient management. The content of the program conforms to the
Standards of the Commission on Dental Accreditation (CODA) and is
designed to prepare the surgeon for certification by the American Board
of Oral and Maxillofacial Surgery.
Four-year and six-year residency programs are available. Residents in
the six-year program will also complete medical school and a transitional
year, including general surgery rotations. Residency begins July 1.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Competently deliver health care.
2. Continually acquire skills and knowledge to improve health care.
3. Prepare for certification by the American Board of Oral and
Maxillofacial Surgery.
4. Demonstrate a level of academic achievement sufficient to enter into
a teaching career, if desired.
5. Use the basic sciences in the practice of oral and maxillofacial
surgery in a competent and skillful manner.
6. Integrate oral and maxillofacial surgical care with other medical and
dental specialties in the health-care delivery system.
7. Conduct clinical investigation and/or research studies.
8. Practice the specialty based upon the highest moral and ethical
standards.
9. Achieve a high degree of clinical proficiency in his/her specialty.
10. Document a broad and extensive level of surgical experience.
11. Administer inpatient and outpatient general anesthesia, local
anesthesia, and sedation techniques.
12. Manage the administration of his/her practice.
13. Communicate effectively in public speaking, lecturing, and writing
14. Demonstrate critical thinking—providing a foundation to become an
effective student and mentor.
15. Assess and treat problems of the maxillofacial region. This includes
dentoalveolar surgery, maxillofacial trauma, reconstructive surgery,
pathology, and orthognathic/craniofacial surgery
16. Demonstrate lifelong learning.
Program link: <https://llu.edu/dentistry/gradprograms>
Program director
Jayini S. Thakker
Loma Linda University 2019-2020 235
Pre-doctoral program director
Carlos Moretta
Faculty
Christopher Choi
Andre Guerrero
Jeffrey A. Elo
Anupama Grandhi
Alan S. Herford
Murray K. Jacobs
Frederick R. Mathews
Ashish Sharma
Dale E. Stringer
Admissions
Application process
The Oral and Maxillofacial Surgery, Advanced Program participates in
the Postdoctoral Application Support Service (PASS) of the American
Dental Education Association (ADEA), which allows applicants to apply to
multiple participating institutions.
PASS applicants for the advanced education program in oral and
maxillofacial surgery must also complete and submit an online
application (<llu.edu/central/apply>) directly to Loma Linda University.
The advanced education program also participates in the Postdoctoral
Dental Matching Program (Match). This program identifies and "matches"
the preferences of applicants and the advanced education program, using
a rank order list submitted by the applicant and the program. A Match
application (<https://portal.passweb.org/) is also required.
Application deadline
Application for admission should be submitted bySeptember 15 of the
year prior to the summer of intended enrollment. Applicants to the six-
year program must also apply to the School of Medicine.
Applicants are required tohave their California dental licenses at the time
of matriculation into the program.
Tuition
Fes will be charged but tuition will be waived for 2019-2020 academic
year. Residents are paid a stipend during training.
Program requirements
Certificate
Major
OMFS604 Selected Topics in Oral and Maxillofacial Surgery
(1)
12
OMFS605 Integrated Orthodontic and Surgical Correction of
Dentofacial Deformities (1)
12
OMFS606 Applied Surgical Anatomy 1
OMFS607 Principles of Medical History, Physical
Examination, and Clinical Medicine
2
OMFS608 Surgical Oral and Maxillofacial Pathology
Conference (0.5)
6
OMFS609 Literature Review in Oral and Maxillofacial Surgery
(0.5)
6
OMFS616 Application of Surgical Principles to Orthognathic
Surgery
1
OMFS617 Critical Decision Making in Oral and Maxillofacial
Surgery (1)
12
OMFS618 Introduction to General Anesthesia 1
OMFS696 Scholarly Activity in Oral and Maxillofacial Surgery 1
Interdisciplinary
GRDN601 Practice Management 2
IMPD547 Implant Dentistry Grand Rounds (1.0) 4
IMPD611 Introduction to Implant Dentistry 2
IMPD612 Advanced Implant Dentistry 2
RELE534 Ethical Issues in Public Health 3
Total Units 67
Clinical
1
OMFS614 Clinical Experience in Oral and Maxillofacial
Surgery Practice (7)
70
OMFS615 Current Trends in Medicine and Surgery (2) 12
Total Units 82
1
Units for clinic practice courses do not count toward minimum
number of didactic units required for the degree.
Normal time to complete the program
Certificate—four (4) years (48 months) — full-time enrollment required
Certificate/M.D.—six (6) years — full-time enrollment required
Orthodontics and Dentofacial
Orthopedics — Certificate (post-
D.D.S.), M.S.
Orthodontics and dentofacial orthopedics
program goals
1. Students will have course work in biomedical sciences that is
intended to provide the knowledge required to practice orthodontics
and dentofacial orthopedics, as defined by the program's proficiency
standards.
2. Students will have a clinical experience that is varied and demanding;
and that will prepare them for the clinical practice of orthodontics and
dentofacial orthopedics, with emphasis on bioprogressive principles.
3. Students will perform research that provides them with experience
involving problem solving, critical thinking, research methodology,
and scientific writing.
4. Students will be exposed to and participate in a teaching experience.
5. Students will be exposed to professional venues that encourage
continued professional growth.
All of the above goals are designed to prepare the student for a specialty
practice in orthodontics or for pursuing a teaching career. The content
of the program conforms to the standards developed by the specialty
236 Orthodontics and Dentofacial Orthopedics — Certificate (post-D.D.S.), M.S.
board, and graduates are educationally qualified for certification by the
American Board of Orthodontics.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Develop technical competence in orthodontics.
2. Correlate basic natural sciences with the practice of orthodontics.
3. Demonstrate analytical thinking.
4. Perform clinical research.
5. Demonstrate responsibility toward the patient and the community.
6. Contribute to the growth and stature of the profession.
7. Collaborate with individuals in other allied professional disciplines.
The master's degree curriculum requires a minimum of 27 months in
residence, beginning in late June. Additional time may be required,
depending on the research selected.
Program link: <https://llu.edu/dentistry/gradprograms>.
Chair
V. Leroy Leggitt
Program director
Mohammed Jeiroudi
Faculty
Joseph M. Caruso
James R. Farrage
Gabriela E. Garcia
Roland D. Neufeld
Gregory W. Olson
Kitichai Rungcharassaeng
R. David Rynearson
Admission
Candidates apply for admission to the Master of Science (M.S.) degree
program and also have the option of applying later for a certificate.
All applicants must meet the admission requirements (p.24) of Loma
Linda University.
This program does not participate in the Postdoctoral Application
Support Service (PASS) of the American Dental Education Association
(ADEA), which allows applicants to apply to multiple participating
institutions or the MATCH program.
Application deadline
All applications for admission should be submitted to the school by
August 1 of the year prior to the summer of intended enrollment.
Tuition
Tuition and fees for the 2019-20 academic year (effective July 1, 2019) is
approximately $18,000.00 per quarter and is subject to change. Tuition is
adjusted annually every July 1
st
. These fees do not include instruments
and textbooks that may be required
Program requirements
Major
ORDN524 Introduction to Graduate Orthodontics 12
ORDN524L Introduction to Graduate Orthodontics Laboratory 6
ORDN525 Materials Science and Mechanics 2
ORDN526 Applied Anatomy 2
ORDN527 Clinical Photography 1
ORDN535 Advanced Cephalometrics 2
ORDN536 Concepts of Physical Anthropology 2
ORDN545 Growth and Development 3
ORDN546 Fundamentals of Occlusion 2
ORDN571 Diagnosis and Treatment Planning I 2
ORDN574 Diagnosis and Treatment Planning II 2
ORDN584 Current Orthodontics Literature I 2
ORDN591 Current Orthodontics Literature II 2
ORDN597 Orthognathic Surgery Theory and Literature
Review
2
ORDN604 Seminar in Orthodontics 1
ORDN605 Advanced Seminar in Orthodontics (1) 2
ORDN606 Craniofacial Genetics 2
ORDN608 Speech, Language, Breathing, and Orofacial
Myofunction
1
ORDN634 Orthodontics Clinical Conference 2
ORDN635 Finishing Mechanics I 2
ORDN636 Finishing Mechanics II 1
ORDN654 Practice Teaching in Orthodontics 4
ORDN655 Temporomandibular Function and Dysfunction 2
ORDN657 Orthodontic Board Preparation 6
ORDN697A Research 1
ORDN697B Research 1
ORDN698 Thesis 3
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4
GRDN601 Practice Management 2
GRDN609 Professional Ethics 2
GRDN623 Biomedical Science II 5
OMFS608 Surgical Oral and Maxillofacial Pathology
Conference (0.5)
2
OMFS616 Application of Surgical Principles to Orthognathic
Surgery
1
REL 5 Graduate-level Religion 3
Total Units 89
Clinical
1
ORDN725 Clinical Practice in Orthodontics (7) 56
Total Units 56
1
Units for clinic practice courses are in addition to the minimum
didactic units required for the degree.
Normal time to complete the program
2.25 years (27 months) — full-time enrollment required
Loma Linda University 2019-2020 237
Pediatric Dentistry — Certificate
(post-D.D.S.), M.S.D., M.S.
The Pediatric Dentistry-Advanced Specialty Program is designed
to prepare the resident as a specialist in this area of dentistry. The
curriculum leads to a certificate in pediatric dentistry. Clinical pediatric
dentistry is emphasized; however, this clinical experience is balanced
with a didactic curriculum of multidisciplinary courses and seminars.
There is also a research component designed to expose the resident
to problem solving using the scientific method. The program requires
a minimum of 24 months in residence beginning July 1, and fulfills the
requirements for initiating the process of certification by the American
Board of Pediatric Dentistry.
Following enrollment into the program, residents may additionally apply
for acceptance into either the Master of Science (M.S.) or the Master of
Science in Dentistry (M.S.D.) degree program. The application should be
submitted before the end of the first year and must be endorsed by the
program director. Admission into the M.S. or the M.S.D. degree track may
extend the length of study. The additional time must be in residence.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Proficiently provide comprehensive, preventive, and therapeutic oral
health care for infants and children through adolescence, including
those with special health-care needs.
2. Meet the standards set forth by the Commission on Dental
Accreditation.
3. Practice pediatric dentistry.
4. Participate in pediatric dental research.
5. Participate in teaching pediatric dentistry.
6. Be prepared for certification by the American Board of Pediatric
Dentistry.
Program link: <https://llu.edu/dentistry/gradprograms>.
Program director
Jung-Wei Chen
Faculty
Jung-Wei Chen
Bonnie A. Nelson
Wesley K. Okumura
Samah I. Omar
Laurita Su
Melva Wyatt
Shahnaz Bonyanpoor
Admissions
Application process
The Pediatric Dentistry, Advanced Program participates in the
Postdoctoral Application Support Service (PASS) of the American
Dental Education Association (ADEA), which allows applicants to apply
to multiple participating institutions. A PASS application (<https://
portal.passweb.org/) is required.
PASS applicants for the advanced education program in pediatric
dentistry must also complete and submit an online application (<llu.edu/
central/apply>) directly to Loma Linda University.
The Pediatric Dentistry, Advanced Program also participates in the
Postdoctoral Dental Matching Program (MATCH). This program identifies
and "matches" the preferences of applicants and advanced education
programs, using a rank order list submitted by the applicant and the
program. A Match application (<https://portal.passweb.org/) is also
required.
For admission requirements, please refer to the Program's website:
<http://www.llu.edu/dentistry/pediatrics/graduateprogram.page?>.
Application deadline
Application for admission should be submitted by October 1 of the year
prior to the summer of intended enrollment.
Tuition
Tuition and fees for the 2019-20 academic year (effective July 1, 2019) is
approximately $18,000.00 per quarter and is subject to change.Tuition is
adjusted annually every July 1
st
. These fees do not include instruments
and textbooks that may be required.
Program Requirements
Certificate
Major
PEDN503 Pediatric Dental Seminar (2) 16
PEDN508 Pediatric Hospital Dentistry Seminar 2
PEDN512 Oral Sedation Seminar 2
PEDN521 Principles of Medicine and Physical Diagnosis 2
PEDN524 Introduction to Orthodontics 2
PEDN524L Introduction to Orthodontics Laboratory 1
PEDN604 Pediatric Dental Literature (2-12) 12
PEDN654 Practice Teaching for Pediatric Dentistry 5
PEDN680 Elective Study for Advanced Education Students of
Pediatric Dentistry
5
PEDN696 Scholarly Activity in Pediatric Dentistry 1
PEDN697A Research 1
PEDN697B Research 1
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4
GRDN601 Practice Management 2
GRDN609 Professional Ethics 2
GRDN622A Biomedical Science 2
GRDN622B Biomedical Science 2
ORDN526 Applied Anatomy 2
ORDN545 Growth and Development 3
ORDN606 Craniofacial Genetics 2
ORDN608 Speech, Language, Breathing, and Orofacial
Myofunction
1
ORPA533 Radiology Topics for Graduate Dental Programs 2
238 Periodontics — Certificate (post-D.D.S.), M.S.D., M.S.
REL 5 Graduate-level Religion 3
Total Units 75
Clinical
1
PEDN725 Pediatric Dental Clinic (8) 64
1
Units for clinic practice courses are in addition to the minimum
didactic units required for the degree.
Normal time to complete the program
Two (2) years (24 months) — full-time enrollment required
M.S.D.
In addition to completing the requirements for the certificate as listed
above, students must also complete the following courses and fulfill the
general requirements (p.229) for the degree. Students may take up to
one year following the completion of the certificate program to complete
the M.S.D. degree.
PEDN697C Research 1
Normal time to complete the program
Two (2) years — full-time enrollment required (this includes the time
needed to complete the certificate program).
M.S.
In addition to completing the requirements for the certificate as listed
above, students must also complete the following courses and fulfill the
general requirements (p.229) for the degree. Students have five (5) years
from the start of the certificate program to complete the M.S. degree.
PEDN698 Thesis 1-3
Normal time to complete the program
Two (2) years — full-time enrollment required (this includes the time
needed to complete the certificate program).
Periodontics — Certificate (post-
D.D.S.), M.S.D., M.S.
The three-year Periodontics-Advanced Specialty Program leads to a
certificate in periodontics with an optional Master of Science (M.S.) or
Master of Science in Dentistry (M.S.D.) degree.
The certificate in periodontics prepares the student for a specialty
practice and provides the basis for continuing professional development
after completion of the curriculum. Specific emphasis is placed on
high-level technique procedures, including esthetics- and prosthetics-
related mucogingival surgery, root-form implant placement, preparatory
augmentation, and repairs. The program includes didactic and clinical
training, as well as research in a topic selected by the student.
The student is required to complete one or more research projects and is
involved in clinical and didactic predoctoral teaching activities. Optional
master's degree tracks are intended for the student who wishes to pursue
an academic career or full-time clinical practice.
A minimum of 36 months in residence—beginning July 1 each year— is
required.
Program learning outcomes
By the end of this program, the graduate should have been able to:
1. Use the science of periodontics, the literature, periodontal pathology,
and the history and current rationale for performing clinical
procedures in periodontics.
2. Perform at the level of proficiency the full range of clinical procedures
that are considered essential to establish a specialty practice in the
field of periodontics.
3. Design, conduct, and report a periodontal research project.
4. Become a diplomat of the American Board of Periodontology.
5. Teach in didactic and clinical areas of predoctoral periodontics at the
level of a junior faculty member, with the intent of enhancing their
ability to communicate with peers.
6. Successfully complete the American Board of Periodontology
Certification Examination.
7. Achieve successful careers in clinical practice, research, and/or
dental education.
Program link: <https://llu.edu/dentistry/gradprograms>.
Program director
Erik F. Sahl
Faculty
R. Leslie Arnett
Mario Flores
Ahmed Khocht
Yoon J. Kim
Tord Lundgren
Erik F. Sahl
Cynthia Scheines
Admissions
Application process
The Periodontics, Advanced Program participates in the Postdoctoral
Application Support Service (PASS) of the American Dental Education
Association (ADEA), which allows applicants to apply to multiple
participating institutions.
All applicants to the advanced education in periodontics program must
complete and submit an online application (<llu.edu/central/apply>)
directly to Loma Linda University. A PASS application is available
(<https://portal.passweb.org/), but not required.
The program has a rolling admissions policy. Candidates will be selected
for admission during the application period until the class is filled.
Once the class has been filled, an announcement will be posted on the
program's description on the Loma Linda University School of Dentistry
Web site, and the admissions process will be closed for the year.
Application deadline
Application for admission should be submitted to the program by
September 1 of the year prior to the summer of intended enrollment.
Loma Linda University 2019-2020 239
Tuition
Tuition and fees for the 2019-20 academic year (effective July 1, 2019) is
approximately $18,000.00 per quarter and is subject to change. Tuition is
adjusted annually every July 1
st
. These fees do not include instruments
and textbooks that may be required. A separate fee of $1,000 is charged
for GRDN632 Basic Microsurgery Techniques , taken by students during
the first quarter.
Program requirements
Certificate
Major
PERI524 The Periodontium 2
PERI531 Periodontal Pathology (2) 10
PERI601 Periodontal Therapy (2) 12
PERI604 Current Periodontal and Implant Literature (2) 18
PERI605 Implant Literature Review (2) 4
PERI608 Dental Specialty Practice Management 2
PERI611 Introduction to Periodontics 2
PERI614 Implant Treatment Planning (2) 24
PERI624 Moderate Sedation in Periodontics 4
PERI634 Clinical Conference (1, 2) 9
PERI654 Practice Teaching in Periodontics (1) 4
PERI696 Scholarly Activity in Periodontics 1
PERI706 Fundamentals of Periodontal Surgery—Techniques
and Instrumentation
2
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4
GRDN535 Clinical Oral Pathology 2
GRDN609 Professional Ethics 2
GRDN622A Biomedical Science 2
GRDN622B Biomedical Science 2
GRDN632 Basic Microsurgery Techniques 2
REL_ 5__ Graduate-level Religion 3
ORPA533 Radiology Topics for Graduate Dental Programs 2
Total Units 113
Clinical
1
PERI725 Clinical Practice in Periodontics (1-6) 72
PERI726 Clinical Practice in Implant Surgery (2) 24
Total Units 96
1
Units for clinic practice courses are in addition to the minimum
didactic units required for the degree.
Normal time to complete the program
Three (3) years (36 months) — full-time enrollment required
M.S.D.
In addition to completing the requirements for the certificate as listed
above, students must also complete the following courses and fulfill the
general requirements (p.229) for the degree. Students may take up to
one year following the completion of the certificate program to complete
the M.S.D. degree.
PERI697A Research 1
PERI697B Research 1
PERI697C Research 1
Normal time to complete the program
Three (3) years — full-time enrollment required (this includes the time
needed to complete the certificate program).
M.S.
In addition to completing the requirements for the certificate as listed
above, students must also complete the following courses and fulfill the
general requirements (p.229) for the degree. Students have five (5) years
from the start of the certificate program to complete the M.S. degree.
PERI697A Research 1
PERI697B Research 1
PERI698 Thesis 1
Normal time to complete the program
Three (3) years — full-time enrollment required (this includes the time
needed to complete the certificate program).
Prosthodontics — Certificate (post-
D.D.S.), M.S.D., M.S.
The School of Dentistry's Prosthodontics, Advanced Specialty Program
is designed to increase the knowledge base and clinical and laboratory
skills of the student in all areas of prosthodontics. In addition to
conventional fixed and removable prosthodontics, this program offers
considerable experience in implant prosthodontics esthetic dentistry.
It also provides an introduction to maxillofacial prosthetics, and
the diagnosis and treatment of patients with temporomandibular
dysfunction. Comprehensive interdisciplinary treatment-planning
seminars with students and faculty members of other advanced dental
education programs are designed to prepare the student to interact
with and coordinate the treatment of patients requiring advanced
prosthodontic care.
The program begins in July 1 and requires 36 months in residence to
complete the certificate requirements.
Following enrollment into the program, students may additionally apply
for acceptance to either the Master of Science (M.S.) or the Master of
Science in Dentistry (M.S.D.) degree. The application must be supported
by the program director. Admission into the M.S. or the M.S.D. degree
track may extend the length of study; the additional time must also be in
residence.
Program learning outcomes
By the end of this program, the graduate should,be able to:
1. Proficiently deliver prosthodontic care.
2. Perform at the level of proficiency for the full range of clinical
procedures that are considered an integral part of prosthodontics.
3. Utilize experienced, highly competent faculty who are recognized by
the specialty.
4. Manage patients' prosthetic needs successfully so that the patients
are satisfied, comfortable, and acceptably treated in a timely, efficient
manner.
5. Perform research and practice teaching.
240 Prosthodontics — Certificate (post-D.D.S.), M.S.D., M.S.
6. Participate in prosthodontics dental teaching.
7. Participate in continued professional growth.
8. Act as an emissary for the School of Dentistry, the dental profession,
and the specialty of prosthodontics
Program link: <www.llu.edu/dentistry/gradprograms/>.
Program director
Mathew T. Kattadiyil
Associate program director
Rami Jekki
Faculty
Nadim Baba
Mathew T. Kattadiyil
Myron S. Winer
Admissions
Application process
The Prosthodontics, Advanced Program participates in the Postdoctoral
Application Support Service (PASS) of the American Dental Education
Association (ADEA), which allows applicants to apply to multiple
participating institutions.
All applicants to the advanced education in prosthodontics program
must complete and submit an online application (<llu.edu/central/
apply>) directly to Loma Linda University. A PASS application is available
(<https://portal.passweb.org/), but not required.
Application deadline
Application for admission should be submitted by September 1 of the
year prior to the summer of intended enrollment.
Tuition
Tuition and fees for the 2019-20 academic year (effective July 1, 2019) is
approximately $18,000.00 per quarter and is subject to change. Tuition is
adjusted annually every July 1
st
. These fees do not include instruments
and textbooks that may be required.
Program requirements
Certificate
Major
IMPD561 Dental Bioengineering 2
IMPD611 Introduction to Implant Dentistry 2
IMPD612 Advanced Implant Dentistry 2
PROS500 Prosthodontic Literature Review (2) 22
PROS501 Removable Partial Prosthodontics Literature
Review
2
PROS502 Complete Denture Prosthodontics Literature
Review
2
PROS505 Patient Presentation Seminar (Prosthodontics,
Implant, Perio) (1)
9
PROS515 Practice Teaching in Prosthodontics 2
PROS525 Dental Materials Science 2
PROS527 Clinical Application of Dental Materials 2
PROS546 Occlusion and Morphology 2
PROS547 Occlusion: Principles and Instrumentation 2
PROS555 Removable Partial Prosthodontics 2
PROS556 TMJ Function and Dysfunction 1
PROS557 Advanced Removable Partial Prosthodontics 2
PROS565 Complete Denture Prosthodontics 2
PROS566 Advanced Complete Denture Prosthodontics 2
PROS575 Fixed Partial Prosthodontics 2
PROS576 Advanced Fixed Partial Prosthodontics I (MC
Aesthetics)
2
PROS595 Maxillofacial Prosthetics 2
PROS604 Literature Review in Implant Dentistry for
Prosthodontists (2)
14
PROS634 Diagnosis and Treatment Planning (2) 18
PROS637 Geriatric Dentistry 1
PROS696 Scholarly Activity in Prosthodontics 1
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4
GRDN535 Clinical Oral Pathology 2
GRDN609 Professional Ethics 2
GRDN622A Biomedical Science 2
GRDN622B Biomedical Science 2
REL_ 5__ Graduate-level Religion 3
ORPA533 Radiology Topics for Graduate Dental Programs 2
Total Units 117
Clinical
1
PERI608 Dental Specialty Practice Management 2
PROS710 Clinical Practice of Prosthodontics (6) 66
Total Units 68
1
Units for clinic practice courses are in addition to the minimum
didactic units required for the degree.
Normal time to complete the program
Three (3) years (36 months) — full-time enrollment required
M.S.D.
In addition to completing the requirements for the certificate as listed
above, students must also complete the following courses and fulfill the
general requirements (p.229) for the degree. Students may take up to
one year following the completion of the certificate program to complete
the M.S.D. degree.
PROS697A Research 1
PROS697B Research 1
PROS697C Research 1
Normal time to complete the program
Three (3) years — full-time enrollment required (this includes the time
needed to complete the certificate program).
M.S.
In addition to completing the requirements for the certificate as listed
above, students must also complete the following courses and fulfill the
general requirements (p.229) for the degree. Students have five (5) years
from the start of the certificate program to complete the M.S. degree.
Loma Linda University 2019-2020 241
PROS697A Research 1
PROS697B Research 1
PROS698 Thesis 2
Normal time to complete the program
Three (3) years — full-time enrollment required (this includes the time
needed to complete the certificate program).
242 Dual Major — Periodontics, Prosthodontics Comparison
Dual Major — Periodontics, Prosthodontics Comparison
Closed to admissions for the 2019-2020 academic year.
Course Title Periodontics Prosthodontics
Major
PERI524 The Periodontium 2.0
PERI531 Periodontal Pathology (2) 10.0
PERI601 Periodontal Therapy (2) 12.0
PERI604 Current Periodontal and Implant Literature (2) 18.0
PERI605 Implant Literature Review (2) 4.0
PERI608 Dental Specialty Practice Management 2.0 2.0
PERI611 Introduction to Periodontics 2.0
PERI614 Implant Treatment Planning (2) 24.0
PERI624 Moderate Sedation in Periodontics 4.0
PERI634 Clinical Conference (1-2) 9.0
PERI654 Practice Teaching in Periodontics (1) 4.0
PERI696 Scholarly Activity in Periodontics 1.0
PERI706 Fundamentals of Periodontal Surgery—Techniques and Instrumentation 2.0
IMPD561 Dental Bioengineering 2.0
IMPD611 Introduction to Implant Dentistry 2.0
IMPD612 Advanced Implant Dentistry 2.0
PROS500 Prosthodontic Literature Review (2) 22.0
PROS501 Removable Partial Prosthodontics Literature Review 2.0
PROS502 Complete Denture Prosthodontics Literature Review 2.0
PROS505 Patient Presentation Seminar (Prosthodontics, Implant, Perio) (1) 9.0
PROS515 Practice Teaching in Prosthodontics 2.0
PROS525 Dental Materials Science 2.0
PROS527 Clinical Application of Dental Materials 2.0
PROS546 Occlusion and Morphology 2.0
PROS547 Occlusion: Principles and Instrumentation 2.0
PROS555 Removable Partial Prosthodontics 2.0
PROS556 TMJ Function and Dysfunction 1.0
PROS557 Advanced Removable Partial Prosthodontics 2.0
PROS565 Complete Denture Prosthodontics 2.0
PROS566 Advanced Complete Denture Prosthodontics 2.0
PROS575 Fixed Partial Prosthodontics 2.0
PROS576 Advanced Fixed Partial Prosthodontics I (MC Aesthetics) 2.0
PROS595 Maxillofacial Prosthetics 2.0
PROS604 Literature Review in Implant Dentistry for Prosthodontists (2) 14.0
PROS634 Diagnosis and Treatment Planning (2) 18.0
PROS637 Geriatric Dentistry 1.0
PROS696 Scholarly Activity in Prosthodontics 1.0
Totals 94.0 102.0
Course Title Periodontics Prosthodontics
Interdisciplinary
GRDN632 Basic Microsurgery Techniques 2.0
GRDN514 Introduction to Biomedical Research 4.0 4.0
GRDN535 Clinical Oral Pathology 2.0 2.0
GRDN609 Professional Ethics 2.0 2.0
GRDN622A Biomedical Science 2.0 2.0
GRDN622B Biomedical Science 2.0 2.0
ORPA533 Radiology Topics for Graduate Dental Programs 2.0 2.0
Loma Linda University 2019-2020 243
REL_ 5__ Graduate-level Religion 3.0 3.0
Totals 19.0 17.0
Overall Totals 113.0 119.0
Course Title Periodontics Prosthodontics
Clinical
PERI725 Clinical Practice in Periodontics (1-6) 72.0
PERI726 Clinical Practice in Implant Surgery (2) 24.0
PROS710 Clinical Practice of Prosthodontics (6) 66.0
Totals 96.0 66.0
Normal time to complete the program
Four and one-half (4.5) years, full-time enrollment required
Dual Major — Periodontics, Implant Dentistry Comparison
Closed to admissions for the 2019-2020 academic year.
Course Title Periodontics Implant Dentistry
Major
PERI624 Moderate Sedation in Periodontics 4.0 4.0
PERI524 The Periodontium 2.0
PERI531 Periodontal Pathology (2) 10.0
PERI601 Periodontal Therapy (2) 12.0 4.0
PERI604 Current Periodontal and Implant Literature (2) 18.0
PERI605 Implant Literature Review (2) 4.0
PERI608 Dental Specialty Practice Management (2) 2.0
PERI611 Introduction to Periodontics 2.0
PERI614 Implant Treatment Planning (2) 24.0
PERI634 Clinical Conference (1, 2) 9.0
PERI654 Practice Teaching in Periodontics (1) 4.0
PERI696 Scholarly Activity in Periodontics 1.0
IMPD505 Patient Presentation Seminar (1) 10.0
IMPD547 Implant Dentistry Grand Rounds (1) 10.0
IMPD561 Dental Bioengineering 2.0
IMPD585 Implant Prosthodontics (2) 10.0
IMPD601 Literature Review in Implant Dentistry (2) 22.0
IMPD604 Current Literature Review in Implant Dentistry (2) 20.0
IMPD611 Introduction to Implant Dentistry 2.0
IMPD612 Advanced Implant Dentistry 2.0
IMPD631 Oral Implant Surgery (1) 11.0
IMPD634 Diagnosis and Treatment Planning in Implant Dentistry (1) 10.0
IMPD637 Peri-Implant Histopathology 1.0
IMPD654 Practice Teaching in Implant Dentistry (1-3) 3.0
IMPD696 Scholarly Activity in Implant Dentistry 1.0
PROS500 Prosthodontic Literature Review (2) 6.0
PROS546 Occlusion and Morphology 2.0
PROS547 Occlusion: Principles and Instrumentation 2.0
PROS555 Removable Partial Prosthodontics 2.0
PROS565 Complete Denture Prosthodontics 2.0
PROS566 Advanced Complete Denture Prosthodontics 2.0
PROS575 Fixed Partial Prosthodontics 2.0
PROS576 Advanced Fixed Partial Prosthodontics I (MC Aesthetics) 2.0
244 Dual Major — Prosthodontics, Implant Dentistry Comparison
PROS595 Maxillofacial Prosthetics 2.0
Totals 92.0 134.0
Course Title Periodontics Implant Dentistry
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4.0 4.0
GRDN535 Clinical Oral Pathology 2.0 2.0
GRDN609 Professional Ethics 2.0 2.0
GRDN622A Biomedical Science 2.0 2.0
GRDN622B Biomedical Science 2.0 2.0
GRDN632 Basic Microsurgery Techniques 2.0 2.0
ORPA533 Radiology Topics for Graduate Dental Programs 2.0 2.0
REL_ 5__ Graduate-level Religion 3.0 3.0
PERI706 Fundamentals of Periodontal Surgery—Techniques and Instrumentation 2.0
OMFS604 Selected Topics in Oral and Maxillofacial Surgery 4.0
OMFS606 Applied Surgical Anatomy 1.0
Totals 21.0 24.0
Overall Totals 113.0 158.0
Course Title Periodontics Implant Dentistry
Clinical
PERI725 Clinical Practice in Periodontics (1-6) 72.0
PERI726 Clinical Practice in Implant Surgery (2) 24.0
IMPD725 Clinical Practice in Implant Dentistry (4) 40.0
IMPD726 Clinical Practice in Periodontics in Implant Dentistry (2) 4.0
IMPD727 Clinical Practice of Prosthodontics in Implant Dentistry (2) 20.0
Totals 96.0 64.0
Normal time to complete the program
Four and one-half (4.5 years), full-time enrollment required
Dual Major — Prosthodontics, Implant Dentistry Comparison
Closed to admissions for the 2019-2020 academic year.
Course Title Prosthodontics Implant Dentistry
Major
IMPD561 Dental Bioengineering 2.0 2.0
IMPD611 Introduction to Implant Dentistry 2.0 2.0
IMPD612 Advanced Implant Dentistry 2.0 2.0
PROS546 Occlusion and Morphology 2.0 2.0
PROS547 Occlusion: Principles and Instrumentation 2.0 2.0
PROS555 Removable Partial Prosthodontics 2.0 2.0
PROS565 Complete Denture Prosthodontics 2.0 2.0
PROS566 Advanced Complete Denture Prosthodontics 2.0 2.0
PROS575 Fixed Partial Prosthodontics 2.0 2.0
PROS576 Advanced Fixed Partial Prosthodontics I (MC Aesthetics) 2.0 2.0
PROS595 Maxillofacial Prosthetics 2.0 2.0
PERI608 Dental Specialty Practice Management 2.0
PROS500 Prosthodontic Literature Review (2) 22.0 6.0
PROS501 Removable Partial Prosthodontics Literature Review 2.0
PROS502 Complete Denture Prosthodontics Literature Review 2.0
PROS505 Patient Presentation Seminar (Prosthodontics, Implant, Perio) (1) 9.0
PROS515 Practice Teaching in Prosthodontics 2.0
PROS525 Dental Materials Science 2.0
Loma Linda University 2019-2020 245
PROS527 Clinical Application of Dental Materials 2.0
PROS556 TMJ Function and Dysfunction 1.0
PROS557 Advanced Removable Partial Prosthodontics 2.0
PROS604 Literature Review in Implant Dentistry for Prosthodontists (2) 14.0
PROS634 Diagnosis and Treatment Planning (2) 18.0
PROS637 Geriatric Dentistry 1.0
PROS696 Scholarly Activity in Prosthodontics 1.0
IMPD505 Patient Presentation Seminar (1) 10.0
IMPD547 Implant Dentistry Grand Rounds (1) 10.0
IMPD585 Implant Prosthodontics (2) 10.0
IMPD601 Literature Review in Implant Dentistry (2) 22.0
IMPD604 Current Literature Review in Implant Dentistry (2) 20.0
IMPD631 Oral Implant Surgery (1) 11.0
IMPD634 Diagnosis and Treatment Planning in Implant Dentistry (1) 10.0
IMPD637 Peri-Implant Histopathology 1.0
IMPD654 Practice Teaching in Implant Dentistry 3.0
IMPD696 Scholarly Activity in Implant Dentistry 1.0
PERI601 Periodontal Therapy (2) 4.0
PERI624 Moderate Sedation in Periodontics 4.0
Totals 102.0 134.0
Course Title Prosthodontics Implant Dentistry
Interdisciplinary
GRDN514 Introduction to Biomedical Research 4.0 4.0
GRDN535 Clinical Oral Pathology 2.0 2.0
GRDN609 Professional Ethics 2.0 2.0
GRDN622A Biomedical Science 2.0 2.0
GRDN622B Biomedical Science 2.0 2.0
REL_ 5__ Graduate-level Religion 3.0 3.0
ORPA533 Radiology Topics for Graduate Dental Programs 2.0 2.0
GRDN632 Basic Microsurgery Techniques 2.0
OMFS604 Selected Topics in Oral and Maxillofacial Surgery (1) 4.0
OMFS606 Applied Surgical Anatomy 1.0
Totals 17.0 24.0
Overall Totals 119.0 158.0
Course Title Prosthodontics Implant Dentistry
Clinical
PROS710 Clinical Practice of Prosthodontics (6) 66.0
IMPD725 Clinical Practice in Implant Dentistry (4) 40.0
IMPD726 Clinical Practice in Periodontics in Implant Dentistry (2) 4.0
IMPD727 Clinical Practice of Prosthodontics in Implant Dentistry (2) 20.0
Totals 66.0 64.0
Normal time to complete the program
Four and one-half (4.5 years), full-time enrollment required
246 School of Medicine
SCHOOL OF MEDICINE
Dean's welcome
At Loma Linda University School of Medicine, we believe skilled and
compassionate physicians heal more than a patient’s disease. They mend
the mind, body and spirit of a patient in need. This tenet has been at the
core of our mission for more than 100 years, and we strive to educate
physicians, researchers, and medical professionals who are committed to
whole person care.
In addition to our medical school program, we offer a broad spectrum of
graduate education opportunities, including combined degree programs,
postgraduate residencies and fellowships, and continuing medical
education for physicians beyond their formal academic years.
Our faculty members have pioneered transplantation, epigenetics,
and translational research—among other fields—by bringing together
clinicians, researchers and bright young students. Their promise to
develop lifelong learners has led our graduates to advance medical care
around the world.
In the School of Medicine, you will be immersed in the ever-changing field
of medicine and will be entrusted with the gift of improving the lives of
others. We welcome your curiosity.
Tamara Thomas, M.D.
Dean, School of Medicine
School foundations
History
In 1909, the School of Medicine opened its doors as the College of
Medical Evangelists, and in 1910, Adventist pioneer Ellen G. White
declared “The medical school at Loma Linda is to be of the highest order.”
Thus began an endeavor that has lasted for more than a century: To
educate physicians dedicated to Christian service.
Between 1913 and the mid-1960s, medical student education was split
between the Loma Linda University campus and White Memorial Medical
Center in Los Angeles, but in 1967 the Loma Linda University Medical
Center opened its doors, making way for consolidation of the four years
of medical school in Loma Linda.
In 2017, the 11,000th student received her medical degree from the
School of Medicine. No other university on the West Coast has graduated
more physicians than Loma Linda University, and our graduates have
travelled around the world offering care to others and fulfilling the
University’s motto “To make man whole.”
"So they set out and went from village to village,
preaching the gospel and healing people everywhere."
Luke 9:6
Mission
The Loma Linda University School of Medicine is dedicated to continue
the teaching and healing ministry of Jesus Christ.
Preparing the physician
Our purpose is the formation of Christian physicians, who will provide
whole person care to individuals, families, and communities.
Education
We strive to create an environment in which medical students, graduate
students, and residents will acquire the knowledge, skills, values, and
attitudes appropriate to Christian health professionals and scholars.
Research
Our faculty works to cultivate a supportive atmosphere of inquiry to
discover new routes to wholeness through basic and clinical research.
Service
Patients will have timely access to cost-effective, safe, comprehensive,
whole person care without regard for their circumstances or status.
Developing the whole person
The Christian view of wholeness holds that the needs of patients go
beyond the healing of the body, and that the development of students
involves more than the training of the mind. We are dedicated to
promoting physical, intellectual, social, and spiritual growth in our faculty
and our students. We believe in the importance of transforming our daily
activities into personal ministries.
Reaching the world
Students, faculty members, and graduates of Loma Linda University
School of Medicine are devoted to providing whole person care wherever
the opportunity arises, participating with the global community in the
provision of local medical education, providing international physicians
and scientists the opportunities for professional interaction and
enrichment, and sharing the good news of a loving God as demonstrated
by the life and teachings of Jesus Christ.
Loma Linda University 2019-2020 247
Doctor of Medicine degree/Oral
and Maxillofacial Surgery Program
requirements
The Doctor of Medicine degree/Oral and Maxillofacial Surgery Program
(M.D./OMS) is designed to provide an opportunity for qualified dentists to
obtain the Doctor of Medicine degree in a customized, three-year period.
Clinical surgical health-care delivery is emphasized. The program content
conforms to the standards of the Commission on Accreditation and is
designed to prepare the oral surgeon for certification by the American
Board of Oral and Maxillofacial Surgery. Oral and maxillofacial surgery
residents begin their residency program on the OMS service. They
subsequently enter the second year at Loma Linda University School of
Medicine with advanced standing. Residents then complete the second,
third, and fourth years of medical school. The third year of the M.D./
OMS curriculum consists of required clerkships in acute care, emergency
medicine, a subinternship in ENT, and whole person care. An additional
30 units of electives, which include anesthesia and oral and maxillofacial
surgery, complete the third year of the medical program. The graduate
then enters a one-year general surgery internship, followed by two years
of oral and maxillofacial surgery residency.
Graduate combined degrees programs
Loma Linda University is committed to fostering the investigative skills of
its medical students. Students interested in pursuing careers in academic
medicine and medical research may wish to enroll in one of the combined
degrees programs.
Combined degrees (M.D./M.S. or M.D./Ph.D.)—SM/GS
The M.D./Ph.D. combined degrees program is available through the
School of Medicine. It includes many of the features of the Medical
Scientist Program. Students in the combined degrees program complete
the first two years of the standard medical curriculum. This is followed by
three or more years of graduate course work and research to qualify for a
Ph.D. degree, or at least one year for an M.S. degree, before commencing
the last two years of the medical school curriculum—the clinical training
—for the Doctor of Medicine degree. Majors are offered in anatomy,
biochemistry, microbiology and molecular genetics, physiology, and
pharmacology.
For the M.D./M.S. and M.D./Ph.D. combined degrees programs, the
prerequisites and Graduate Record Examination requirements are
similar to those described for the Medical Scientist Program, except that
biochemistry is not required.
Medical Scientist Program (M.D./Ph.D.)
Loma Linda University is committed to fostering the investigative skills
of its medical students. Students interested in pursuing careers in
academic medicine and medical research may wish to enroll in the
Medical Scientist Program.
Tuition assistance for the M.D. portion of the combined degrees program
is not given to all students working toward both degrees. Assistance
for the M.D. portion will be given only in cases where an applicant has
received approval from the School of Medicine M.D./Ph.D. Admissions
Committee prior to beginning the M.D. course work. Assistance will be in
the form of an institutional loan that will cover M.D. tuition and fees but
will not include living expenses. The School of Medicine makes provision
for the loan to be forgiven when a recipient meets the terms described
below and in the loan agreement.
Loans for the first two years of the M.D. curriculum may be canceled
when a student completes an M.S. or Ph.D. degree within the time
schedule described below and according to the terms of the loan
agreement. Loans for the third and fourth years of the M.D. curriculum
may be canceled when a student completes the Ph.D. degree within the
time schedule described below and according to the terms described
below and according to the terms of the loan agreement.
The Medical Scientist Program is designed to develop a student's
independence and competence as an investigative scientist and clinician.
It provides students with a broad educational base for the practice of
medicine and medically related research. The program is administered
by the School of Medicine in cooperation with the Faculty of Graduate
Studies. (See Medical Scientist Program in the Combined Degrees
Programs after the general information for the School of Medicine.)
Residency programs
Loma Linda University is affiliated with a variety of accredited residency
programs in two sponsoring institutions. The first is Loma Linda
University Medical Center, and the second is Loma Linda-Inland Empire
Consortium for Healthcare Education. All specialties and a variety of
subspecialty programs are offered. Additional nonaccredited fellowships
are available.
Graduate physicians wishing to apply for entrance into these programs
should contact the director of the program.
Graduate dentists who seek residencies in dental anesthesia,
endodontics, oral implantology, orthodontics, pediatric dentistry,
periodontics, and prosthodontics should apply directly to the School of
Dentistry.
Research centers
Basic science investigation is advanced, and patient treatment is
enhanced through the ground-breaking research conducted in several
centers housed within the School of Medicine.
Center for Health Disparities and Molecular Medicine
The mission of the Center for Health Disparities and Molecular Medicine
(CHDMM) is to eliminate health disparities through research, education,
and community engagement. Faculty members at theCHDMM use
modern molecular genetics and cell biology approaches; community
based participatory research; and precision medicine to investigate the
causes of health disparities, how they are developed, and promising
strategies to address them. Current research efforts at the center
examine the influence of the augmented state of cellular oxidative stress
and inflammatory pathways on cell death and survival as it pertains to
cancer, diabetes, and neurological health disparities. The goal is to define
novel molecular determinants and biomarkers associated with these
health disparities, leading to the development of innovative clinical and
community interventions aimed at eliminating or reducing them. The
educational mission of the center is to train a diverse group of graduate
students, medical students, and postdoctoral scientists to develop
an inclusive biomedical workforce. Further, through partnering with
community-based organizations, the CHDMM aims to develop healthy
and whole communities through the implementation of evidence based
prevention initiatives and programs.
Center for Perinatal Biology
The primary research focus of the Center for Perinatal Biology is
investigation of molecular and epigenetic mechanisms of fetal
248 School of Medicine
development and programming of health and disease later in life.
The majority of the funding to support this research is derived from
competitive grants awarded by the National Institutes of Health (NIH);
additional funding is provided by the National Science Foundation and
other agencies. The biomedical scientists in this internationally renowned
research center also teach basic science courses in the School of
Medicine and graduate courses in their disciplines. The graduate courses
include physiology/pharmacology, gynecology/obstetrics, pathology/
human anatomy, biochemistry/microbiology, and pediatrics.
The center is an ideal environment for graduate students, postdoctoral
fellows, and beginning investigators who spend from two-to-four years
in research and training in fields related to developmental biology and
physiology. Visiting scholars from other universities also work in the
center during sabbaticals or other interims.
Neurosurgery Center for Research, Training, and
Education
The Neurosurgery Center for Research, Training, and Education has
as its primary focus the improvement of patient care by conducting
translational research. Its goals are met by the research and development
of new biologically and technologically advanced diagnostic procedures,
minimally invasive surgical techniques, and innovative hemostatic
instrumentation. The center functions in collaboration with many well-
known institutions, such as George Mason University, UCLA, and North
Carolina State University.
The center has been the recipient of a five-year NIH competitive
grant to determine the role of iron perturbations in metabolism in the
pathogenesis of Alzheimer's disease, as well as grants for proteomic
study of schizophrenia. The center's multidisciplinary work involves
collaborations among faculty members within the biochemistry,
radiology, cell and molecular biology, radiobiology, psychiatry, geriatric
medicine, and biostatistics disciplines. The center is also interested
in the development of new hemostatic agents that involve the control
of hemorrhage. To this end, it has developed new procoagulants and
surgical devices in collaboration with industry. The center works in
close collaboration with industrial resources for both testing and
development of new surgical instrumentation. The director of the center
holds numerous international and United States patents on surgical
instruments and other devices.
Neuroscience Research Center
The major goal of the Center for Neuroscience Research is to conduct
translational studies of major neurological disorders, in particular, brain
hemorrhages seen in neurosurgery and neurology. These instances
of brain hemorrhage include subarachnoid hemorrhage, intracerebral
hemorrhage, hemorrhage after ischemic stroke, neonatal brain
hemorrhage, and traumatic brain injury caused by brain hemorrhage. A
longitudinal combined approach is encouraged, which includes animal
models, experimental treatment, neuroimaging, neurological functional
evaluations, and neural and cerebral vascular biological studies, to
explore the mechanisms and potential treatment options. The Center is
funded by a NIH program project grant, as well as additional federal grant
support to individual Center members.
Center for Genomics
The mission of the Center for Genomics is to provide state-of-the-
art genomic (e.g., next-generation sequencing), epigenomic, and
bioinformatic tools to: 1) better understand the molecular mechanisms
of human disease and health disparities from a genome-wide and
systems biology approach; 2) identify novel biomarkers of and novel
therapeutic targets for human disease while providing single-nucleotide
resolution genomic and epigenomic data for precision medicine; and
3) define the health and lifestyle profile of the Loma Linda Blue Zone
population at genomic and epigenomic levels. The educational mission
of the Center is to teach and train graduate students, medical students,
and postdoctoral scientists on systems biology involving genomics,
epigenomics, transcriptomics, and bioinformatics in the Loma Linda
University School of Medicine.
General regulations
Students of the University are responsible for informing themselves
of and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation. Section III gives the general setting for the
programs of each school and outlines the subject and unit requirements
for admission to individual professional programs. It is important to
review specific program requirements in the context of the general
requirements applicable to all programs.
Student life
The information on student life contained in this CATALOG is brief.
The Loma Linda University Student Handbook more comprehensively
addresses University and school expectations, regulations, and policies;
and is available on the University Web site as <llu (http://www.llu.edu/
assets/central/handbook/documents/Student-Handbook.pdf).edu/
student-handbook> (http://www.llu.edu/assets/central/handbook/
documents/Student-Handbook.pdf). All students are expected to
familiarize themselves with the contents of the Student Handbook—
including the section that pertains specifically to the School of Medicine
—and to abide by its policies. Additional information regarding policies
specific to the School of Medicine are provided by the school at the
orientation to each academic year. Students who have questions about
the Student Handbook should contact the associate dean for student
affairs. Students in the School of Medicine’s Integrated Biomedical
Graduate Studies Program are expected to familiarize themselves with
the document Student Guidelines, Policies and Procedures, Integrated
Biomedical Graduate Studies and students in programs associated with
the School of Medicine’s Earth and Biological Sciences are expected to
familiarize themselves with the document Earth and Biological Sciences
Graduate Student Handbook. These documents contain policies and
procedures specific to the individual graduate programs and are given
to students at orientation. These documents may also be requested
from the Office of the Assistant Dean for Student Affairs in the Graduate
Program and from the individual program directors. Students in the
Pathologists' Assistant Program are expected to familiarize themselves
with the document Student Handbook Pathologists' Assistant Program.
These documents contain policies and procedures specific to the
Pathologists' Assistant program and are given to students at orientation.
These documents may also be requested from the office of the Program
Director of the Pathologists' Assistant Program.
Awards
Bernard D. Briggs Award
The Bernard D. Briggs Award is presented to an outstanding medical
student entering the field of anesthesiology who exhibits the
dedication, enthusiasm, and commitment of the visionary physician and
distinguished mentor for whom it is named.
Loma Linda University 2019-2020 249
Robert F. Chinnock Award
The Robert F. Chinnock Award is presented annually to a student who
has demonstrated outstanding performance in clinical and academic
pediatrics.
Daniel D. Comstock Award
The Daniel D. Comstock Award is given annually to the senior student
with the most distinguished performance in internal medicine. Selection
is based on scholarship, interest in science, skill, devotion to patient care,
and personal attributes of dependability and integrity--as demonstrated
by the physician, Daniel D. Comstock, for whom the award is named.
The Departmental Advising Award
The Departmental Advising Award is given annually by the dean's
office to the clinical department that has provided outstanding career
counseling and extraordinary support to help students achieve their
career aspirations.
Distinguished Student in Radiology Award
The Distinguished Student in Radiology Award is given to the
student who is devoted to the field of radiology as evidenced by their
distinguished service, exceptional performance, and commitment to
pursuing radiology as a career.
Donald E. Griggs Award
The Donald E. Griggs Award is presented annually to a senior student
selected for meritorious scholarship and service--the highest grade in the
clinical rotations of medicine--reflecting those qualities demonstrated by
the physician and teacher for whom the award is named.
David B. Hinshaw, Sr., Award
The David B. Hinshaw, Sr., Award is presented annually to a senior
student who has demonstrated outstanding qualities of leadership and
scholarship and who is entering a categorical surgery residency program
with the intention of pursuing a career in general surgery.
Guy M. Hunt Award
The Guy M. Hunt Award is presented annually by the Department of
Neurology to a senior student who combines outstanding academic
achievement and the spirit of gentle caring that was exemplified by Dr.
Hunt.
Harold J. Hoxie Award
The Harold J. Hoxie Award is presented by the Department of Medicine
to a senior medical student whose meritorious scholarship, exceptional
performance in medicine with emphasis in research, and service reflect
those qualities demonstrated by the physician and teacher for whom the
award is named.
Benjamin Kovitz Award
The Benjamin Kovitz Award is presented to a senior medical student who
has demonstrated qualities of leadership and scholarship in the field of
psychiatry.
Walter P. Ordelheide Award
The Walter P. Ordelheide Award is given annually by the Department of
Family Medicine to a senior student who has demonstrated outstanding
scholarship and leadership, and who has fostered the promotion and
advancement of family medicine.
President's Award
The President's Award, established in 1960, is presented annually in
recognition of superior scholastic attainment and active participation in
the student community, within the framework of Christian commitment.
One recipient is selected from each school.
Society for Academic Emergency Medicine Award
The Society for Academic Emergency Medicine Award is presented to the
senior medical student who has demonstrated excellence in the specialty
of emergency medicine.
Varner J. Johns, Jr., Award
The Varner J. Johns, Jr., Award is given to a graduating senior who is
recognized as an outstanding student with the potential of becoming a
future faculty member in the Department of Medicine.
Alumni Association--Herber Award
The School of Medicine Alumni Association Award is given annually
to students who demonstrate outstanding leadership in furthering the
mission of Loma Linda University School of Medicine.
Wil Alexander Whole Person Care Award
The Wil Alexander Whole Person Care Award recognizes a senior medical
student who, during the clinical years, has demonstrated to his/her peers
and colleagues a growing excellence in the physical, mental, emotional,
spiritual, and relational care of his/her patients as part of the art of
medical practice.
Alpha Omega Alpha Honor Society
Fourth-year students are recommended for membership in the national
honor medical society, Alpha Omega Alpha. Membership is determined
based on scholastic, professional, and personal performance. The School
of Medicine was granted a charter for establishing the Epsilon Chapter on
April 1, 1957.
Roger W. Barnes Award
The Roger W. Barnes Award is presented to a senior student who
has demonstrated to an unusual degree the qualities of compassion,
kindness, and humility--as exhibited by the physician and teacher for
whom the award is named.
Harold F. Ziprick Award
The Harold F. Ziprick Award is presented annually by the Department of
Gynecology and Obstetrics to a senior student in recognition of overall
academic achievement and clinical performance in gynecology and
obstetrics, as demonstrated by the physician and teacher for whom the
award is named.
Distinguished Student in Emergency Medicine Award
The Distinguished Student in Emergency Medicine Award is given by the
department to a senior student who is devoted to emergency medicine
and committed to pursuing it as a career.
Distinguished Student in Preventive Medicine Award
The Distinguished Student in Preventive Medicine Award is given to
a senior student who has demonstrated exceptional performance in
preventive medicine and is committed to pursuing it as a career.
Philip H. Reiswig Award
The Philip H. Reiswig Award is presented to a senior student entering the
field of orthopaedic surgery who exhibits the dedication, enthusiasm, and
commitment of the physician-leader for whom it is named.
Financial information
The Office of the Dean is the final authority in all financial matters and is
charged with the interpretation of all financial policies. Any exceptions
to published policy regarding reduction or reimbursement of tuition must
be approved by the dean. Any statement by individual faculty members,
program directors, or department chairs regarding these matters is not
binding on the school or the University unless approved by the dean.
250 School of Medicine
Registration is not complete until tuition and fees on the required
installment are paid; therefore, the student should be prepared to make
these payments during scheduled registration for each academic year.
There may be adjustments in tuition and fees as economic conditions
warrant.
General financial practices
The student is expected to arrange for financial resources to cover all
expenses before the beginning of each school year. Previous accounts
with other schools or this University must have been settled.
Veteran's benefits
A student eligible to receive veteran's benefits under the current
enactment should contact the Office of University Records within the first
week following registration.
Under Title 38 of the U.S. Code, Loma Linda University is approved for
the training of veterans and other eligible persons. Information regarding
eligibility for any of these programs may be obtained by calling 1-888/
GIBILL1.
Application for benefits must be made directly to the VA and may
be done via the Web. The Office of University Records serves as the
certifying official for Loma Linda University. Students should contact
the certifying official prior to their first enrollment certification. For more
information, open links to the VA Web site at <llu.edu/central/students/
veterans.page>.
Schedule of charges
Tuition
$56,044 Full time
Fees
$3,568* For years 1 and 2: student services, information services,
Drayson Center, etc.
$3,908* For years 3 and 4: student services, information services,
Drayson Center, etc.
Supplies and instruments (estimated)
$3,200* Per school calendar year
$1000* First-year medical equipment
*
Fees subject to change
Living expenses (estimated)
Students should contact the Office of Financial Aid for current living
allowance information <fi[email protected]> or 909/558-4509.
On- and off-campus student housing
Students may go to <llu.edu/central/housing> for housing information
and a housing application form.
Special charges 2018-2019
$75 Supplemental application (nonrefundable), in addition to
AMCAS fee
$100 Acceptance deposit
$100 Late payment fee
cost Health-care items not covered by health fee or insurance
cost Library fine or loss, parking fine, property breakage or loss
cost Health coverage for spouse and family
$200 Late registration (beginning first day after published term
begin date)
$25 Returned check fee
Programs
• Anatomy—M.S., Ph.D (p.281).
• Biology - M.S. (p.265), Ph.D. (p.265)
• Biomedical Sciences - M.M.S. (p.285)
• Cancer, Developmental and Regenerative Biology — M.S., Ph.D.
(p.253)
• Earth Science - Ph.D. (p.269)
• Environmental Sciences - B.S. (p.271)
• Geology - B.S. (p.274), M.S. (p.277)
• Infection, Immunity, and Inflammation — M.S., PhD. (p.256)
• Medical Scientist—M.D. and Ph.D. (p.289)
• Medicine—M.D. (p.290)
• Natural Sciences - M.S. (p.279)
• Neuroscience, Systems Biology, and Bioengineering — M.S. Ph.D.
(p.259)
• Pathologists' Assistant — M.H.S. (p.284)
Loma Linda University 2019-2020 251
Graduate
Mission
It is the mission of the Loma Linda University basic sciences programs
to further the teaching and healing ministry of Jesus Christ by
fostering scholarly excellence leading to the discovery, integration, and
dissemination of biomedical knowledge.
General information
The basic sciences of the School of Medicine offer graduate programs
with emphases in anatomy, biochemistry, microbiology, pharmacology,
and physiology. The Ph.D. degree curriculum is designed to prepare
students for careers in independent research and teaching in academic
or biotechnology settings. Students may enter any of these five Ph.D.
degree curricula by applying to the Integrated Biomedical Graduate
Studies Program. After completing a common first-year core curriculum,
students will select a program and a mentor for the completion of their
studies, during which advanced courses and laboratory work allow them
to fully develop an area of research interest and expertise. Students
usually rotate through up to three research laboratories before selecting a
research advisor.
The M.S. degree course of study provides education appropriate
for technicians involved in biomedical research and for medical
technologists seeking career advancement. A pathway to combined M.D./
Ph.D. degrees is also offered.
Combined degrees
Combined degrees (Ph.D./M.D. and M.S./M.D.) options are also available.
The combination of an M.S. degree with a professional degree provides
additional content and research experience as a background for
postgraduate medical or dental education. The combination of a Ph.D.
degree with a professional degree prepares the student for a future in
academic medicine or dentistry—combining research, teaching, and
clinical practice.
The combined degrees are described at the end of Section III in this
CATALOG.
252 Department of Basic Sciences
Department of Basic Sciences
The Department of Basic Sciences in the School of Medicine offers
graduate programs leading to M.S. and Ph.D. degrees in three areas
through the Integrated Biomedical Graduate Studies Program (IBGS).
This program includes a common integrated first-year core curriculum
that explores the biochemical, molecular, cellular, and physiological
functions of living systems in a way that emphasizes analytical thinking
and problem solving. During this first year, students also attend seminars
and rotate through up totwo research laboratories. After completing the
first year of study, students select both a program and a laboratory from
which they wish to obtain a degree. Advanced, discipline-specific courses
are taken during the second year; and research leading to the publication
of peer-reviewed articles and doctoral dissertation defense are carried out
between the time a research laboratory is selected and the completion of
the degree.
Chair
Penelope J. Duerksen-Hughes
Primary faculty
Danilyn M. Angeles
Vladimar Bashkirov
Danilo Boskovic
Eileen J. Brantley
John N. Buchholz
Carlos A. Casiano
Daisy D. De Leon
Marino A. De Leon
Charles A. Ducsay
Penelope J. Duerksen-Hughes
Valeri Filippov
Maria Filippova
Hansel M. Fletcher
Ravi Goyal
David A. Hessinger
Salma Khan
William H. Langridge
Xiao W. Mao
Eugenica I. Mata-Greenwood
Gregory A. Nelson
Stephen A. Nyirady
William J. Pearce
Michael J. Pecaut
Christopher C. Perry
Gordon G. Power
Hongyu Qiu
Ubaldo A. Soto-Wegner
Richard S. Sun
Jiping Tang
Julia J. Unternaehrer-Hamm
Roman Vlkolinsky
Nathan R. Wall
Charles Wang
Kylie J. Watts
Christopher G. Wilson
Sean M. Wilson
David L. Wolf
Daliao Xiao
Steven M. Yellon
John H. Zhang
Lubo Zhang
Adjunct faculty
Daila S. Gridley
Keith E. Schubert
Ihsan Solaroglu
Lawrence C. Sowers
Emeritus faculty
Anthony J. Zuccarelli
General regulations
First-year curriculum (Ph.D. degree)
The first-year curriculum includes a course sequence taught by
interdisciplinary faculty that integrates all the disciplines of the
biomedical basic science areas--moving from molecules through cellular
mechanisms to integrated systems. In addition, a supplemental course
covers research-related topics--such as scientific communication and
integrity, information handling and statistics, as well as successful grant
proposal writing. Students learn of new developments in the biomedical
sciences through weekly seminars, and they gain presentation skills of
their own in a weekly student presentation seminar series. During the
subsequent years, formal courses continue to broaden and integrate into
a meaningful whole an understanding of the clinical consequences of
cellular events.
Religion requirement
Students in the Master of Science (M.S.) degree curricula are required
to complete one, three-unit, graduate-level religion course (RELT617
Seminar in Religion and the Sciences). Students in the Ph.D. degree
curriculum are required to complete three graduate-level religion courses
Loma Linda University 2019-2020 253
of three or more units each. These must include RELT617 Seminar in
Religion and the Sciences; as well as RELE525 Ethics for Scientists and
RELR588 Personal and Family Wholeness. A course in biblical studies
(RELT559 New Testament Thought, RELT560 Jesus the Revealer: The
Message of the Gospel of John, RELT564 Apostle of Hope: The Life,
Letters, and Legacy of Paul, or RELT565 Vision of Healing: The Message
of the Book of Revelation) may be substituted for either the ethical or
relational course.
Research units
A student will, at all times, have registration in research units. An IP will
be assigned until the student registers for new units. The units should
be spread out over the course of time it takes to complete thesis or
dissertation research satisfactorily. An IP may not be carried for longer
than five quarters.
Admissions
In addition to Loma Linda University (p.24) application requirements, the
applicant must also complete the following prerequisites:
• a bachelor's degree from an accredited U.S. college or the equivalent
from an international university.
• general test of the Graduate Record Examination (GRE): A total
(verbal plus quantitative) score of no less than the sum of the scores
corresponding to the 50th percentile of each, with neither score less
than the 35th percentile; analytical writing 4.0. GRE scores older than
five years from the date of matriculation are not considered.
• a full year of each of the following undergraduate courses:
• general biology
• general chemistry
• organic chemistry
• general physics
• biochemistry (a minimum of one quarter/semester)
Strongly Recommended:
• upper division biology (such as cell and molecular biology)
• a full year of biochemistry with labs
• research experience
• calculus
• computer programming experience (neuroscience, systems biology
and bioengineering program)
PLEASE NOTE: CLEP (College-Level Examination Program), pass/fail
performances, and online classes are not acceptable for the science-
required courses. Additionally, science credits earned in professional
schools (e.g., allied health professions, business, dentistry, nursing or
pharmacy) do not fulfill requirements for admissions to the graduate
program.
The program reserves the right to decide on the equivalence of courses
presented by the applicant.
Programs
• Cancer, Developmental and Regenerative Biology — M.S., Ph.D.
(p.253)
• Infection, Immunity, and Inflammation — M.S., PhD. (p.256)
• Neuroscience, Systems Biology, and Bioengineering — M.S. Ph.D.
(p.259)
Cancer, Developmental and
Regenerative Biology — M.S., Ph.D.
Co-program directors
Mary Kearns-Jonker
Julia Unternaehrer-Hamm
The School of Medicine offers basic sciences curricula leading to the
Master of Science and Doctor of Philosophy degrees. The core curriculum
provides a broad background in molecular biology, cell biology, and
biochemistry. Advanced courses allow each student to fully develop an
area of interest.
Research strengths of the program include: cancer biology (prostate,
breast, thyroid, ovarian, cervical, pancreatic, leukemia), molecular
mechanisms controlling normal development and regeneration, stem
cell-based cardiovascular repair, oxidative stress in mechanism of
anticancer agents, stem cell delivery of gene therapy for regenerative
medicine, neuronal injury and axonal regeneration, transcriptional
regulation, normal and malignant immune cell development and
function, nanoparticles for therapeutic applications, cellular and
molecular mechanisms of cardiovascular diseases and aging, plasticity
and interconnection between normal and cancer stem cells, miRNA
regulation in ovarian cancer and early development, epigenomic/
transcriptomic reprogramming and longevity, calcium signaling during
lung development, developmental programming of health and disease,
stem cell reprogramming, and genome editing.
The thesis or research Master of Science degree provides training for
individuals who will become technicians involved in biomedical research
in universities or in the biotechnology industry. The non-thesis Master
of Science degree provides content appropriate for secondary teachers
seeking advanced training in areas such as molecular biology, cancer
biology, developmental biology, and regenerative medicine; and for
students seeking admission to a professional school, such as medicine
or dentistry.
The Doctor of Philosophy degree is designed to prepare students for
careers in independent research and teaching in a university, clinical, or
biotechnology environment. Doctoral degree students are expected to
develop creativity and independence in addition to technical skills.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Demonstrate a broad knowledge of the biomedical sciences.
2. Demonstrate subject mastery in cancer, developmental, or
regenerative biology.
3. Interpret the current literature in the field.
4. Design hypothesis-driven studies to address key questions in the
field.
5. Make original contributions to the body of biomedical knowledge.
6. Demonstrate the principles of scientific and professional ethics.
7. Write effective scientific publications and grant proposals.
*
*
This outcome is not applicable to M.S. degree students.
M.S. requirements
A minimum of 45 units is required for the M.S. degree, as detailed in
the table below. Two options, a research track and a course work track,
254 Cancer, Developmental and Regenerative Biology — M.S., Ph.D.
are available. Students must maintain a G.P.A. of at least 3.0. Students
must adhere to all University and program policies as published in the
Student Handbook, University CATALOG, or Student Guide. Policies and
requirements are subject to change.
Basic science core
IBGS501 Biomedical Communication and Integrity 2
IBGS502 Biomedical Information and Statistics 2
IBGS511 Cellular Mechanisms and Integrated Systems I 6
IBGS512 Cellular Mechanisms and Integrated Systems II 6
IBGS522 Cellular Mechanisms and Integrated Systems II
Journal Club
2
IBGS523 Cellular Mechanisms and Integrated Systems III
Journal Club
2
Seminars (all requried)
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
IBGS605 Integrative Biology Presentation Seminar 1
Religion
REL_ ____ Graduate-level religion course (RELE, RELR, or
RELT)
3
Program specific courses 12
Choose from the following:
ANAT507 Stem Cell Biology and Medicine
ANAT544 Human Embryology Lecture
BCHM544 Advanced Topics in Biochemistry
BCHM605 Seminar in Stem Cells and Cancer
orBCHM610Cancer Journal Club
PHSL555 Biology of Cancer
Degree completion options 8
Coursework track:
Electives (8 units)
Research track:
BCHM697 Research
IBGS698 Thesis (1-3 units)
Elective (0-2 units)
Total Units 45
Available Electives
ANAT548 Introductory Flow Cytometry 1
BCHM530 Biochemical Basis of Human Disease SM 2
IBGS525 Translational Research Training 2
MDCJ520 Basis of Medical Genetics 2
MDCJ560 Basis of Medical Genetics 2
MICR515 Introduction to Bioinformatics and Genomics 2
MICR530 Immunology 4
MICR537 Selected Topics in Molecular Biology 1-3
PHSL541 Cell and Molecular Biology 4
PHSL587 Physiology of Reproduction 2
1
Registration and attendance required every quarter in residence, but
units do not count toward total required for graduation.
2
May substitute with another religion course at the 500-level or
greater.
Noncourse requirements
Course work track: a comprehensive written examination over the
graduate course work in lieu of preparing a thesis.
Research track: pass an oral examination given by his/her graduate
guidance committee after the thesis has been completed.
Normal time to complete the program
Two (2) years— based on full-time enrollment; part time permitted
Comparison
See the comparison (p.255) of the M.S. and Ph.D. degree programs.
Ph.D. requirements
For the Ph.D. degree, students must complete a minimum of 61 units—
as detailed in the table below—and must maintain a G.P.A. of at least 3.0.
Students must adhere to all University and program policies as published
in the Student Handbook, University CATALOG, or Student Guide. Policies
and requirements are subject to change.
Basic science core
IBGS501 Biomedical Communication and Integrity 2
IBGS502 Biomedical Information and Statistics 2
IBGS503 Biomedical Grant Writing 2
IBGS511 Cellular Mechanisms and Integrated Systems I 6
IBGS512 Cellular Mechanisms and Integrated Systems II 6
IBGS522 Cellular Mechanisms and Integrated Systems II
Journal Club
2
IBGS523 Cellular Mechanisms and Integrated Systems III
Journal Club
2
Seminars (all required)
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
IBGS605 Integrative Biology Presentation Seminar (1) 2
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0
Religion
RELE525 Ethics for Scientists
2
3
RELR588 Personal and Family Wholeness
2
3
RELT617 Seminar in Religion and the Sciences
2
3
Program specific courses 6
Emphasis: Developmental/regenerative biology
ANAT507 Stem Cell Biology and Medicine
ANAT544 Human Embryology Lecture
Emphasis: Cancer biology
BCHM544 Advanced Topics in Biochemistry
BCHM605 Seminar in Stem Cells and Cancer
orBCHM610Cancer Journal Club
PHSL555 Biology of Cancer
Electives: 6-12
Choose from the following and other courses as approved by
advisor:
BCHM550 Clinical Exposure in Oncology
BCHM530 Biochemical Basis of Human Disease SM
IBGS525 Translational Research Training
IBGS537A Special Topics in Biomedical Sciences
Loma Linda University 2019-2020 255
MDCJ560 Basis of Medical Genetics
MICR515 Introduction to Bioinformatics and Genomics
MICR530 Immunology
NSBB506 Fundamentals of Electrophysiology
PHSL541 Cell and Molecular Biology
PHSL587 Physiology of Reproduction
Research and dissertation
BCHM697 Research (1-10) 12
IBGS696 Research Rotations (1) 2
IBGS699 Dissertation (1-5) 1-5
Total Units 61
1
Registration and attendance required every quarter in residence, but
units do not count toward total required for graduation.
2
May substitute with another graduate religion course with the same
prefix and numbered 500 or above.
Noncourse requirements
• pass written and oral comprehensive examinations in order to
advance to candidacy.
• successfully defend the dissertation before their guidance committee
prior to being awarded the Ph.D. degree.
Normal time to complete the program
Four (4) years— full-time enrollment, part-time permitted
Comparison
See the comparison (p.255) of the M.S. and Ph.D. degree programs.
Cancer, Developmental and Regenerative Biology — M.S., Ph.D. Comparison
Course Title MS PhD
Basic science core
IBGS501 Biomedical Communication and Integrity 2.0 2.0
IBGS502 Biomedical Information and Statistics 2.0 2.0
IBGS511 Cellular Mechanisms and Integrated Systems I 6.0 6.0
IBGS512 Cellular Mechanisms and Integrated Systems II 6.0 6.0
IBGS522 Cellular Mechanisms and Integrated Systems II Journal Club 2.0 2.0
IBGS523 Cellular Mechanisms and Integrated Systems III Journal Club 2.0 2.0
IBGS503 Biomedical Grant Writing 2.0
Totals 20.0 22.0
Course Title MS PhD
Seminars
IBGS604 Introduction to Integrative Biology Presentation Seminar 1.0 1.0
IBGS605 Integrative Biology Presentation Seminar (1) 1.0 2.0
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0.0
Totals 2.0 3.0
Course Title MS PhD
Religion
RELE525 Ethics for Scientists
2
3.0
RELR588 Personal and Family Wholeness
2
3.0
RELT617 Seminar in Religion and the Sciences
2
3.0
REL_ ___ Graduate-level religion course (RELE, RELR, or RELT) 3.0
Totals 3.0 9.0
Course Title MS PhD
Program specific courses
See M.S. and Ph.D. degree programs for choice of courses 12.0 12.0
Totals 12.0 12.0
Course Title MS PhD
MS degree completion options
Required: 8.0
Course work track:
Electives (8 units)
Research track:
BCHM697 Research
256 Infection, Immunity, and Inflammation — M.S., Ph.D.
IBGS698 Thesis (1-3 units)
Electives (0-2 units)
Totals 8.0
Course Title MS PhD
PhD research/dissertation
BCHM697 Research (1-10) 12.0
IBGS696 Research Rotations (1) 2.0
IBGS699 Dissertation (1-5) 1.0
Totals 15.0
Overall Totals 45.0 61.0
1
Registration and attendance required every quarter in residence, but units do not count toward total required for graduation.
2
May substitute with another graduate religion course with the same prefix and numbered 500 or above.
Infection, Immunity, and
Inflammation — M.S., Ph.D.
Program director
Kimberly Payne
Associate program director
Mark Johnson
The core curriculum provides a broad background in molecular biology,
immunology, and medical microbiology and infectious diseases.
Advanced courses allow each student to fully develop an area of interest.
Research strengths of the program include: signal transduction in
bacteria, molecular genetics of virulence in bacteria, mechanisms of
oxidative stress resistance, mechanisms of cell death, cellular and
tumor immunology, normal and malignant immune cell development,
autoimmunity, chaperonins and protein folding, mechanisms of
posttranslational modification, and DNA restriction modification.
The thesis or research Master of Science degree provides training
for individuals who will become technicians involved in biomedical
research in universities or in the biotechnology industry, and for medical
technologists seeking specialized research training. The non-thesis
Master of Science degree provides content appropriate for medical
technologists preparing for the specialist in microbiology certification;
for secondary teachers seeking advanced training in areas such as
molecular biology, immunology, or microbiology; and for students seeking
admission to professional schools, such as medicine or dentistry.
The Doctor of Philosophy degree is designed to prepare students for
careers in independent research, and teaching in a university, clinical, or
biotechnology environment. Doctoral degree students are expected to
develop creativity and independence in addition to technical skills.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Demonstrate a broad knowledge of the biomedical sciences.
2. Demonstrate subject mastery in molecular, cellular, and integrative
aspects of microbiology and immunity/inflammation.
3. Interpret the current literature in microbiology and immunity/
inflammation.
4. Make original contributions to the body of biomedical knowledge.
5. Exhibit the principles of scientific and professional ethics.
6. Demonstrate the process of applying for external funding.
*
*This learning outcome is not applicable to M.S. degree students.
M.S. requirements
A minimum of 45 units is required for the M.S. degree, as detailed in
the table below. Two options, a research track and a course work track,
are available. Students must maintain a G.P.A. of at least 3.0. Students
must adhere to all University and program policies as published in the
Student Handbook, University CATALOG, or "Student Guide." Policies and
requirements are subject to change.
Basic science core
IBGS501 Biomedical Communication and Integrity 2
IBGS502 Biomedical Information and Statistics 2
IBGS511 Cellular Mechanisms and Integrated Systems I 6
IBGS512 Cellular Mechanisms and Integrated Systems II 6
IBGS522 Cellular Mechanisms and Integrated Systems II
Journal Club
2
IBGS523 Cellular Mechanisms and Integrated Systems III
Journal Club
2
Seminars (all required)
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
IBGS605 Integrative Biology Presentation Seminar 1
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0
Religion
REL_ ____ Graduate-level religion course (RELE, RELR, or
RELT)
3
Program specific courses
Choose from the following: 9
ANAT548 Introductory Flow Cytometry
3
MICR515 Introduction to Bioinformatics and Genomics
MICR521 Medical Microbiology
2
MICR530 Immunology
3
MICR540 Physiology and Molecular Genetics of Microbes
2
MICR570 Mechanisms of Microbial Pathogenesis
2
MICR624 Special Problems in Microbiology
MICR625 Independent Study in Microbiology Literature
Loma Linda University 2019-2020 257
Degree completion options 11
Coursework track:
Electives (Choose 11 additional units from available electives
listed below or from program-specific courses above)
Research track:
Elective (3)
MICR697 Research (5 units)
IBGS698 Thesis (1-3 units)
Total Units 45
Available Electives
ANAT507 Stem Cell Biology and Medicine 4
BCHM515 Introduction to Bioinformatics 2
BCHM544 Advanced Topics in Biochemistry 2-4
IBGS525 Translational Research Training 2
MICR537 Selected Topics in Molecular Biology
2, 3
1-3
PHRM584 Drug Metabolism and Biochemical Pharmacology 4
1
Registration and attendance required every quarter in residence, but
units do not count toward total required for graduation.
2
Must take at least 3 units of course work with a clear microbiology
focus.
3
Must take at least 3 units with a clear immunology focus.
Noncourse requirements
Course work track: a comprehensive written examination over the
graduate course work in lieu of preparing a thesis.
Research track: pass an oral examination given by his/her graduate
guidance committee after the thesis has been completed.
Normal time to complete the program
Two (2) years— based on full-time enrollment; part time permitted
Comparison
See the comparison (p.258) of the M.S. and Ph.D. degree programs.
Ph.D. requirements
For the Ph.D. degree, students must complete a minimum of 60 units—
as detailed in the table below—and must maintain a G.P.A. of at least 3.0.
Students must adhere to all University and program policies as published
in the Student Handbook, University CATALOG, or "Student Guide." Policies
and requirements are subject to change.
Basic science core
IBGS501 Biomedical Communication and Integrity 2
IBGS502 Biomedical Information and Statistics 2
IBGS503 Biomedical Grant Writing 2
IBGS511 Cellular Mechanisms and Integrated Systems I 6
IBGS512 Cellular Mechanisms and Integrated Systems II 6
IBGS522 Cellular Mechanisms and Integrated Systems II
Journal Club
2
IBGS523 Cellular Mechanisms and Integrated Systems III
Journal Club
2
Seminars (all required)
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
IBGS605 Integrative Biology Presentation Seminar
1
2
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0
Religion
RELE525 Ethics for Scientists 3
RELR588 Personal and Family Wholeness 3
RELT617 Seminar in Religion and the Sciences 3
Program specific courses
Choose from the following: 12
ANAT548 Introductory Flow Cytometry
3
MICR515 Introduction to Bioinformatics and Genomics
MICR521 Medical Microbiology
2
MICR530 Immunology
3
MICR540 Physiology and Molecular Genetics of Microbes
2
MICR570 Mechanisms of Microbial Pathogenesis
2
MICR624 Special Problems in Microbiology
MICR625 Independent Study in Microbiology Literature (2-4)
Research
IBGS696 Research Rotations (1) 2
MICR697 Research (1-7) 12
IBGS699 Dissertation (1-5) 2-5
Total Units 62
Available Electives
ANAT507 Stem Cell Biology and Medicine 4
BCHM515 Introduction to Bioinformatics 2
BCHM544 Advanced Topics in Biochemistry 2-4
IBGS525 Translational Research Training 2
MICR537 Selected Topics in Molecular Biology
2, 3
1-3
PHRM584 Drug Metabolism and Biochemical Pharmacology 4
1
Registration and attendance required every quarter in residence, but
units do not count toward total required for graduation.
2
Must take at least 3 units of course work with a clear microbiology
focus.
3
Must take at least 3 units with a clear immunology focus.
Noncourse requirements
• pass both written and oral comprehensive examinations in order to
advance to candidacy.
• successfully defend the dissertation before their guidance committee
prior to being awarded the Ph.D. degree.
Normal time to complete the program
Five (5) years— based on full-time enrollment; part time permitted
Comparison
See the comparison (p.258) of the M.S. and Ph.D.degree programs.
258 Infection, Immunity and Inflammation — M.S., Ph.D. Comparison
Infection, Immunity and Inflammation — M.S., Ph.D. Comparison
Course Title MS PhD
Basic science core
IBGS501 Biomedical Communication and Integrity 2.0 2.0
IBGS502 Biomedical Information and Statistics 2.0 2.0
IBGS511 Cellular Mechanisms and Integrated Systems I 6.0 6.0
IBGS512 Cellular Mechanisms and Integrated Systems II 6.0 6.0
IBGS522 Cellular Mechanisms and Integrated Systems II Journal Club 2.0 2.0
IBGS523 Cellular Mechanisms and Integrated Systems III Journal Club 2.0 2.0
IBGS503 Biomedical Grant Writing 2.0
Totals 20.0 22.0
Course Title MS PhD
Seminars
IBGS604 Introduction to Integrative Biology Presentation Seminar 1.0 1.0
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0.0 0.0
IBGS605 Integrative Biology Presentation Seminar (1) 1.0 2.0
Totals 2.0 3.0
Course Title MS PhD
Religion
RELE525 Ethics for Scientists 3.0
RELR588 Personal and Family Wholeness 3.0
RELT617 Seminar in Religion and the Sciences 3.0
REL_ ___ Graduate-level religion course (RELE, RELR, or RELT) 3.0
Totals 3.0 9.0
Course Title MS PhD
Program specific courses
ANAT548 Introductory Flow Cytometry
3
MICR515 Introduction to Bioinformatics and Genomics
MICR521 Medical Microbiology
2
MICR530 Immunology
3
MICR540 Physiology and Molecular Genetics of Microbes
2
MICR570 Mechanisms of Microbial Pathogenesis
2
MICR624 Special Problems in Microbiology
MICR625 Independent Study in Microbiology Literature
Choose from the above: 12.0
Choose from the above: 9.0
Totals 9.0 12.0
Course Title MS PhD
MS degree completion options
Required: 11.0
Course work track:
Electives (choose 8 units from available electives listed below)
Research track:
MICR697 Research
IBGS698 Thesis
Totals 11.0
Course Title MS PhD
PhD research/dissertation
IBGS696 Research Rotations (1) 2.0
MICR697 Research (1-7) 12.0
Loma Linda University 2019-2020 259
IBGS699 Dissertation (1-5) 2.0
Totals 16.0
Overall Totals 45.0 62.0
1
Registration and attendance required every quarter in residence, but units do not count toward total required for graduation.
2
Must take at least 3 units of course work with a clear microbiology focus.
3
Must take at least 3 units with a clear immunology focus.
Neuroscience, Systems Biology and
Bioengineering — M.S., Ph.D.
Program director
Michael Pecaut
Associate program director
Christopher Wilson
The core curriculum provides a broad background in molecular biology,
immunology, and medical microbiology and infectious diseases.
Advanced courses allow each student to fully develop an area of interest.
Research strengths of the program include: cellular and systems
neurosciences, bioinformatics, molecular biology, computational
modeling, biostatistics and data analytics, radiation physics, functional/
structural imaging, in vivo and in vitro physiology, as well as biomedical
engineering.
The thesis or research option for the Master of Science degree provides
training for individuals who will become technicians involved in
biomedical research in universities or in the biotechnology industry, and
for medical technologists seeking specialized research training. The
nonthesis Master of Science degree option provides content appropriate
for secondary school teachers seeking advanced training in areas such
as neuroscience, systems biology, bioinformatics, medical imaging;
and for students seeking admission to a professional school, such as
medicine or dentistry.
The Doctor of Philosophy degree is designed to prepare students for a
career in independent research and teaching in a university, clinical, or
biotechnology environment. Doctoral degree students are expected to
develop creativity and independence in addition to technical skills.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Articulate fundamental concepts in the biomedical sciences.
2. Integrate aspects of neuroscience, systems biology, or
bioengineering.
3. Interpret the literature within neuroscience, systems biology, or
bioengineering.
4. Demonstrate the principles of scientific and professional ethics
5. Make original contributions to the body of biomedical knowledge.
6. Explain the process of applying for external funding.
*
This learning outcome does not apply to M.S. degree students.
M.S. requirements
A minimum of 45 units is required for the M.S. degree, as detailed in
the table below. Two options, a research track and a course work track,
are available. Students must maintain a G.P.A. of at least 3.0. Students
must adhere to all University and program policies as published in the
Student Handbook, University CATALOG, or "Student Guide." Policies and
requirements are subject to change.
Basic science core
IBGS501 Biomedical Communication and Integrity 2
IBGS502 Biomedical Information and Statistics 2
IBGS511 Cellular Mechanisms and Integrated Systems I 6
IBGS512 Cellular Mechanisms and Integrated Systems II 6
Seminars (all required)
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
IBGS605 Integrative Biology Presentation Seminar 1
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0
Religion
REL_ ____ Graduate-level religion course (RELE, RELR, or
RELT)
3
Program specific courses 13
Choose from the following three (3) areas:
Neuroscience
Required core: (10-15 units)
ANAT516 Neuroscience GS
NSBB500 Foundations in Neuroscience
NSBB504 Neuroscience Methods
NSBB506 Fundamentals of Electrophysiology
NSBB507 History of Neuroscience
NSBB520 Neuroinflammation: Neuron-Glia Interactions
PHRM554 Neuropharmacology
PSYC551 Psychobiological Foundations
Electives: (5-6 units)
NSBB510 Cortical Circuits
NSBB515 Contemporary Neuroimaging
NSBB526 Neurosciences Journal Club
Systems biology
Required core: (10-15 units)
HLIF520 Data Management: Modeling and Development
MICR515 Introduction to Bioinformatics and Genomics
orBCHM515Introduction to Bioinformatics
MICR540 Physiology and Molecular Genetics of Microbes
NSBB551 Systems Biology – A Practical Approach
NSBB553 Advanced Bioinformatics — Sequence and
Genome Analysis
NSBB555 Genomics and Bioinformatics: Tools
260 Neuroscience, Systems Biology and Bioengineering — M.S., Ph.D.
NSBB557 Integration of Computational and Experimental
Biology
Electives: (7-12)
2
HLIF530 Data Analytics and Decision Support
IBGS525 Translational Research Training
MDCJ560 Basis of Medical Genetics
NSBB524 Systems Biology Journal Club
Bioengineering
Required core: (10 units)
NSBB571 Engineering Analysis of Physiological Systems
NSBB572 Cellular and Molecular Engineering
NSBB575 Orthopaedic Regenerative Engineering and
Mechanobiology
Electives: (10-18 units)
2
NSBB525 Bioengineering Journal Club
NSBB579 Bioengineering Fabrication
NSBB580 Medical Imaging Physics
NSBB584 Medical Image Analysis
NSBB585 Radiation Detectors for Medical Applications
NSBB587 Radiation Therapy Physics
Degree completion options 11
Coursework track:
Electives (Choose 11 units from available electives listed in above
areas of specialization))
Research track:
Elective (0-2 units)
NSBB697 Research (8 units)
2
IBGS698 Thesis (1-3 units)
Total Units 45
1
Registration and attendance required every quarter in residence, but
units do not count toward total required for graduation.
2
With instructor, mentor and program director approval, students
may opt to take classes from another track or program to focus on
a specific type of research topic (e.g., neuroscience, immunology,
cancer).
Noncourse requirements
Course work track: a comprehensive written examination over the
graduate course work in lieu of preparing a thesis.
Research track: pass an oral examination given by his/her graduate
guidance committee after the thesis has been completed.
Normal time to complete the program
Two (2) years— based on full-time enrollment; part time permitted
Comparison
See the comparison (p.262) of the M.S. and Ph.D. degree programs.
Ph.D. requirements
For the Ph.D. degree, students must complete a minimum of 70 units—
as detailed in the table below—and must maintain a G.P.A. of at least 3.0.
Based on research dissertation focus, other courses may be required
as recommended by the dissertation committee and approved by
School of Medicine graduate academic affairs committee. Students
must adhere to all University and program policies as published in the
Student Handbook, University CATALOG, or "Student Guide." Policies and
requirements are subject to change.
Basic science core
IBGS501 Biomedical Communication and Integrity 2
IBGS502 Biomedical Information and Statistics 2
IBGS503 Biomedical Grant Writing 2
IBGS511 Cellular Mechanisms and Integrated Systems I 6
IBGS512 Cellular Mechanisms and Integrated Systems II 6
IBGS522 Cellular Mechanisms and Integrated Systems II
Journal Club
2
IBGS523 Cellular Mechanisms and Integrated Systems III
Journal Club
2
Seminars (all required)
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
IBGS605 Integrative Biology Presentation Seminar
1
2
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0
Religion
RELE 5__ Must be numbered 500 or above 3
RELR 5__ Must be numbered 500 or above 3
RELT 5__ Must be numbered 500 or above 3
Program specific courses
Choose from the following three (3) areas: 20
Neuroscience
Required: (11-18 units)
ANAT516 Neuroscience GS
NSBB500 Foundations in Neuroscience
NSBB504 Neuroscience Methods
Electives: (2-6 units)
NSBB506 Fundamentals of Electrophysiology
NSBB507 History of Neuroscience
NSBB510 Cortical Circuits
NSBB515 Contemporary Neuroimaging
NSBB520 Neuroinflammation: Neuron-Glia Interactions
NSBB526 Neurosciences Journal Club
PHRM554 Neuropharmacology
Systems biology
Required: (10-15 units)
HLIF520 Data Management: Modeling and Development
MICR515 Introduction to Bioinformatics and Genomics
NSBB551 Systems Biology – A Practical Approach
NSBB552 Data Analytics
Electives: (2-10 units)
MICR521 Medical Microbiology
NSBB524 Systems Biology Journal Club
NSBB553 Advanced Bioinformatics — Sequence and
Genome Analysis
NSBB555 Genomics and Bioinformatics: Tools
NSBB557 Integration of Computational and Experimental
Biology
Bioengineering
Required: (10 units)
Loma Linda University 2019-2020 261
NSBB552 Data Analytics
NSBB557 Integration of Computational and Experimental
Biology
NSBB572 Cellular and Molecular Engineering
NSBB579 Bioengineering Fabrication
Electives: (2-10 units)
NSBB525 Bioengineering Journal Club
NSBB575 Orthopaedic Regenerative Engineering and
Mechanobiology
NSBB580 Medical Imaging Physics
NSBB584 Medical Image Analysis
NSBB585 Radiation Detectors for Medical Applications
NSBB587 Radiation Therapy Physics
Research
IBGS696 Research Rotations (1)
2
2
NSBB697 Research (1-8)
2
12
IBGS699 Dissertation (1-5) 2-5
Total Units 70
1
Registration and attendance required every quarter in residence, but
units do not count toward total required for graduation.
2
Must take at least 3 units of course work with a clear microbiology
focus.
3
Must take at least 3 units with a clear immunology focus.
Noncourse requirements
• pass both written and oral comprehensive examinations in order to
advance to candidacy.
• successfully defend the dissertation before their guidance committee
prior to being awarded the Ph.D. degree.
Normal time to complete the program
Five (5) years— based on full-time enrollment; part time permitted
Comparison
See the comparison (p.262) of the M.S. and Ph.D. degree programs.
262 Neuroscience, Systems Biology and BioEngineering — M.S., Ph.D. Comparison
Neuroscience, Systems Biology and BioEngineering — M.S., Ph.D.
Comparison
Course Title MS PhD
Basic science core
IBGS501 Biomedical Communication and Integrity 2.0 2.0
IBGS502 Biomedical Information and Statistics 2.0 2.0
IBGS511 Cellular Mechanisms and Integrated Systems I 6.0 6.0
IBGS512 Cellular Mechanisms and Integrated Systems II 6.0 6.0
IBGS503 Biomedical Grant Writing 2.0
IBGS522 Cellular Mechanisms and Integrated Systems II Journal Club 2.0
IBGS523 Cellular Mechanisms and Integrated Systems III Journal Club 2.0
Totals 16.0 22.0
Course Title MS PhD
Seminars
IBGS604 Introduction to Integrative Biology Presentation Seminar 1.0 1.0
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0.0 0.0
IBGS605 Integrative Biology Presentation Seminar (1) 1.0 2.0
Totals 2.0 3.0
Course Title MS PhD
Religion
RELE 5__ Must be numbered 500 or above 3.0
RELR 5__ Must be numbered 500 or above 3.0
RELT 5__ Must be numbered 500 or above 3.0
REL_ 5___ Must be numbered 500 or above with an RELE, RELR, or RELT prefix 3.0
Totals 3.0 9.0
Course Title MS PhD
Program specific courses
See Ph.D. degree program for choice of courses 20.0
See M.S. degree program for choice of courses 13.0
Totals 13.0 20.0
Course Title MS PhD
MS degree completion options
Required: 11.0
Course work track:
Electives (11 units)
Research/Thesis track
Electives (0-2 units)
IBGS698 Thesis
NSBB697 Research
Totals 11.0
Course Title MS PhD
PhD research/dissertation
NSBB697 Research (1-8) 12.0
IBGS696 Research Rotations (1) 2.0
IBGS699 Dissertation (1-5) 2.0
Totals 16.0
Overall Totals 45.0 70.0
1
Registration and attendance required every quarter in residence, but units do not count toward total required for graduation.
2
At least 2 units must be in a techniques course and 2 units in a didactic literature-based course.
Loma Linda University 2019-2020 263
264 Department of Earth and Biological Sciences
Department of Earth and Biological
Sciences
Graduate degree programs
Master of Science and Doctor of Philosophy
The Department of Earth and Biological Sciences (EBS) within the School
of Medicine at Loma Linda University offers Master of Science degrees
in biology, geology, and natural sciences; Doctor of Philosophy degrees
in biology and earth science; and Bachelor of Science degrees in geology
and environmental sciences.
The goal of the department is to provide students with the best possible
opportunities for graduate study in these areas; with strong preparation
for careers in the application of research in, or teaching of biology,
geology, paleontology, or earth systems science.
Student life
Information on student life contained in this CATALOG is brief. The
Student Handbook more comprehensively addresses University and
school expectations, regulations, and policies; and is available to
each registered student. Students need to familiarize themselves with
the contents of the Student Handbook and the School of Medicine's
"Orange Book" of Student Guidelines, Policies, and Procedures. Additional
information regarding policies specific to a particular school or program
within the University is available from the respective school.
Financial information
Schedule of charges (2018-2019)
EBS strives to make it possible for every qualified student to successfully
complete his or her degree in a timely manner. For many students,
financial arrangements may be key elements in providing opportunity
for timely completion. The department therefore makes available to
as many qualified students as possible various forms of financial aid
within the limits of the departmental budget and circumstances. Such
financial aid may take the form of research assistantships (RA) and
tuition waivers, or other special awards. It is hoped that these incentives
will not only help make a student's graduate career possible, but will
also strengthen and expand his or her opportunities for learning while
enrolled in the University. Other financial aid, such as student loans or
other scholarships, are available through the Student Financial Aid office
in the Student Services building. However, every student is responsible
for the enrollment fee each quarter. It is not covered by tuition waivers.
If a student is awarded an RA, he or she will be expected to document
at least 30 hours per pay period (two [2] weeks) on departmental and
research-related projects. Ph.D. degree students will be expected to
document at least 40 hours per pay period on their project in order to
continue receiving the RA. Please note that RAs are awarded for a set
amount for the year (M.S. degree--$7,500; Ph.D. degree--$17,000). This
amount is paid out monthly after the first full month of work.
Tuition
$580 Per unit, graduate credit
$290 Per unit, undergraduate credit; $3,480 per quarter
$350 Per unit, audit, graduate
Special charges*
$60 Application fee
$823 Enrollment fee per quarter
$60 Fee for credit by examination
$30 Per unit fee to have credit earned by examination appear on
transcript
*
Programs may have additional fees.
Chair
Suzanne E. Phillips
Primary faculty
Leonard R. Brand
Ronald L. Carter
Stephen G. Dunbar
William K. Hayes
Kevin E. Nick
Suzanne E. Phillips
Secondary faculty
V. Leroy Leggitt
Adjunct faculty
Gordon J. Atkins
Stanley M. Awramik
Roberto E. Biaggi
Douglas R. Britton
Benjamin Clausen
Raul Esperante
L. James Gibson, Jr.
H. Thomas Goodwin
Ronald Nalin
Ariel Roth
Timothy G. Standish
Admissions
In addition to Loma Linda University admission requirements (p.24), the
applicant must also complete the following requirements:
Application procedure
1. The application instructions, available on the Web at <llu.edu/central/
apply>, allow students to apply online and begin an application, as
indicated in the general University section.
2. A personal interview is often desirable and is recommended by the
Department of Earth and Biological Sciences. The interview should
be arranged with the coordinator of either the Geology Program or the
Biology Program.
Acceptance procedure
1. When the program that the student wishes to enter has evaluated the
applications and made its recommendation, the dean of the school
in which the program is housed takes official action and notifies the
applicant. The applicant must respond affirmatively before becoming
Loma Linda University 2019-2020 265
eligible to register for programs within the Department of Earth and
Biological Sciences
2. As part of registration, accepted students will be asked to file with
Student Health Service a medical history with evidence of certain
immunizations.
3. New students are required to pass a background check before they
register for courses.
From master's to Ph.D. degree
A graduate student at this University may proceed first to a master's
degree. If at the time of application the student wishes to qualify for the
Doctor of Philosophy degree, this intention should be declared—even if
the first objective is a master's degree.
If after admission to the master's degree program a student wishes
to go on to the doctoral degree, an abbreviated application should be
completed and submitted—along with appropriate supporting documents
—to the school in which the program is housed. If the master's degree
is sought, the student will be expected to complete that degree before
starting any doctoral activity for credit. A student who bypasses the
master's degree may be permitted, on the recommendation of the
guidance committee and with the consent of the dean, to transfer
courses and research that have been completed in the appropriate field
and are of equivalent quality and scope to his/her doctoral program.
Undergraduate programs
Admission requirements
High school and college subject requirements for each program are
outlined in the respective programs. Students are required to provide
evidence of completion (official transcript) of high school in order to be
granted admission to undergraduate programs in any of the schools
of the University. A high school diploma or its equivalent, the GED, is
required.
To be eligible for admission, applicants must have completed a minimum
of 96 quarter units or 64 semester units at an accredited college or
university. A minimum grade of C (2.0) is required for all transfer courses
unless otherwise specified in specific program requirements; C- grades
are not acceptable for transfer. An overall college G.P.A. of at least 2.5 to
3.0 is expected, depending on the program to which the student applies.
Graduate degree requirements
Admission requirements
A four-year baccalaureate degree (or its equivalent) from an accredited
college or university is a prerequisite for admission to graduate programs
in the Department of Earth and Biological Sciences. Transcripts of the
applicant's scholastic record should show appropriate preparation, in
grades and content, for the curriculum chosen. Since there is some
variation in the pattern of undergraduate courses prescribed by different
programs, the applicant should note the specific requirements of the
chosen program. Deficiencies may be fulfilled while enrolled; and
prerequisites must be completed prior to matriculation.
Scholarship
Applicants are expected to present an undergraduate record with a
grade point average of B (3.0) or better in the overall program and in the
major field. Depending on program-specific criteria, some students with
an overall grade point average between 2.5 and 3.0 may be admitted
provisionally to graduate standing, provided the grades during the junior
and senior years are superior or there is other evidence of capability for
completing the program.
Graduate Record Examination
Scores on the general test of the Graduate Record Examination (GRE) are
required for application for admission to many degree programs. New
test scores are needed if it has been more than five years since the last
test was taken. Applicants are advised to request information specific to
their proposed program of study.
For complete information about the GRE, please visit their Web site
at <http://www.ets.org/gre/>; or write to Educational Testing Service,
1947 Center Street, Berkeley, CA 94701 (for the West); and P.O. Box 6000,
Princeton, NJ 08541 (for the East). For GRE publications (including study
materials), call 800/537-3160.
Programs
• Biology— M.S. (p.265), Ph.D. (p.265)
• Earth Science— Ph.D. (p.269)
• Environmental Sciences— B.S. (p.271)
• Geology— B.S. (p.274), M.S. (p.277)
• Natural Sciences— M.S. (p.279)
Biology — M.S., Ph.D.
The Biology Program leading to the Master of Science and Doctor of
Philosophy degrees is offered by the Department of Earth and Biological
Sciences. M.S. and Ph.D. curricula provide a broad and unified approach
to the life sciences, as well as specialization—as evidenced by the
conduct of significant, original research; and in the selection of courses
related to the area of research interest. Study in various areas, from
molecular biology to natural history, is available to the student seeking
preparation for teaching or for research in modern biology. Some areas
of specialization are animal behavior, animal physiology, molecular
systematics, ecological physiology, behavioral ecology, conservation
biology, marine biology, and paleontology.
Objectives
The Biology Program strives to:
• instill in students the values of honesty, scientific integrity, careful
research, and critical independent thinking.
• provide the tools and intellectual environment that will facilitate
the biologist's attainment of the highest potential in scholarship,
research, teaching, and interdisciplinary service learning.
• challenge graduate students to consider the relationships among
science, faith, and societal responsibility.
Rosario Beach summer courses
In cooperation with the Walla Walla University Marine Station at
Anacortes, Washington, facilities are available for marine courses and
research for students of this program, in consultation with their advisors.
Programs
• Biology — M.S. (p.265), Ph.D. (p.267)
Biology — M.S.
Program director
Stephen G. Dunbar
266 Biology — M.S.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Demonstrate critical independent evaluation of published scientific
literature.
2. Plan and carry out independent research.
3. Critically evaluate philosophies of science and their relation to issues
of public interest.
4. Demonstrate proficient oral and written skills in communicating
science topics.
5. Demonstrate professional aptitude and attitudes.
Student financial aid
Assistantships for research and/or teaching are available in the
Department of Earth and Biological Sciences on a competitive basis.
Further information can be obtained, including contact information,
from the department web page at <http://www.llu.edu/medicine/ebs/
index.page?>. Qualified students are also encouraged to seek fellowships
from federal and private agencies with the help of their advisors.
General requirements
For information about requirements and practices to which all graduate
students are subject, the student should consult the relevant sections of
this CATALOG and of the school in which this program is housed.
Seminar attendance requirements
All graduate students in residence must register for and attend seminars
(BIOL 607) at this University each quarter.
Research proposal
Students are urged to select a research project early in their programs, in
consultation with faculty members approved by the department. A written
research proposal and oral defense of the student's proposed research
should be completed early in the third quarter of study. A comprehensive
plan for completion of the degree will be approved at this time.
Registration and tuition after normative time
This program is designed for M.S. degree students to finish within the
normative time of two years. In certain circumstances, students may
require slightly more time for completion. Students who are past the
normative time for completing their degrees must register for two units
without a tuition waiver each quarter, until they complete their degrees.
After their normative time, students may request a one-year grace period
that must be approved by the department faculty.
Thesis
The written thesis must be a completed significant, original research; and
must be written in the format of an appropriate scientific journal as the
manuscript is likely to be submitted for publication.
Admissions
In addition to Loma Linda University (p.24) admission requirements, the
applicant must also complete the following requirements:
• Expected undergraduate preparation includes a bachelor's degree
with a biology major or equivalent from an accredited college or
university, including the following corequisite courses:
• Precalculus (required)
• Calculus (recommended)
• Statistics (one course)
• General biology (one year)
• General chemistry (one year)
• Genetics (one course)
• Organic chemistry (one year)
• Biochemistry (recommended)
• General physics (one year
• Some of these courses may be taken during residence at this
University, with the approval of the EBS admissions committee.
• An undergraduate G.P.A. of at least 3.0 is expected.
• an acceptable score on the general Graduate Record Examination
(GRE) (the subject GRE is not required).
It is also recommended that applicants contact the department at
Application time
Applications are accepted at any time, although students are usually
admitted for Autumn Quarter. Review of applications begin in February for
Autumn Quarter admission. Research assistantships are competitively
awarded.
Program requirements
A total of 48 units of courses and research is required, including at least
36 at or above the 500 level. See below for a list of courses.
All values below are in quarter units
Required
Additional courses beyond those listed below will be chosen in
consultation with the student's advisor
BIOL502 Orientation to Graduate Biology 1
BIOL545 Genetics and Speciation 4
BIOL558 Philosophy of Science
1
4
BIOL607 Seminar in Biology
2
3
BIOL616 Research and Experimental Design 2
BIOL617 Proposal Writing and Grantsmanship 2
Select one or more course(s) from any of the following areas for at
least 6 units
6
Biological systems
BIOL517 Ecological Physiology
BIOL555 Molecular Genetics
MICR540 Physiology and Molecular Genetics of Microbes
MICR570 Mechanisms of Microbial Pathogenesis
Ecology
BIOL444 Paleobotany
BIOL505 Marine Biology
BIOL515 Biogeography
BIOL539 Behavioral Ecology
BIOL546 Techniques in Vertebrate Ecology
BIOL549 Biodiversity and Conservation
Organismal
BIOL409 Mammalogy
BIOL426 Invertebrate Paleontology
BIOL427 Vertebrate Paleontology
BIOL504 Biology of Marine Invertebrates
Loma Linda University 2019-2020 267
BIOL539 Behavioral Ecology
GEOL444 Paleobotany
GEOL545 Taphonomy
Religion
REL_5__ Graduate-level Religion 3
Electives
Additional courses required by the student's guidance committee to
complete the total units required for the degree
3
8
ANAT516 Neuroscience GS
ANAT542 Cell Structure and Function GS
BCHM515 Introduction to Bioinformatics
Research
Typically research units will be graded each quarter and can be
repeated for additional credit
BIOL698 Thesis Research (1-8) 15
Total Units 48
1
BIOL559 Philosophy of Science and Originsrequired for students
who have taken BIOL475 Philosophy of Science and Origins or
equivalent
2
Each quarter in residence; 0.5 unit per quarter (Total units required
may very depending on the number of quarters a student is on
campus.)
3
In addition to this list, courses may also be chosen from unused
courses listed above for biological systems, ecology, and organismal
biology. When choosing elective, keep in mind that a minimum of 44
units for the M.S. degree must be numbered 500 or above.
Noncourse requirements
Advancement to candidacy
Students may apply for advancement to candidacy by completing Form
A, which requires:
• Completing all deficiencies and corequisites.
• Selecting a research committee.
• Completing an approved written research proposal.
• Passing the oral defense of the research proposal.
• Being recommended by the program faculty (should be completed by
the end of the third quarter of study).
Defense of thesis
An oral presentation and defense of the thesis, including final oral
examination on the student's field of study, are required.
Grade requirement for graduation
All courses applied toward a graduate degree must have a grade of B or
higher.
Length of program
Two (2) years based on full-time enrollment; part time permitted
Biology — Ph.D.
Program director
Stephen G. Dunbar
Program learning outcomes
At the end of this program, the student should be able to:
• Demonstrate critical independent thinking.
• Plan and carry out independent research.
• Critically evaluate links between philosophies of science and societal
responsibilities.
• Effectively communicate professional practice through oral and
written skills.
• Demonstrate a professional aptitude and attitude.
General requirements
Seminar attendance requirements
All graduate students in residence must register for and attend Seminars
(BIOL 607) each quarter at Loma Linda University.
Teaching experience
Teaching is recommended for at least one quarter. This experience may
be obtained through laboratory teaching, or it may include presenting
lectures for a course in consultation with the student's major professor
and the course instructor.
Research proposal
A written research proposal and oral defense of the student's proposed
research should be completed early in the Spring Quarter.
Comprehensive
A written and oral comprehensive is required after the first summer of
research. The student is required to provide a written report in the form
of a publishable manuscript and to orally defend previous research in
front of his or her research committee by the end of the Winter Quarter
following the first summer of research work.
Dissertation
The written dissertation must demonstrate completion of significant,
original research; and, it must be written in publishable paper format.
At least one manuscript from the dissertation must be submitted for
publication before the Ph.D. degree is granted.
Professional development
Ph.D. degree students are expected to publish papers, present papers at
scientific meetings, and submit research grant proposals.
Registration and tuition after normative time
The program designed for completion in the normative time of four years.
In certain circumstances, students may need more time for completion.
Students are required to be registered every quarter until the dissertation
is completed and defended. For details, see the continuous enrollment
and personal leave of absence policies listed in the Academic Policies
and Information (p.35) section of this CATALOG. Students who go
beyond the normative time for completing their degree must register for
two (2) units without a tuition waiver each quarter until they complete
their degree. After their normative time, students may request a one-year
grace period that must be approved by the department faculty.
Admissions
In addition to Loma Linda University (p.24) admission requirements, the
applicant must also complete the following:
• A bachelor's degree with a biology major (M.S. degree recommended)
from an accredited college or university.
268 Biology — Ph.D.
• An acceptable score on the general GRE examination (the subject
GRE is not required).
• Recommended G.P.A. of 3.5 or higher in a M.S. degree program.
• Complete the following corequisite courses:
• Precalculus (required)
• Calculus (recommended)
• Statistics (one course)
• General biology (one year)
• Genetics (one course)
• General chemistry (one year)
• Organic chemistry (one year)
• Biochemistry (recommended)
• General physics (one year
• Some of these courses may be taken during residence at this
University, with the approval of the EBS admissions committee.
Application
Applications are accepted at any time. Review of applications begins in
February for Autumn Quarter admission. Research assistantships are
competitively awarded.
It is also recommended that applicants contact the department at
Program requirements
A minimum of 65 units of didactic and research course work is required;
including at least 53 at or above the 500 level. See below for a list of
courses. The student's advisory committee may require the student to
take additional courses as electives
All values below are in quarter units.
Required
Additional courses beyond those listed below will be chosen in
consultation with the student's advisor
BIOL502 Orientation to Graduate Biology 1
BIOL545 Genetics and Speciation 4
BIOL558 Philosophy of Science
1
4
BIOL607 Seminar in Biology
2
6
BIOL616 Research and Experimental Design 2
BIOL617 Proposal Writing and Grantsmanship 2
Select course(s) from each of the following areas
Biological systems 2
BIOL517 Ecological Physiology
BIOL555 Molecular Genetics
MICR540 Physiology and Molecular Genetics of Microbes
MICR570 Mechanisms of Microbial Pathogenesis
Ecology 2
BIOL444 Paleobotany
BIOL505 Marine Biology
BIOL515 Biogeography
BIOL539 Behavioral Ecology
BIOL546 Techniques in Vertebrate Ecology
BIOL549 Biodiversity and Conservation
Organismal biology 2
BIOL409 Mammalogy
BIOL426 Invertebrate Paleontology
BIOL427 Vertebrate Paleontology
BIOL444 Paleobotany
BIOL504 Biology of Marine Invertebrates
BIOL539 Behavioral Ecology
GEOL545 Taphonomy
Religion
Select one course with the RELT prefix: 3
RELT527 The Bible and Ecology
RELT558 Old Testament Thought
RELT559 New Testament Thought
RELT560 Jesus the Revealer: The Message of the Gospel of
John
RELT564 Apostle of Hope: The Life, Letters, and Legacy of
Paul
RELT565 Vision of Healing: The Message of the Book of
Revelation
RELE_5__ Graduate-level Ethics 3
RELR_5__ Graduate-level Relational 3
Electives
Additional courses required by the student's guidance committee to
complete the total units required for the degree
3
10
ANAT516 Neuroscience GS
ANAT542 Cell Structure and Function GS
BCHM515 Introduction to Bioinformatics
Research
Typically research units will be graded each quarter and can be
repeated for additional credit
BIOL699 Dissertation Research (1-8) 21
Total Units 65
1
BIOL559 Philosophy of Science and Originsrequired for students
who have taken BIOL475 Philosophy of Science and Origins or
equivalent
2
each quarter in residence; 0.5 unit per quarter (Total units required
may very depending on the number of quarters a student is on
campus.)
3
In addition to this list, courses may also be chosen from unused
courses listed above for biological systems, ecology, and organismal
biology. When choosing elective, keep in mind that a maximum of 12
units below the 500 level may be applied to the 65 units for the Ph.D.
degree.
Noncourse requirements
Comprehensive examination
An oral comprehensive examination is given in connection with a written
and oral presentation of an initial research project approved by the
student's guidance committee. Its purpose is to measure the student's
knowledge of his/her field of study; and his/her ability to find, understand,
and synthesize the research literature on a topic, and to conduct original
research. The oral examination covers the student's field of study, as
well as defending the research. The comprehensive exam will take place
during the Autumn Quarter of the second year, after the first summer of
research.
Loma Linda University 2019-2020 269
Advancement to candidacy
Students may apply for advancement to candidacy after:
• Completing all deficiencies and corequisites.
• Passing the comprehensive examinations.
• Selecting a research committee.
• Completing an approved written and oral research proposal and
budget presentation for the research committee.
• Being recommended by the department faculty.
Defense of dissertation
An oral dissertation presentation and defense are required.
Grade requirement for graduation
All courses applied toward a graduate degree must have a grade of B or
higher.
Normal time to complete the program
Four (4) years based on full-time enrollment; part time permitted.
Earth Science — Ph.D.
Program director
Kevin E. Nick
The Department of Earth and Biological Sciences offers a program
leading to the Doctor of Philosophy degree in earth science. Emphasis
is on research and course work in sedimentology, paleontology, and
paleobiology that prepare the student to understand the history of
the earth and life, its geological context, and the science involved in
deciphering this history. Students are encouraged to think independently
and to consider various approaches to understanding earth history. Areas
of curricular strength and research emphases include sedimentology,
limnogeology, paleontology, paleoenvironments, paleoecology,
taphonomy, and microbial carbonates. Research in paleontology can
also be pursued through the curricula for the Master of Science degree in
geology and the Doctor of Philosophy degree in biology.
The specific research and academic interests and strengths of the faculty
are in:
• sedimentology, stratigraphy, paleoenvironments
• vertebrate paleontology, taphonomy
• philosophy of science
• limnogeology and microbialites
• biostratigraphy
• paleomagnetics
• geographic information systems
• igneous petrology and geophysics
Objectives
The Earth Science Program strives to:
1. instill in students the values of scientific integrity, careful research,
and critical, independent thinking.
2. provide the tools and intellectual environment that will facilitate the
earth scientist's attainment of the highest potential in scholarship,
research, and teaching.
3. challenge graduate students to consider the relationship among
science, faith, and societal responsibility.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Pass a standardized national exam in earth science practice.
2. Analyze and synthesize published data and interpretations
3. Plan and carry out independent research
4. Apply effective written and oral communication and technological
tools to professional practice.
5. Demonstrate a professional aptitude and attitude.
6. Demonstrate critical evaluation skills in relation to philosophy of
science and public interest issues.
Student financial aid
Assistantships for research and/or teaching are available at the
Department of Earth and Biological Sciences on a competitive basis.
Additional information can be obtained by contacting the department
at <[email protected]>. Qualified students are also encouraged to seek
fellowships from federal and private agencies with the help of their
advisor.
General requirements
For information about requirements and practices to which all graduate
students are subject, the student should consult relevant sections of this
CATALOG, as well as general information pertinent to the school in which
this program is housed.
Registration and tuition after normative time
The program design is for Ph.D. degree students with geology
backgrounds to finish in four years. In certain circumstances, students
may require more time for completion. Students who are past the
normative time for completing their degree must register for two units
each quarter without a tuition waiver until they complete their degree.
After their normative time, students may request a one-year grace period
that must be approved by the department faculty.
Seminar attendance requirements
All graduate students in residence must register for and attend GEOL607
Seminar in Geology each quarter while at Loma Linda University.
Research proposal
Students are urged to select research projects early in their programs,
in consultation with a faculty member approved by the department. A
written research proposal and oral defense of the student's proposed
research should be completed by the end of the third quarter of study. A
comprehensive plan for completion of the degree must be approved at
this time as required for advancement to candidacy.
Comprehensive examination
Students must complete a comprehensive examination project by
the Autumn or Winter Quarter of their second year of residence.
The student's research committee bases their recommendation for
advancement to candidacy in part on: completion of a focused research
project, a written report on the research in the style of a journal article, an
oral presentation of the project, and an oral defense of the conclusions.
Dissertation
The written dissertation must demonstrate the completion of significant,
original research and must be written in the style of an appropriate
scientific journal where manuscripts are likely to be submitted for
270 Earth Science — Ph.D.
publication. At least one manuscript from the dissertation must be
submitted for publication before the Ph.D. degree will be granted.
Teaching experience
Teaching is recommended during at least one quarter. This experience
may be obtained through laboratory teaching or it may include presenting
several lectures for a course upon consultation with the student's major
professor and the course instructor.
Professional development
Ph.D. degree students are expected to publish papers, present at
scientific meetings, and submit research grant proposals.
Rosario Beach summer courses
In cooperation with the Walla Walla University Marine Station at
Anacortes, Washington, facilities are available for marine courses and
research by students of this program.
Admissions
Academic preparation requirements
In addition to Loma Linda University (p.24) admission requirements, the
applicant must also complete the following requirements:
• hold an undergraduate or graduate degree from an accredited
institution
• achieve an acceptable score on the general GRE examination (the
subject GRE is not required).
• demonstrate the minimum required G.P.A. of at least 3.0 in the
previous degree program.
• Expected undergraduate preparation include:
• two quarters of college mathematics (including calculus)
• general physics with laboratory (one year)
• general chemistry with laboratory (one year)
• statistics (one course)
• undergraduate geology courses (see corequisites listed below)
Some of these courses may be taken during residence at Loma Linda
University, with approval of the admissions committee.
Students may also contact the department at <[email protected]> for advice
on admission requirements. Advanced standing toward Ph.D. course
requirements may be granted based on coursework taken prior to
admission and beyond undergraduate degree requirements.
Application time
Students should complete their applications by January 31 of the year
being considered for admission, for priority consideration. Review of
applications begins in February for Autumn Quarter admission. Research
assistantships are competitively awarded.
Program requirements
A minimum of 72 quarter units of academic credit for courses, seminars,
and research beyond the master's degree is required (including at least
55 at or above the 500 level); that is, a minimum of 120 units beyond the
baccalaureate degree, including the following required courses:
(Advanced standing may be granted toward these requirements)
Corequisites
May be taken during the program in addition to the units required
for the degree (advanced standing may be granted for equivalent
courses)
GEOL204 Physical Geology
GEOL316 Mineralogy
GEOL317 Igneous and Metamorphic Petrology
GEOL416 Sedimentology and Stratigraphy
GEOL424 Structural Geology
GEOL443 Historical Geology
GEOL456 Field Methods of Geologic Mapping
Core
GEOL510 Orientation to Graduate Geology 1
GEOL556 Paleoenvironments 3
GEOL557 Paleoenvironments Field Trip 1
GEOL566 Clastic Sedimentary Geology 4
GEOL607 Seminar in Geology
1
--
GEOL617 Proposal Writing and Grantsmanship 2
One course required: GEOL558 required except for students who
have taken GEOL475 or equivalent
4
GEOL558 Philosophy of Science
GEOL559 Philosophy of Science and Origins
During the undergraduate or graduate program
GEOL436 Low Temperature Geochemistry 4
Select one GIS course of the following: 2-3
HGIS521 Cartography and Map Design
GEOL526 Introduction to GIS for the Natural Sciences
GEOL535 GIS Spatial Analysis for the Natural Sciences
HGIS522 Principles of Geographic Information Systems and
Science
HGIS524 GIS Software Applications and Methods
HGIS535 Integration of Geospatial Data in GIS
HGIS536 Spatial Analytic Techniques and GIS
Select two paleontology courses of the following: 7-8
GEOL512 Invertebrate Paleontology
GEOL513 Vertebrate Paleontology
GEOL514 Paleobotany
GEOL545 Taphonomy
Select one course to be approved by PhD committee of the following: 3-4
STAT509 General Statistics
STAT525 Applied Multivariate Analysis
Religion
RELE_5__ Graduate-level Ethics 3
RELR_5__ Graduate-level Relational 3
Select one course with the RELT prefix of the following: 3
RELT527 The Bible and Ecology
RELT558 Old Testament Thought
RELT559 New Testament Thought
RELT560 Jesus the Revealer: The Message of the Gospel of
John
RELT564 Apostle of Hope: The Life, Letters, and Legacy of
Paul
Loma Linda University 2019-2020 271
RELT565 Vision of Healing: The Message of the Book of
Revelation
Electives
Additional courses required by the student's guidance committee
to complete total required units. All GEOL graduate level courses
not counted towards core requirements may count towards elective
credit.
18-69
Research
4 units minimum; will be graded each quarter and can be repeated for
additional credit
GEOL699 Dissertation Research (1-8) 4
Total Units 77
1
Registration is required for each quarter in residence, maximum units
counted toward the degree total is 5
Varied course offerings
In addition to the primary offerings of the department, the student, with
committee approval, may take courses in other departments as part of
the graduate work--according to special interests and needs.
Non-course requirements
Grade requirement for graduation
All courses applied toward the Ph.D. must receive a grade of at least a B.
Advancement to candidacy
Students may apply for advancement to candidacy by completing Form
A, which requires:
1. Completing all deficiencies and corequisites.
2. Selecting a research committee with departmental approval.
3. Research committee approval of the completion of the
comprehensive examination requirement as stated in the department
student handbook.
4. Research committee approval of the written research proposal and
budget.
5. Being recommended by the program faculty.
Research Presentation
Presentation of research findings at a scientific meeting is required.
Service Learning Course
During the program, each student will complete a course that includes a
service learning component. This will reinforce the role of the scholar in
the community.
Dissertation and defense
The research committee will be presented with the student's written
dissertation. An oral presentation and defense of the dissertation,
including final oral examination on the student's field of study, are
required. Approval of the dissertation and its defense is by the research
committee which recommends it to the department and the faculty of
graduate studies. This defense is required to complete Form D.
Normal time to complete the program
Five (5) years based on full-time enrollment; part time permitted.
Environmental Sciences — B.S.
Interim program director
William K. Hayes
The Department of Earth and Biological Sciences offers a program
leading to the Bachelor of Science degree in environmental sciences.
This program builds upon a strong interdisciplinary breadth in natural,
physical, and earth systems sciences to help understand the effect of
human activities on environmental sustainability and management.
In addition, since understanding the environment has become highly
dependent on advanced technology, students will learn to use marketable
geospatial applications, such as: geographic information systems (GIS),
remote sensing, computer systems modeling, and global positioning
systems. These tools will help students address environmental problems,
such as: climate change, biodiversity decline, groundwater and soil
contamination, use of natural resources, waste management, sustainable
development, and air and noise pollution. Students have a choice
of advanced expertise in conservation biology and biodiversity or
environmental geology. Lastly, this program will encourage students to
develop critical-thinking skills, healthy lifestyles, and service-oriented
attitudes that are necessary to develop effective and ethical solutions to
environmental problems on a local and global scale.
Program learning outcomes
By the end of this program, the student should be able to:
1. Integrate each of earth's dynamic and interdependent component
systems.
2. Critically evaluate the relation of science and faith within an
environmental context.
3. Demonstrate written, technical, oral, and problem-solving skills
necessary to collect, analyze, and share environmental data with
scientific and public communities.
4. Identify professional and academic opportunities in the
environmental science field.
5. Discuss concurrent environmental science research.
6. Examine human and natural causes of earth's environmental
problems.
7. Address environmental problems as an environmental scientist.
Employment opportunities
Career options in the field of environmental sciences are diverse and
abundant. The Environmental Sciences Program prepares students for
entry-level jobs in environmental sciences or GIS fields. Graduates may
pursue jobs in the public sector through local, state, and federal agencies
such as U.S. Fish and Wildlife Service, U.S. Geological Survey, and
Department of Fish and Game. In the private sector, graduates may seek
jobs in environmental consulting firms, foundations, and organizations.
Some examples of career paths that environmental science graduates
pursue include environmental engineering, science, and social policy;
a wide variety of natural resources management fields, such as soil
science, forestry, agriculture, watershed science, range management,
wildlife conservation, recreation resources, land management, and
ecology; landscape architecture, conservation science, GIS, climatology,
diverse health sciences; as well as public policy, law, or planning careers.
Environmental scientists may also become involved through employment
or volunteering with nonprofit organizations such as Adventist
Development and Relief Agency International, and help world populations
272 Environmental Sciences — B.S.
learn how to use the earth's resources to their advantage in a sustainable
manner.
Preparation for teaching
In addition to the environmental sciences major,a student preparing to
teach at the elementary or secondary level will need to complete the
requirements for a teaching credential. The student should consult the
undergraduate program director for further information. General elective
units can be used for education courses.
Preparation for advanced programs
Because of the strong foundation in the natural and physical sciences
acquired in the Environmental Sciences Program, students have the
option of applying to a variety of graduate programs; as well as medical,
dental, and engineering programs. In most cases, these programs require
full-year courses in general biology, general chemistry, general physics,
and organic chemistry. One or more courses in calculus may also be
required. Students are strongly encouraged to contact the pre-health or
graduate program of their choice early in their studies to ensure they
meet specific course requirements.
Environmental internship
The Environmental Sciences Program offers students the opportunity
to engage in "hands-on" application of fundamentals learned in course
work by enrolling in ENVS487 Internship in Environmental Sciences. With
the supervision of a faculty advisor, students will develop an academic
component of the internship and will be permitted to earn up to eight
units of general elective credit toward the B.S. degree. All internship
appointments are subject to Environmental Sciences Program director
approval.
Undergraduate research
Following approval of an academic advisor and research professor,
students interested in field research may gain training and experience in
one of the three concentration areas offered by the program. Under the
supervision of a research professor, students will develop projects within
the context of environmental conservation, health, or sustainability in an
effort to find new solutions to environmental problems.
Honors program
Students who earn a G.P.A. of 3.0 or above, a sponsoring faculty member,
and an approved research proposal may apply to be accepted into the
environmental sciences honors program. The honors student must
register for at least two units of undergraduate research, conduct
original research under a faculty member's direction, submit a written
undergraduate thesis, and give a public oral presentation of his/her
research.
Required units and residence requirement
All unit requirements listed are quarter units. Minimum requirements
include one year of full-time residence in Loma Linda University,
completing 32 of the last 46 units; or a minimum of 45 total units of
course work for the degree at Loma Linda University. If the student
has attended an institution that does not grant bachelor's degrees, a
maximum of 105 quarter units of transfer credit from a two-year junior or
community college are allowed.
Please note: Grades of C- and below are not accepted for credit.
Financial aid
The following tuition rate for Geology or Environmental Sciences
programs apply—B.S.: $290/unit; 12-18 units—$3,480 per quarter.
Scholarships and discounts
Scholarships and discounts available to eligible undergraduate students
in the Department of Earth and Biological Sciences include:
• Academic scholarships based on test results
a. American College Test (ACT) score of 30 or above: $1,600 (or 16
percent of tuition)—for a student who maintains a cumulative
G.P.A. of at least 3.5, renewable for successive years.
b. Scholastic Aptitude Test (SAT): Student must maintain a 3.5
cumulative G.P.A., renewable for successive years. If a student
qualifies for both an ACT and an SAT scholarship, the scholarship
with the largest dollar value will apply.
• National Merit Finalist Scholarship covers 100 percent of
tuition.
• National Merit Semifinalist Scholarship covers 34 percent of
tuition.
• National Merit Commended Scholarship covers 20 percent
of tuition.
• Renewable G.P.A. scholarships (eligibility based on G.P.A. at the end
of previous academic year). If a student is eligible for a National
Merit Scholarship and/or an ACT scholarship, as well as a G.P.A.
scholarship, the scholarship with the largest dollar value will apply—
• G.P.A. between 3.75 and 4.00, $1,480 per year (or 15 percent
of tuition).
• G.P.A. between 3.50 and 3.74, $1,180 per year (or 12 percent
of tuition).
• G.P.A. between 3.25 and 3.49, $900 per year (or nine percent
of tuition).
Guidelines
• All scholarships or other financial awards must not exceed costs for
tuition and fees.
• If a student qualifies for more than one scholarship or reduced tuition
award, the award with the largest dollar value applies.
• Scholarship or tuition reduction will be applied as a credit to the
student's tuition account at the rate of one-third of the total per
quarter, and is available to full-time students only.
• Loss of scholarship money may result when a student does not
maintain the minimum cumulative G.P.A. required by the particular
scholarship.
• The last day of final tests for the first quarter that a student is
enrolled at LLU is the deadline for verifying with Student Financial
Services that the student qualifies for a scholarship for the academic
year.
• The scholarships and reduced tuition award listed here apply only to
students enrolled in undergraduate programs in the Department of
Earth and Biological Sciences.
Note: Determination of the amount of scholarships and awards at Loma
Linda University is influenced by FAFSA data. State and federal grants,
as well as other grants and subsidies, will be applied before Loma Linda
University scholarships and discounts; therefore, some students may be
eligible to receive only a portion of their scholarship award.
Loma Linda University 2019-2020 273
Admissions
The student in the B.S. degree in Environmental Sciences (ENVS)
Program will generally take the first two years of required corequisite
course work (96-105 units) at any accredited community college or
university, and the last two years of the ENVS curriculum at Loma Linda
University. Students may obtain early entrance with the approval of the
Earth and Biological Sciences Department after completing at least
48 quarter units of corequisites at a college of their choice. Students
accepted early will concurrently take course work at a nearby community
college in order to complete their outstanding corequisite requirements.
In addition to Loma Linda University admissions requirements (p.24), the
applicant must also complete the following requirements:
• have a 2.5 G.P.A.
• three letters of recommendation from faculty members at the
institutions previously attended.
• course corequisites listed below
Course corequisites
Domain 1: Religion and Humanities (20 quarter units minimum)
Humanities (12 quarter units minimum)
Choose courses from three of the following areas: civilization/history,
fine arts (art history and music history), literature, philosophy, and
performing/visual arts (not to exceed four quarter units).
Religion
An applicant who has attended an Adventist college or university is
required to have taken four quarter units of religion from an Adventist
institution for each year of attendance at an Adventist college or
university. Up to eight quarter credits may apply towards the 20 units
needed in Domain 1. If the applicant has not attended an Adventist
institution, there are no religion units required. In either case, however, the
applicant must have completed 20 quarter/14 semester units in Domain
1: Humanities and Religion.
Domain 2: Scientific Inquiry and Analysis (43 quarter units)
Natural Sciences (31 units)
• College algebra (four units)
• Statistics (three units) offered at LLU
• Two of the following full-year sequences:
• General biology with laboratory (12 units)
• General chemistry with laboratory (12 units)
• General physics with laboratory (12 units)
Social Sciences (12 units minimum)
• One course dealing with human diversity (e.g., cultural anthropology)
• Choose remaining units from the following areas: geography,
economics, political science, psychology, sociology, etc.
Domain 3: Communication (9-13 quarter units)
• English composition (complete sequence)
• Elective areas may include courses in computer information systems,
critical thinking, and public speaking
Domain 4: Health and Wellness (2-6 quarter units)
• Two activity courses in physical education
• Personal health or nutrition
Domain 5: Electives
Electives from the previous four domains may be selected to complete
the general education minimum requirements of 68 quarter units.
For total unit requirements for graduation, see LLU General Education
Requirements (p.28).
Please note: Grades of C- and below are not accepted for credit.
Program requirements
Required core courses
BIOL449 Biodiversity and Conservation 3
ENVS401 Earth System Science and Global Change 4
ENVS434 The Environmental Context of Community Health 3
ENVS455 Environmental Law and Regulation 4
ENVS485 Seminar in Environmental Sciences
1
0.5
ENVS487 Internship in Environmental Sciences 4
GEOL204 Physical Geology 4
GEOL434 Introduction to GIS for the Natural Sciences (2) 2
GEOL435 GIS Spatial Analysis for the Natural Sciences (3) 3
GEOL475 Philosophy of Science and Origins 4
Concentration
Select a concentration in Conservation Biology and Biodiversity OR
Environmental Geology (see descriptions below)
12
Required environmental sciences electives
Select from any of the environmental sciences concentration areas
or the approved ENVS electives. A minimum of one course from each
non-concentration area is required.
20
Religion
REL_ 4__ Upper-division Religion
2
6-10
Select one course of the following: 2
RELT406 Adventist Beliefs and Life
RELT423 Loma Linda Perspectives
RELT436 Adventist Heritage and Health
RELT437 Current Issues in Adventism
General electives
Any undergraduate courses taught at Loma Linda University or other
regionally accredited college to meet the 192-unit total requirement
1
All ENVS students are required to register and attend seminar every
quarter while enrolled. Typically seminar units will add up to 3 units
at the completion of the ENVS program.
2
Total units required will be prorated based on total program units
completed at LLU and other SDA colleges/universities.
Concentrations
Conservation biology and biodiversity
One year each of general biology and general chemistry are required for
this concentration.
This concentration is suitable for students wishing to empirically analyze
the health of an ecosystem, including population and distribution of
plants and animals and environmental degradation and its causes, with
the goal of proposing methods of improving the health of the ecosystem.
Graduates in this track normally work closely with government,
conservation agencies, and industry to develop land and water
management plans and educate the public about threats to the health
of ecosystems. This concentration is also appropriate as background
for graduate study in such disciplines as biology, ecology, forestry, and
274 Geology — B.S.
environmental health. However, one year of organic chemistry and one
year of physics is required of most graduate programs listed above.
BIOL406 Marine Biology 4
BIOL407 Herpetology 3
BIOL409 Mammalogy 4
BIOL414 Biology of Marine Invertebrates 4
BIOL415 Ecology 4
BIOL428 Genetics and Speciation 4
BIOL456 Techniques in Vertebrate Ecology 3
BIOL466 Multivariate Statistics 3
BIOL488 Current Topics in Biology 1-4
BIOL495 Undergraduate Research 1
BIOL497 Special Projects in Biology 1-4
ENVS487 Internship in Environmental Sciences 4,8
ENVS488 Topics in Environmental Sciences 1-4
ENVS495 Special Projects in Environmental Sciences 1-4
ENVS497 Undergraduate Research 1-4
HGIS421 Cartography and Map Design 3
HGIS423 Practical Issues in GIS 4
HGIS424 Desktop GIS Software Applications 4
HGIS434 Advanced GIS Software Applications 3
HGIS435 Sources, Capture, and Integration of GIS Data 3
HGIS436 Spatial Analysis with GIS 4
HGIS437 GIS in Public Health 2
HGIS499 Directed Study/Special Project 1-4
Environmental geology
One year of general chemistry and general physics is required for this
concentration.
This track will prepare students to objectively study geologic information
and apply it to contemporary environmental problems such as pollution,
waste management, resource extraction, natural hazards, and human
health. For example, an environmental geologist might evaluate the risk
and damage potential from natural hazards such as floods, landslides,
volcanoes, or earthquakes. They might be involved in a land-use planning
process that assesses the impact a sanitary landfill would have on
groundwater. This concentration is also appropriate as background for
graduate study in areas such as geology and earth sciences.
GEOL204 Physical Geology 4
GEOL316 Mineralogy 4
GEOL317 Igneous and Metamorphic Petrology 4
GEOL416 Sedimentology and Stratigraphy 6
GEOL424 Structural Geology 4
GEOL426 Invertebrate Paleontology 4
GEOL427 Vertebrate Paleontology 4
GEOL443 Historical Geology 4
GEOL455 Modern Carbonate Depositional Systems 3
GEOL456 Field Methods of Geologic Mapping 4
GEOL465 Hydrogeology 4
GEOL488 Topics in Geology 1-4
GEOL495 Special Projects in Geology 1-4
GEOL497 Undergraduate Research 1
ENVS487 Internship in Environmental Sciences 4,8
ENVS488 Topics in Environmental Sciences 1-4
ENVS495 Special Projects in Environmental Sciences 1-4
ENVS497 Undergraduate Research 1-4
HGIS421 Cartography and Map Design 3
HGIS423 Practical Issues in GIS 4
HGIS424 Desktop GIS Software Applications 4
HGIS434 Advanced GIS Software Applications 3
HGIS435 Sources, Capture, and Integration of GIS Data 3
HGIS436 Spatial Analysis with GIS 4
HGIS437 GIS in Public Health 2
HGIS499 Directed Study/Special Project 1-4
Normal time to complete the program
Four (4) years — two (2) years (seven [7] academic quarters) at LLU based
on full-time enrollment; part time permitted
Geology — B.S.
Program director
Kevin E. Nick
The Department of Earth and Biological Sciences offers a program
leading to the Bachelor of Science degreein geology. This program
provides the student with a field-oriented education, emphasizing the
application of geological principles. Sedimentary geology, paleontology,
and environmental geology are areas of emphasis. The curriculum is
designed as a degree-completion program; two years of college-level
course work should be completed before admission. The program
aims to maintain affordability through tuition rates and scholarships.
Please contact the department at<[email protected]> with any questions or
comments.
Objectives
The integrated core course (major) sequence of the geology degree
provides students with a general background in geology as preparation
for careers or graduate studies in geology, paleontology, and
environmental geology. An emphasis on fieldwork provides the link to
basic geological data beyond the classroom and laboratory. Students
apply the scientific method to resolve geologic problems throughout
the geology curriculum. Students are encouraged to consider multiple
working hypotheses during this process.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Pass a standardized national exam in earth science practice.
2. Collect and present field and laboratory data.
3. Apply effective written and oral communication and technological
tools to professional practice.
4. Evaluate and synthesize data and conclusions of others.
5. Demonstrate a professional aptitude and attitude.
6. Demonstrate critical evaluation skills in relating faith, science, and
public interest issues.
Loma Linda University 2019-2020 275
Curriculum
The Bachelor of Science degree in geology requires a total of 192
quarter units. The total units are divided according to general studies
requirements, major requirements, and electives.
The following summarizes the general categories and numbers of credits
required for the degree and will help in planning the course schedule. All
units are quarter units.
Major requirements—41 units
Major electives—20 units
Minimum general studies in the natural sciences—44 units
Minimum other general studies requirements—38 units
Other electives (this number will decrease if units in above categories are
greater)—49 units
Total—192 units
Residence requirements
Minimum requirements include one year of full-time residence at Loma
Linda University, completing at least 32 of the last 48 units; or a minimum
of 45 total units of course work for the degree at Loma Linda University.
If the student has attended an institution that does not grant bachelor's
degrees, a maximum of 105 quarter units of credit can be transferred
from a two-year junior or community college.
Undergraduate thesis
Students will prepare an undergraduate thesis based on a field or
laboratory experience supervised by a faculty advisor. Students
must register for at least two units of undergraduate research,
conduct research under a faculty member's direction, submit a written
undergraduate thesis, and deliver a public oral presentation.
Geology careers
A baccalaureate degree in geology prepares a student to enter graduate
programs in geology or paleontology, for employment in environmental
and energy-related industries, or (with the necessary education courses)
for teaching in secondary schools. Most employment opportunities
for those with graduate degrees may be found in industry, research, or
college teaching.
In addition to the geology major, a student preparing to teach at the
elementary or secondary level will need to complete the requirements for
a teaching credential. The student should consult the Geology Program
undergraduate director for further information. Education courses will
count toward general studies requirements.
Scholarships and discounts for earth
and biological sciences undergraduate
students
Tuition rate for courses offered by the Geology Program (B.S.): $290/unit;
12-18 units—$3,480 per quarter
• Academic scholarships based on test results
a. American College Test (ACT) score of 30 or above: $1,600 (or 16
percent of tuition). For a student who maintains a cumulative
G.P.A. of at least 3.5, renewable for successive years.
b. Scholastic Aptitude Test (SAT): Student must maintain a 3.5
cumulative G.P.A., renewable for successive years. If a student
qualifies for both an ACT and an SAT scholarship, the scholarship
with the largest dollar value will apply.
• National Merit Finalist Scholarship covers 100 percent of
tuition.
• National Merit Semifinalist Scholarship covers 34 percent of
tuition.
• National Merit Commended Scholarship covers 20 percent
of tuition.
• Renewable G.P.A. scholarships (eligibility based on G.P.A. at the end
of previous academic year): If a student is eligible for a National
Merit Scholarship and/or an ACT scholarship, as well as a G.P.A.
scholarship, the scholarship with the largest dollar value will apply.
• G.P.A. between 3.75 and 4.00, $1,480 per year (or 15 percent of
tuition).
• G.P.A. between 3.50 and 3.74, $1,180 per year (or 12 percent of
tuition).
• G.P.A. between 3.25 and 3.49, $900 per year (or nine percent of
tuition).
Additional scholarship guidelines
• The sum of scholarships and other financial awards should not
exceed cost for tuition and fees.
• If a student qualifies for more than one scholarship or reduced tuition
award, the award with the largest dollar value applies.
• Scholarship or tuition reduction will be applied as a credit to the
student's tuition account at the rate of one-third of the total per
quarter and is available to full-time students only.
• Loss of scholarship money may result when a student does not
maintain the minimum cumulative G.P.A. required by the particular
scholarship.
• The last day of final tests for the first quarter that a student is
enrolled at LLU is the deadline for verifying with Student Financial
Services that the student qualifies for a scholarship for the academic
year.
• The scholarships and reduced tuition award listed here apply only to
students enrolled in undergraduate programs in the Department of
Earth and Biological Sciences.
Note: Determination of the amount of scholarships and awards at Loma
Linda University is influenced by FAFSA data. State and federal grants,
as well as other grants and subsidies, will be applied before Loma Linda
University scholarships and discounts; therefore, some students may be
eligible to receive only a portion of their scholarship awards.
Admissions
Applications
Applications are accepted at any time. Review of applications begins in
February for Autumn Quarter admission.
In addition to Loma Linda University (p.24) admission requirements, the
applicant must also complete the following requirements for admission
to the Geology BS program:
• complete two years (minimum of 96 quarter units) of general
education and science courses at any accredited institution. This
should include the majority of the general studies requirements.
Note that this would typically include a year of general chemistry
and general physics with associated laboratory sections, and
276 Geology — B.S.
mathematics. Please contact the program director if you have
questions about this requirement.
• achieve a minimum of 2.5 G.P.A. during the first two years of course
work.
• submit letters of recommendation from two faculty members at
institutions previously attended.
General studies requirements
The information below provides a summary of the University's general
education requirements for undergraduate students. For a complete
description of Loma Linda University's general education requirements
and criteria, the student should refer to theDivision of General Studies
(p.28)section in this CATALOG.
Domain 1: Religion and Humanities
Humanities (12 quarter units minimum)
Choose courses from three of the following areas: civilization/history,
fine arts (art history and music history), literature, philosophy, and
performing/visual arts (not to exceed four quarter units).
Religion
An applicant who has attended an Adventist college or university is
required to have taken four quarter units of religion from an Adventist
institution for each year of attendance at an Adventist college or
university. Up to eight quarter credits may apply toward the 20 units
needed in Domain 1. If the applicant has not attended an Adventist
institution, no religion units are required. Ineither case, however, the
applicant must have completed 20 quarter/14 semester units in Domain
1: Humanities and Religion.
Domain 2: Scientific Inquiry and Analysis
Natural Sciences (12 units minimum; additional units count toward Domain
5 and the total general studies requirement)
• Mathematics, including calculus (eight-12 units)
• Statistics (four units)
• General chemistry with laboratory--one full year, complete sequence
• General physics with laboratory--one full year, complete sequence
• Courses in genetics and ecology, or general biology with laboratory
(eight units)
Social Sciences (12 units minimum)
• One course dealing with human diversity (e.g., cultural anthropology)
• Choose remaining units from the following areas: geography,
economics, political science, psychology, sociology, other social
science)
Domain 3: Communication (9 units minimum)
• English composition (complete sequence)
• Elective areas may include courses in computer information systems,
critical thinking, and public speaking.
Domain 4: Health and Wellness (2-6 units)
• Two activity courses in physical education
• Personal health or nutrition
Domain 5: Electives
Electives from the previous four domains may be selected to complete
the general education minimum requirements of 68 quarter units.
Specific general studies requirements are detailed in the Division of
General Studies (p.28)section in this CATALOG.It is recommended that
applicants contact the department at <[email protected]> for a review of their
academic plan as early as possible.
Please note: Grades of C- and below are not accepted for credit toward
the degree.
Program requirements
Major
GEOL204 Physical Geology 4
GEOL316 Mineralogy 4
GEOL317 Igneous and Metamorphic Petrology 4
GEOL416 Sedimentology and Stratigraphy 6
GEOL424 Structural Geology 4
GEOL436 Low Temperature Geochemistry 4
GEOL443 Historical Geology 4
GEOL456 Field Methods of Geologic Mapping 4
GEOL475 Philosophy of Science and Origins 4
GEOL485 Seminar in Geology (0.5) 3
GEOL497 Undergraduate Research (Additional hours may be
taken to fulfill Electives)
2
Religion
Select at least one course from each prefix: 6
RELE 4__ Upper-division ethics
RELR 4__ Upper-division relational
Select one of the following: 2
RELT406 Adventist Beliefs and Life
RELT423 Loma Linda Perspectives
RELT436 Adventist Heritage and Health
RELT437 Current Issues in Adventism
Geology electives
Select at least one course from the following: 4
GEOL426 Invertebrate Paleontology
GEOL427 Vertebrate Paleontology
GEOL444 Paleobotany
Select 16 units from the following or from the unused elective
courses above:
16
BIOL406 Marine Biology
BIOL407 Herpetology
BIOL409 Mammalogy
BIOL414 Biology of Marine Invertebrates
BIOL415 Ecology
BIOL449 Biodiversity and Conservation
GEOL434 Introduction to GIS for the Natural Sciences (2)
GEOL435 GIS Spatial Analysis for the Natural Sciences (3)
GEOL455 Modern Carbonate Depositional Systems
GEOL465 Hydrogeology
GEOL486 Research and Experimental Design
GEOL487 Field Geology Studies
GEOL488 Topics in Geology
GEOL489 Readings in Geology and Paleontology
GEOL495 Special Projects in Geology
HGIS422 Principles of Geographic Information Systems
HGIS424 Desktop GIS Software Applications
Loma Linda University 2019-2020 277
HGIS434 Advanced GIS Software Applications
General electives 27
Total Units 98
Seminar attendance requirements
All students must register for and attendGEOL485 Seminar in
Geologyfor each quarter of residence at this University.
Service Learning Course
During the program, each student will complete a course that includes a
service learning component. This will reinforce the role of the scholar in
the community.
Normal time to complete the program
Four (4) years — two (2) years (six [6] quarters) at LLU based on full-time
enrollment; part-time permitted
Geology — M.S.
Program director
Kevin E. Nick
The Department of Earth and Biological Sciences offers the Master of
Science in geology degree. Research and course work emphasize field
and laboratory studies in sedimentology, paleontology, igneous petrology,
and geology in health and the environment. Research in paleontology
may also be pursued through the M.S. and Ph.D. degree curricula in
biology, and through the Ph.D. degree curriculum in earth science.
Program objectives
The Geology Program focuses on field-oriented geology. The integrated
core course sequence provides students with the tools to conduct
research in the subdisciplines of sedimentology, paleontology, or
environmental geology. Fieldwork is emphasized because it provides
a first-hand experience with geological phenomena that cannot be
satisfactorily grasped or understood solely from classroom or laboratory
study. Throughout the geology curriculum, students are encouraged to
develop an open-minded and investigative approach to the application
of the scientific method to the resolution of geologic problems.
Consideration of multiple working hypotheses is encouraged.
The Geology Program aims to instill in students the values of honesty,
scientific integrity, careful research, and independent critical thinking;
provide the tools and intellectual environment in which geologists can
attain their highest potential in scholarship and research; and challenge
graduate students to consider the relationships among science, faith, and
societal responsibility.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Pass a standardized national exam in earth science practice.
2. Analyze and synthesize published data and interpretations.
3. Plan and carry out independent research.
4. Apply effective written and oral communication and technological
tools to professional practice.
5. Demonstrate professional aptitude and attitude.
6. Demonstrate critical evaluation skills in relation to faith, science, and
public interest issues.
Financial aid
Research and teaching assistantships are available at the Department of
Earth and Biological Sciences on a competitive basis. Further information
can be obtained by contacting the department at <[email protected]>.
Qualified students are also encouraged to seek fellowships and grants
from federal and private agencies with the help of their advisors.
Overview of program requirements
Two-year track—for students with an undergraduate
degree in geology
A minimum of 56 quarter units, including 44 at or above the 500 level,
constitutes the curriculum for the Master of Science degree in geology.
Three-year track—for students without an
undergraduate degree in geology
Students with a variety of majors (including science and some
nonscience majors) are encouraged to enter the M.S. degree in geology
program. The three-year track courses are indicated in the table of
program requirements and include: 22 units of undergraduate geology
courses that are not part of the M.S. curriculum as well as M.S. degree
curriculum courses in geology with a minimum of 56 quarter units,
including 44 at or above the 500 level. Total for the three-year track is
78 quarter units. Advanced standing may be granted toward cognate
requirements.
Seminar attendance requirements
All graduate students in residence must register for and attend seminars
(GEOL607 Seminar in Geology) each quarter studying at this University.
Registration and tuition after normative time
Students who are past the normative time for completing their degree
must register for two units without a tuition waiver each quarter until they
earn their degree. After the normative time, students may request a one-
year grace period. An extension may be granted contingent upon approval
of the department faculty.
Advancement to candidacy
Students are urged to select a research project early in their program,
in consultation with a faculty member approved by the department.
Students should apply for advancement to candidacy and develop an
approved, comprehensive plan for completion of the degree by the end
of the third quarter of study. Advancement to candidacy is petitioned by
completing Form A, which requires:
1. Selecting a research committee.
2. Receiving approval of the written research proposal.
3. Passing the oral defense of the research proposal.
4. Being recommended by the program faculty.
Thesis
The written thesis must demonstrate the completion of significant,
original research and must be written in the style of an appropriate
scientific journal.
Rosario Beach Summer courses
In cooperation with the Walla Walla University Marine Station at
Anacortes, Washington, facilities are available for marine courses and
research by graduate students of this department.
278 Geology — M.S.
Admissions
In addition to Loma Linda University (p.24) admission requirements, the
applicant must also complete the following requirements:
• an undergraduate or graduate degree from an accredited institution
• a G.P.A. of at least 3.0
• achieve an acceptable score on the general GRE examination
• completion of the following courses:
• General chemistry—full year with laboratory (12 units)
• Physics—full year with laboratory (12 units)
• Mathematics, including calculus
• Statistics
• Organismal or ecological biology biology courses such as zoology,
botany, ecology or general biology are recommended, but are not
required
Some of the above courses may be taken as corequisites during
residence at Loma Linda University, with approval of admission
committee.
Applicants should complete their applications by January 31 of the
calendar year being considered for admission, for priority consideration.
Review of applications begins in FebruaryforAutumn Quarter admission.
Research assistantships are competitively awarded.
It is recommended that applicants contact the department early in the
application process at <[email protected]>.
Program requirements
Three-year Track additional requirements
Corequisites
The following courses are required of all students who have not
completed a bachelor's degree in geology. Courses do not apply
toward graduate credit.
GEOL204 Physical Geology 4
GEOL316 Mineralogy 4
GEOL317 Igneous and Metamorphic Petrology 4
GEOL416 Sedimentology and Stratigraphy 6
GEOL424 Structural Geology 4
Total Units 22
M.S. degree requirements for all students—both two-year and
three-year tracks
Cognates
The following courses are usually taken during the undergraduate
program. However, they may be completed during the graduate
program and may apply toward the M.S. degree. Advanced standing
may be granted toward these requirements.
GEOL436 Low Temperature Geochemistry 4
GEOL443 Historical Geology 4
GEOL456 Field Methods of Geologic Mapping 4
Core
GEOL510 Orientation to Graduate Geology 1
GEOL556 Paleoenvironments 3
GEOL557 Paleoenvironments Field Trip 1
GEOL558 Philosophy of Science
1
4
orGEOL559 Philosophy of Science and Origins
GEOL565 Analysis of Sedimentary Rocks 4
GEOL566 Clastic Sedimentary Geology 4
GEOL567 Stratigraphy and Basin Analysis 4
GEOL607 Seminar in Geology
2
4
GEOL617 Proposal Writing and Grantsmanship 2
Select two of the following: 8
GEOL512 Invertebrate Paleontology
GEOL513 Vertebrate Paleontology
GEOL514 Paleobotany
GEOL545 Taphonomy
Religion
REL_5__ Graduate-level Religion 3
Electives
All GEOL graduate level courses not counted towards core
requirements may be counted towards elective requirement.
3
Research
GEOL698 Thesis Research (1-8)
3
4
Total Units 57
1
One course required: GEOL588 Topics in Geology required except
for students who have taken GEOL475 Philosophy of Science and
Origins or equivalent
2
Registration required for each quarter in residence; maximum
counted toward the degree total is 4.5
3
4 units minimum; will be graded each quarter and can be repeated for
additional credit
Varied course offerings
In addition to the primary offerings of the department, the student, with
committee approval, may take courses in other departments as part of
the graduate work -- according to special interests and needs.
Noncourse requirements
Advancement to candidacy
Students may apply for advancement to candidacy by completing Form
A, which requires:
1. Selecting a research committee.
2. Completing an approved written research proposal and budget.
3. Passing the oral defense of the research proposal.
4. Being recommended by the program faculty.
Research Presentation
Presentation of research findings at a scientific meeting is required.
Service Learning Course
During the program, each student will complete a course that includes a
service learning component. This will reinforce the role of the scholar in
the community.
Defense of thesis
An oral presentation and defense of the thesis to the research committee
is required. This includes final oral examination on student's field of
study.
Grade requirement for graduation
An overall G.P.A. of 3.0 is required for graduation.
Loma Linda University 2019-2020 279
Normal time to complete the program
27-month track — 2.33 years (seven [7] academic quarters) based on full-
time enrollment; part time permitted
36-month track — three (3) years (nine [9] academic quarters) based on
full-time enrollment; part time permitted
Natural Sciences — M.S.
Program director
Leonard R. Brand
The Natural Sciences Program leads to the Master of Science degree.
Course work is selected from the allied fields of biology, paleontology,
geology, earth systems science, and geographic information systems.
Areas of curriculum strength include ecology, genetics, systematics,
sedimentary geology, paleontology, environmental geology, environmental
science, and GIS.
Program features
The Natural Sciences Program emphasizes ecology-oriented areas
of biology and field-oriented geology—particularly sedimentology,
stratigraphy, and paleontology. Fieldwork is emphasized because
it provides a first-hand experience with biological and geological
phenomena that cannot be satisfactorily grasped or understood solely
from classroom or laboratory study. Throughout the natural sciences
curriculum, students are encouraged to develop an open-minded and
investigative approach in the application of the scientific method to
the resolution of biological and geologic problems. Multiple working
hypotheses are encouraged. The goal is to prepare students for effective
careers in teaching or government.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Articulate the fundamental concepts of biology, geology, GIS, and
environmental science
2. Seek endorsement for subject-teaching in secondary education and
will be competent in either biological science or geoscience.
3. Apply effective written and oral communication to professional
practice.
4. Apply the scientific method, hypothesis testing, and deductive
reasoning.
5. Discuss key issues related to the integration of faith and science.
6. Seek employment in K-12 teaching or civil or public service.
Rosario Beach summer courses
In cooperation with the Walla Walla University Marine Station at
Anacortes, Washington, facilities are available for marine courses and
research by graduate students of the Department of Earth and Biological
Sciences.
Admissions
In addition to Loma Linda University (p.24) admission requirements, the
applicant must also complete the following requirements:
• a bachelor's degree in biology, geology, chemistry, physics, or other
degree with typical biology and geology prerequisites.
• undergraduate G.P.A. of at least3.0 is expected.
• achieve an acceptable score on the general Graduate Record
Examination (GRE). The subject GRE is not required.
• completion of prerequisite courses:
• college mathematics—two quarters (calculus recommended)
• biology—one-year
• general physics with laboratory—one year
• general chemistry with laboratory—one year
• general ecology—one course
Some prerequisite courses may be taken during residence at Loma Linda
University, with approval of the admissions committee.
Application
Applications are accepted at any time. Review of applications begins in
Februaryfor the Autumn Quarter admission. It is highly recommended
that the applicant complete the application process by January 31 of the
calendar year being considered for admissions, for priority consideration.
Research assistantships are competitively awarded. Applicants may
contact the department at <[email protected]>.
Program requirements
A minimum of 50 quarter units, including 34 at or above the 500 level,
constitutes the curriculum for the Master of Science degree program
in natural sciences. The following courses are required. Undergraduate
courses must be at the 400 level.
Core
BIOL/GEOL 558 Philosophy of Science 4
GEOL518 Earth Structure, Process, and History 4
BIOL607 Seminar in Biology (0.5)
1
3
orGEOL607 Seminar in Geology
BIOL/GEOL 616 Research and Experimental Design 2
Select one course of the following: 3-4
BIOL505 Marine Biology
BIOL515 Biogeography
BIOL517 Ecological Physiology
BIOL539 Behavioral Ecology
BIOL546 Techniques in Vertebrate Ecology
BIOL549 Biodiversity and Conservation
Select one course of the following: 4
GEOL512 Invertebrate Paleontology
GEOL513 Vertebrate Paleontology
GEOL514 Paleobotany
GEOL545 Taphonomy
Religion
REL_ 5__ Graduate-level Religion 3
Electives
Selected in consultation with the student's faculty advisor 22-23
BIOL415 Ecology
BIOL437 Animal Behavior
BIOL504 Biology of Marine Invertebrates
BIOL505 Marine Biology (If not taken to meet a core
requirement)
BIOL507 Herpetology
BIOL515 Biogeography (If not taken to meet a core
requirement)
280 Natural Sciences — M.S.
BIOL517 Ecological Physiology
BIOL518 Readings in Ecology
BIOL529 Mammalogy
BIOL539 Behavioral Ecology (If not taken to meet a core
requirement)
BIOL545 Genetics and Speciation
BIOL546 Techniques in Vertebrate Ecology (If not taken to
meet a core requirement)
BIOL549 Biodiversity and Conservation (If not taken to meet
a core requirement)
BIOL555 Molecular Genetics
BIOL566 Multivariate Statistics
BIOL588 Current Topics in Biology (If not taken to meet a
core requirement)
BIOL589 Readings in Biology
BIOL618 Writing for Publication
ENVS401 Earth System Science and Global Change
ENVS434 The Environmental Context of Community Health
ENVS495 Special Projects in Environmental Sciences
GEOL416 Sedimentology and Stratigraphy
GEOL512 Invertebrate Paleontology (If BIOL 426 not taken to
meet a core requirement)
GEOL513 Vertebrate Paleontology (If BIOL 427 not taken to
meet a core requirement)
GEOL514 Paleobotany (If BIOL 444 not taken to meet a core
requirement)
GEOL526 Introduction to GIS for the Natural Sciences
GEOL535 GIS Spatial Analysis for the Natural Sciences
GEOL545 Taphonomy (If not taken to meet a core
requirement)
HGIS422 Principles of Geographic Information Systems
HGIS424 Desktop GIS Software Applications
Research/Project
BIOL695 Special Projects in Biology 4
orBIOL697 Research
orGEOL695 Special Projects in Geology
orGEOL697 Research
Total Units 50
1
Registration required for each quarter in residence; 0.5 unit per
quarter. Maximum counted toward the degree total is 3 (6 quarters of
seminar).
Noncourse requirements
Seminar attendance requirements
All graduate students in residence must register for and attend Seminars
(BIOL607 Seminar in Biology or GEOL607 Seminar in Geology) each
quarter at Loma Linda University.
Advancement to candidacy
Students may apply for advancement to candidacy by completing Form
A, which requires:Completing all deficiencies and corequisites.
• Completing an approved written project proposal.
• Passing the written comprehensive examination.
• Being recommended by the program faculty (should be completed by
the end of the third quarter of study).
Final examinations
Students are expected to pass a written comprehensive examination
during their penultimate quarter in residence.
Project
As part of the core curriculum, the student will complete a project, in
consultation with the advisor, involving four units of registration in
research or special projects.
Grade requirement for graduation
Agrade of B(3.0) or betteris required in all courses that count toward the
degree.
Normal time to complete the program
Two (2) years based on full-time enrollment; part time permitted
Loma Linda University 2019-2020 281
Department of Pathology and Human
Anatomy
The School of Medicine's Division ofAnatomy offerscurricula leading
to the Master of Science or the Doctor of Philosophy degree. The core
curriculum offers a broad biomedical background. Course work provides
opportunities for qualified students not only to study all aspects of
human morphology from both didactic and investigative points of
view, but also to develop a special area of research interest. Study and
research on other species and in other biomedical disciplines may be
included in the student's curriculum. While working on a significant
research problem, students are introduced to research methods through
scientific literature and the laboratory. They acquire experience in
scientific communication by participating in seminars, writing critical
reviews, and reporting results of research experience either in thesis/
dissertation form or as publishable/published papers.
The Doctor of Philosophy degree is designed to prepare the graduate
for a career in independent research and teaching in university, clinical,
biotechnological, or government environments. In addition to technical
skills, doctoral degree students are expected to develop creativity and
independence.
The Master of Science degree provides content appropriate for persons
preparing to teach at the secondary level or in related professional school
areas, or for persons intending to pursue careers as research technicians.
Program learning outcomes
By the end of the anatomy program, the graduate should be able to:
1. Apply the biomedical sciences to the study of human anatomy.
2. Demonstrate mastery of molecular, cellular, and integrative aspects of
anatomy.
3. Interpret current literature in anatomy.
4. Make original contributions to biomedical science.
5. Demonstrate scientific and professional ethics.
6. Explain the process of applying for external funding.*
* This objective is not applicable to M.S. degree students.
First-year curriculum (Ph.D. degree)
The first-year curriculum includes a course sequence taught by an
interdisciplinary faculty that integrates all the disciplines of the
biomedical basic science areas—moving from molecules through
cellular mechanisms to integrated systems. In addition, a supplemental
course covers research-related topics such as scientific communication
and integrity, information handling and statistics, and successful
grant proposal writing. Students learn of new developments in the
biomedical sciences through weekly seminars, and gain presentation
skills in a weekly student presentation seminar series. During the
subsequent years, formal courses continue to broaden and integrate into
a meaningful whole an understanding of the clinical consequences of
cellular events.
Religion requirement
Students in the Master of Science (M.S.) degree curriculum are required
to complete one, three-unit graduate-level religion course (RELT617
Seminar in Religion and the Sciences). Students in the Ph.D. degree
curriculum are required to complete three graduate-level religion courses
of three or more units each. These must include RELT617 Seminar in
Religion and the Sciences; as well as RELE525 Ethics for Scientists and
RELR588 Personal and Family Wholeness. A course in biblical studies
(RELT559 New Testament Thought, RELT560 Jesus the Revealer: The
Message of the Gospel of John, RELT564 Apostle of Hope: The Life,
Letters, and Legacy of Paul, or RELT565 Vision of Healing: The Message
of the Book of Revelation) may be substituted for either the ethical or
relational course.
Research units
A student will, at all times, enroll for research units. An IP will be assigned
until the student registers for new units. The units should be spread
over the time it takes to complete the thesis or dissertation research
satisfactorily. An IP may not be carried longer than five quarters.
Chair
Paul C. Herrmann
Program coordinator
Kenneth R. Wright
Primary faculty
Denise L. Bellinger
Resa C. Chase
Bertha C. Escobar-Poni
Paul C. Herrmann
Michael A. Kirby
Zhongrong Luo
P. Ben Nava, Jr.
Kirby C. Oberg
Kimberly J. Payne
Kenneth R. Wright
Secondary faculty
William M. Hooker
Pathologists' Assistant Program primary faculty
Cheryl Germain
Michael Weitzeil
Pathologists' Assistant Program clinical faculty
Maria Nieves G. Rabina
Admissions
In addition to Loma Linda University (p.24) application requirements, the
applicant must also complete the following requirements:
• a bachelor's degree from an accredited U.S. college or the equivalent
from an international university.
• general test of the Graduate Record Examination (GRE): A total
(verbal plus quantitative) score of no less than the sum of the scores
corresponding to the 50th percentile of each, with neither score less
than the 35th percentile; analytical writing 4.0. GRE scores older than
five years from the date of matriculation are not considered.
• a full year of each of the following undergraduate courses:
282 Anatomy — M.S.
• general biology
• general chemistry
• organic chemistry
• general physics
• biochemistry (a minimum of one quarter/semester)
• Strongly recommended:
• upper division biology (such as cell and molecular biology)
• a full year of biochemistry with labs
• research experience
• calculus
PLEASE NOTE: CLEP (College-Level Examination Program), pass/fail
performances, and online classes are not acceptable for the science
required courses. Additionally, science credits earned in professional
schools (e.g., allied health professions, business, dentistry, nursing or
pharmacy) do not fulfill requirements for admissions to the graduate
program.
The program reserves the right to decide on the equivalence of courses
presented by the applicant.
Programs
Anatomy — M.S. (p.282), Ph.D. (p.282) Comparison (p.283)
Pathologists' Assistant — M.H.S. (p.284)
Anatomy — M.S.
A minimum of 45 units is required for the M.S. degree, as detailed in
the table below. Two options, a research track and a course work track,
are available. Students must maintain a G.P.A. of at least 3.0. Students
must adhere to all University and program policies as published in the
Student Handbook, University CATALOG, or Student Guide.Policies and
requirements are subject to change.
Basic science core
IBGS501 Biomedical Communication and Integrity 2
IBGS502 Biomedical Information and Statistics 2
Major
ANAT516 Neuroscience GS 6
ANAT541 Gross Anatomy GS 7
ANAT542 Cell Structure and Function GS 7
ANAT544 Human Embryology Lecture 2
Seminars
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0
Religion
RELT617 Seminar in Religion and the Sciences 3
Degree completion options 15
Course work track:
ANAT___ Anatomy/Embryology electives (15 units)
Research track:
ANAT697 Research (14 units)
IBGS605 Integrative Biology Presentation Seminar (1 unit)
Total Units 45
1
Registration and attendance required every quarter in residence, but
units do not count toward total required for graduation.
Noncourse requirements
Course work option: a comprehensive written examination over the
graduate course work in lieu of writing a thesis.
Research option: pass an oral examination given by student's graduate
guidance committee after the thesis has been completed.
Normal time to complete the program
Two (2) years, based on full-time enrollment; part time permitted
Anatomy — Ph.D.
For the Ph.D. degree, students must complete a minimum of70 units,
as detailed in the table below; and must maintain a G.P.A. of at least
3.0. In addition, doctoral students are required to pass both written and
oral comprehensive examinations in order to advance to candidacy.
They must successfully defend their dissertations before their guidance
committee prior to being awarded the Ph.D. degree. Students must
adhere to all University and program policies as published in the
Student Handbook, University CATALOG, or Student Guide.Policies and
requirements are subject to change.
Basic science core
IBGS501 Biomedical Communication and Integrity 2
IBGS502 Biomedical Information and Statistics 2
IBGS503 Biomedical Grant Writing 2
IBGS511 Cellular Mechanisms and Integrated Systems I 6
IBGS512 Cellular Mechanisms and Integrated Systems II 6
IBGS522 Cellular Mechanisms and Integrated Systems II
Journal Club
2
IBGS523 Cellular Mechanisms and Integrated Systems III
Journal Club
2
Major
ANAT516 Neuroscience GS 6
ANAT541 Gross Anatomy GS 7
ANAT542 Cell Structure and Function GS 7
ANAT544 Human Embryology Lecture 2
Seminars
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
IBGS605 Integrative Biology Presentation Seminar (1.0)
2
2
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0
Religion
RELE525 Ethics for Scientists
2
3
RELR588 Personal and Family Wholeness
2
3
RELT617 Seminar in Religion and the Sciences
2
3
Research/Dissertation or Thesis
ANAT697 Research (1-8) 12
IBGS696 Research Rotations (1) 2
Total Units 70
1
Registration and attendance required every quarter in residence, but
units do not count toward total required for graduation.
Loma Linda University 2019-2020 283
2
May substitute with another graduate religion course with the same
prefix and numbered 500 or above.
Normal time to complete the program
Four (4) years, based on full-time enrollment; part-time permitted
Anatomy — M.S., Ph.D. Comparison
Course Title MS PhD
Basic Science Core
IBGS501 Biomedical Communication and Integrity 2.0 2.0
IBGS502 Biomedical Information and Statistics 2.0 2.0
IBGS503 Biomedical Grant Writing 2.0
IBGS511 Cellular Mechanisms and Integrated Systems I 6.0
IBGS512 Cellular Mechanisms and Integrated Systems II 6.0
IBGS522 Cellular Mechanisms and Integrated Systems II Journal Club 2.0
IBGS523 Cellular Mechanisms and Integrated Systems III Journal Club 2.0
Totals 4.0 22.0
Course Title MS PhD
Major
ANAT516 Neuroscience GS 6.0 6.0
ANAT541 Gross Anatomy GS 7.0 7.0
ANAT542 Cell Structure and Function GS 7.0 7.0
ANAT544 Human Embryology Lecture 2.0 2.0
Totals 22.0 22.0
Course Title MS PhD
Seminars
IBGS605 Integrative Biology Presentation Seminar (1) 2.0
IBGS604 Introduction to Integrative Biology Presentation Seminar 1.0 1.0
IBGS607 Integrated Biomedical Graduate Studies Seminar
1
0.0 0.0
Totals 1.0 3.0
Course Title MS PhD
Religion
RELE525 Ethics for Scientists 3.0
RELR588 Personal and Family Wholeness 3.0
RELT617 Seminar in Religion and the Sciences 3.0 3.0
Totals 3.0 9.0
Course Title MS PhD
MS completion options
Required units 15.0
Course work track:
ANAT _____ Anatomy/Embryology electives (15 units)
Research track:
ANAT697 Research ((14 units))
IBGS605 Integrative Biology Presentation Seminar
Totals 15.0
Course Title MS PhD
PhD research/dissertation
ANAT697 Research (1-8) 12.0
IBGS696 Research Rotations (1) 2.0
Totals 14.0
Overall Totals 45.0 70.0
284 Pathologists' Assistant — M.H.S.
1
Registration and attendance required every quarter in residence, but units do not count toward total required for graduation.
Pathologists' Assistant — M.H.S.
Program director
Cheryl Germain
Clinical Coordinator
Michael Weitzeil
Medical director
Jeremy Deisch
Loma Linda University offers a professional course of study leading
to the M.H.S. degree in pathologists’ assistant. This degree prepares
students for a career as mid-level health-care professionals in hospital
pathology laboratories, private laboratories, universities, and industry.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Perform appropriate anatomic pathology techniques for the
preparation, gross description and dissection of human surgical
tissue specimens.
2. Perform appropriate autopsy pathology techniques for the recovery,
preparation, gross description, and dissection of human organs and
tissue specimens.
3. Communicate effectively verbally and in writing.
4. Administer a pathology laboratory/autopsy service successfully.
5. Train other clinical health professionals using appropriate pedagogy.
Accreditation
Loma Linda University is regionally accredited by the WASC Senior
College and University Commission (WSCUC), 985 Atlantic Avenue, Suite
100, Alameda, CA 94501; telephone: 510/748-9001; fax: 510/748-9797;
website: <http://www.wascsenior.org/contact>.
Pathologists’ Assistant Program accreditation
In April, 2018, the Pathologists' Assistant Program was granted a five-
year accreditation, with no citations or concerns, from the National
Accrediting Agency for Clinical Laboratory Science (NAACLS). The next
accreditation review is in 2023.
NAACLS is the premier accreditation for pathologists’ assistant
programs. Strict standards required for this accreditation ensure
quality education and preparation for the certification examination
and competence in the field as a pathologists’ assistant. Loma Linda
University School of Medicine's Pathologists’ Assistant Program will
adhere to required standards to produce high-quality and competent
pathologists’ assistants. For further information, contact the National
Accrediting Agency for Clinical Laboratory Sciences, 5600 North
River Road, Suite 720, Rosemont, IL 60018-5119; 847/939-3597 or
773/714-8880; website: <http://www.naacls.org>.
Admissions
The application period for the Class of 2021 (beginning in September,
2019) is November 1, 2018-March 31, 2019. Dates are strict for
acceptance of application materials and only select applicants will be
invited for an individual interview (no group interviews).This class will
include 18 students. Accepted applicants will be notified by May 15 to
begin the Autumn Quarter, 2019.
In addition to Loma Linda University (p.24) requirements, the applicant
must all fulfill the following requirements:
1. A baccalaureate degree from an accredited institution.
2. A preferred cumulative GPA of 3.0 or higher.
3. All prerequisite courses must be completed at an accredited college
or university in the United States prior to admission. Transcripts from
international institutions are not accepted.
a. Biology with laboratory, 12 quarter units/ eight semester units
b. General chemistry with laboratory (complete sequence), 12
quarter units/ eight semester units
c. Organic chemistry (complete sequence), 12 quarter units/ eight
semester units
d. Microbiology with laboratory, four quarter units
e. College algebra or higher, three quarter units
f. English composition (complete sequence)
g. Strongly recommended: medical terminology and conversational
Spanish
4. Three letters of recommendation. Suggestions:
a. A laboratory professional (clinical or research) with whom the
applicant has worked (no relatives or friends)
b. An undergraduate professor
c. A work supervisor who can address the applicant's work ethic and
dependability
Recommendations from family members or friends are NOT acceptable.
DO NOT ask the pathologists’ assistant (PA) with whom you’ve shadowed
for a recommendation.
Recommendations:
• Speak with the persons you are asking for the recommendations and
be sure they know you well, understand the program to which you’re
applying and why, make sure they can speak to your abilities, not just
that you are a nice person.
• Be sure the persons supplying the recommendations understand
that NO PAPER RECOMMENDATIONS ARE ACCEPTED! All
recommendations must follow the electronic procedure. If the
recommendation does not have an e-mail account, help them to
create a free e-mail account on yahoo or google.
Proof of shadowing:
• During the interview the applicant will be asked to relate what a
PA does during a normal working day. While there is no required
number of hours to shadow, the applicant must be interactive, asking
questions to learn the duties of a PA (ASCP). Contact information of
the PA with whom you shadowed must be provided.
• The GRE or any other pre-graduate school standardized testing is not
required.
• NOTE: There are no transfers of credit into the Pathologists’ Assistant
program. All courses in the curriculum must be completed at Loma
Linda University.
Loma Linda University 2019-2020 285
The Pathologist’s Assistant program follows the LLU Nondiscrimination
Policy (p.13).
Program requirements
First Year
Autumn Quarter Units
ANAT544 Human Embryology Lecture 2
IBGS501 Biomedical Communication and Integrity 2
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
PATH501 Anatomy and Pathology I 4
PATH521 Anatomical Techniques I 3
Winter Quarter
AHCJ515 Curriculum Development in Higher Education 3
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
PATH502 Anatomy and Pathology II 4
PATH522 Anatomical Techniques II 3
PHSL588 Pathophysiology 4
Spring Quarter
IBGS604 Introduction to Integrative Biology Presentation
Seminar
1
PATH524 Clinical Microbiology for Pathologists' Assistants 3
PATH551 Disease Mechanisms I 3
PATH581 Basic Pathologic Microanatomy 2
RELE505 Clinical Ethics 3
Summer Quarter
PATH552 Disease Mechanisms II 3
PATH564 Biomedical Photography 1
PATH582 Advanced Microanatomy 2
PATH598 Clinical Laboratory Management 2
PATH644 Clinical Pathology Seminar 2
Second Year
Autumn Quarter
PATH741 Pathology Review I 2
PATH761 Pathologists' Assistant Practicum I 9
Winter Quarter
PATH742 Pathology Review II 2
PATH762 Pathologists' Assistant Practicum II 9
Spring Quarter
PATH743 Pathology Review III 2
PATH763 Pathologists' Assistant Practicum III 9
Summer Quarter
PATH744 Pathology Review IV 2
PATH764 Pathologists' Assistant Practicum IV 9
Total Units: 93
Multiple clinical rotations are assigned by the Program Director to
ensure a varied and comprehensive clinical experience for each student.
Rotations will include surgical pathology in academic and community
settings, private laboratories, pediatric pathology, medical examiners
offices and hospital autopsy services.
Non-Course Requirements
• Each student is required to complete 50 hours of community service
by June of the second year of the program. The experience is
documented using "Experience Transcripts" through the University
Records office. The type of service is the decision of the student;
multiple opportunities are available through the Pathologists'
Assistant program, the School of Medicine, and the University.
• Will Alexander Lecture Series: Attendance at the Will Alexander
Wholeness Series is mandatory in PGY1. The series extends from
Fall to Spring Quarters, once a month, Wednesday evenings for one
hour. The lecture series includes topics on wholeness, personal/
professional development, care of creation, diversity, and service.
Normal time to complete the program
Two (2) years (24 months) — full-time enrollment required)
Biomedical Sciences — M.M.S.
Program Coordinator
Kenneth R. Wright
Students accepted into the Master of Medical Science (M.M.S.) degree
program in biomedical sciences enroll in basic science courses with
first-year medical students. Faculty members responsible for teaching
students in the M.M.S. degree program teach these first-year basic
sciences courses.
The program enables students to complete their studies in one academic
year of full-time commitment. The program is intended to provide
experience in the rapidly changing area of biomedical sciences; and it
prepares students to apply to professional programs in medicine or to
pursue other career options—such as high school teaching, patent law, or
biotechnology management.
The curriculum includes four units of critical thinking, four units of
medical practice management, three units of religion, and a capstone
project of three units. The remaining units come from the first-year
medical curriculum—which includes gross anatomy, embryology,
physiology, cell structure and function, biochemistry, and genetics.
Although courses share lecture/laboratory experiences and tests with
the Doctor of Medicine (M.D.) degree program, such courses will not be
transferred to the M.D. degree program A student subsequently admitted
to the M.D. degree program should expect to take, and pay for, the normal
M.D. degree curriculum.
The program will culminate with a capstone project, which will give the
student the opportunity to demonstrate proficiency/knowledge in the
biomedical sciences and an understanding of current clinical literature.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Demonstrate proficiency in the biomedical sciences.
2. Discuss current biomedical literature related to the practice of
medicine.
3. Successfully apply for acceptance into an academic program leading
to a M.D. degree.
Admissions
Applicants to the Master of Medical Science must satisfy the same
requirements (p.291) as those applying to the Doctor of Medicine
286 Biomedical Sciences — M.M.S.
Program at Loma Linda University; that is, they will have completed
a baccalaureate degree (or its equivalent) with a course of study that
includes a year each of general biology, general chemistry, organic
chemistry, and general physics and a course in biochemistry. Applicants
are required to take the Medical College Admission Test (MCAT).
Students are accepted into the program on recommendation of the
School of Medicine admissions committee only.
Program requirements
Summer quarter courses
BHCJ501 Critical Thinking 4
MDCJ509 Introduction to Medical Practice Management 4
Year-long courses
ANAT510 Gross Anatomy 8.5
ANAT515 Human Embryology 2
BCHM510 Fundamentals of Human Biochemistry 2.5
MDCJ508 Cell Structure and Function 8.5
MDCJ560 Basis of Medical Genetics 2
PHSL519 Medical Physiology 7.5
Spring quarter course
MDCJ510 Capstone Project 3
RELR588 Personal and Family Wholeness 3
Total Units 45
Normal time to complete the program
One (1) year (3.5 academic quarters) — full-time enrollment required
Loma Linda University 2019-2020 287
Professional
Academic information
The information on student life contained in this CATALOG is brief.
The Loma Linda University Student Handbook more comprehensively
addresses University and school expectations, regulations, and policies;
and is available on the University website as <llu (http://www.llu.edu/
assets/central/handbook/documents/Student-Handbook.pdf).edu/
student-handbook (http://www.llu.edu/assets/central/handbook/
documents/Student-Handbook.pdf)>. All students are expected to
familiarize themselves with the contents of the Student Handbook—
including the section that pertains specifically to the School of Medicine
—and to abide by its policies. Additional information regarding policies
specific to the School of Medicine are provided by the school at the
orientation to each academic year. Students who have questions about
the Student Handbook should contact the senior associate dean for
medical student education.
USMLE Steps I and II policy
The Student Handbook provides conditions and deadlines for taking and
passing USMLE examinations.
Program requirements
We instituted a competency-based curriculum with full implementation in
2018.
Competencies for medical student education
Patient Care - Students must be able to provide patient care that is
compassionate, appropriate, and effective for the treatment of health
problems and the promotion of health in the context of whole person
care.
• History Taking - Obtain relevant and accurate information about the
patient.
• Physical Examination - Perform appropriate, complete and accurate
physical examination.
• Oral Case Presentation - Effectively communicate case orally with
content appropriate for the clinical case, context, and audience.
• Medical Documentation - Document history and physical, differential
diagnosis, problem list, and plan.
• Procedures and Skills - Perform skills and procedures required for
patient care.
• Patient Management - Provide patient care that is compassionate,
appropriate, and effective.
• Psychosocial and Spiritual Care - Integrate psychosocial and spiritual
care with patient care.
Medical Knowledge- Students must demonstrate the ability to effectively
source and validate medical information, possess an adequate
foundation of basic science knowledge, and apply this knowledge and
information to the care of patients using clinical reasoning and problem
solving skills with a whole person care approach.
• Fundamental Medical Knowledge - Comprehend the established
and evolving basic and clinical biomedical sciences, including
epidemiological and social/behavioral sciences.
• Health Promotion and Disease Prevention - Promote health and prevent
disease.
• Ethics and Spirituality - Employ ethical principles and knowledge
of religious beliefs and spirituality of patients and their families to
enhance patient care.
• Sourcing and Evaluation of Medical Information - Use information
technology to optimize delivery of patient care.
• Problem Solving and Clinical Reasoning Skills - Demonstrate problem
solving and clinical reasoning skills
Professionalism - Students must demonstrate professional behaviors,
attitudes and beliefs that allow patients, colleagues, members of the
healthcare team and society to approach each physician encounter with
an expectation of trustworthiness.
• Personal Attributes - Show ownership for one’s choices, attitudes, and
behaviors.
• Relationship Attributes - Demonstrate compassion, integrity and
respect for others, including sensitivity and responsiveness to a
diverse patient population.
• Societal Responsibilities -Fulfill obligation to patients, colleagues, and
society.
Systems-Based Practice - Students must demonstrate an awareness of
and responsiveness to the larger context and system of health care, as
well as the ability to call effectively on other resources in the system,
including interprofessional teams, to provide optimal health care.
• Health Care Delivery Systems - Explain health care delivery systems
and their potential effects on the health of patients and communities.
• System Resources - Apply system-level approaches to improve
quality of healthcare.
• Interprofessional Education - Enable effective collaboration and
improve health outcomes.
Practice-Based Learning and Improvement- Students must demonstrate
the ability to investigate and evaluate their care of patients, appraise and
assimilate scientific evidence, and continuously improve patient care
based on constant self-evaluation and lifelong learning.
• Evidence-Based Medicine - Use principles of evidence-based medicine
to optimize patient care.
• Feedback, Self-assessment and Reflection - Develop lifelong learning
skills through seeking feedback, self-assessment, and reflection.
• Practice-based Quality Improvement - Engage in improvement of health
care systems.
Interpersonal and Communication Skills - Students must be able to
demonstrate culturally sensitive interpersonal and communication skills
that result in effective information exchange and teaming with patients,
their families, and professional associates.
• Relationship-Building Skills - Demonstrate relational versatility in
relationships with colleagues, patients, and their families.
• Effective Listening Skills - Actively engage in the skill of listening.
• Information Sharing Skills with Patients and their Families -
Communicate effectively within the context of the cultural beliefs,
practices, and needs presented by patients and their communities.
• Information Sharing with Professional Associates – Present and
document patient information to professional associates.
• Communication with the Medical Team - Work cooperatively with
interprofessional health care teams.
288 Professional
Whole Person Care – Through the study and application of whole person
care, student will develop a knowledge of wholeness that can be applied
to their personal and professional lies and the care of patients.
• Whole Person Care of Patients - Apply whole person care model to the
care of patients.
• Personal Wholeness of Students - Implement wholeness strategies for
personal development.
Doctor of Medicine degree requirements
The School of Medicine requires that a candidate for a degree or
certificate from the school must have met the following requirements for
the Doctor of Medicine degree:
• Completed all requirements for admission.
• Attended an accredited medical school for four academic years, the
last two of which must have been spent at this school.
• Completed honorably all requirements of the curriculum, including
specified attendance, level of scholarship, length of academic
residence, and credit units.
• Completed additional special examinations covering any or all
subjects of the medical curriculum, as may be required.
• Successfully completed USMLE examinations (Steps I and II), as
specified--both clinical skills and knowledge components.
• Given evidence of moral character, of due regard for Christian
citizenship, and of consistent responsiveness to the established aims
of the University and of the school.
• Discharged financial obligations to the University.
The candidate is required to participate in graduation exercises
upon completion of the academic program. If the candidate is out of
sequence with his/her current class but would like to participate in the
commencement exercises, s/he must have completed a minimum of
three months of the required senior clerkships, i.e., medicine, pediatrics,
family medicine or surgery sub-internship, preventive medicine and
public health, intensive care and emergency medicine by April 1 of the
year of graduation. Consent for the student to be absent, granted by the
president of the University, is contingent on the recommendation of the
dean to the president.
The families and friends of graduates are invited to be present at the
official conferring of degrees service.
Licensing examinations
National
The graduate who holds credentials from the USMLE may be granted
a license by endorsement of the examining board of most states.
Additional requirements made by some states are given in a pamphlet
that may be obtained from the Federation of State Medical Boards, 400
Fuller Wiser Road, Suite 300, Euless, TX 76039-3855.
Postgraduate training
Graduate specialty medical education residencies
Loma Linda University is affiliated with a variety of accredited residency
programs in two sponsoring institutions. The first is Loma Linda
University Health and the second Loma Linda-Inland Empire Consortium
for Healthcare Education. Additional nonaccredited fellowships are
available.
Graduate physicians wishing to apply for entrance into these programs
should contact the director of the program.
These programs are sponsored by Loma Linda University Health and
Loma Linda Inland Empire Consortium for Healthcare Education.
Postgraduate training
In harmony with the needs of medicine today, the curriculum leading to
the Doctor of Medicine degree is planned with the assumption that all
students will take standard postgraduate training in one of the fields
of medicine. This means serving as a resident for a minimum of three
years in a hospital approved for this training by the Council of Medical
Education and Hospitals of the American Medical Association.
The Office of the Senior Associate Dean for Medical Student Education
supplies information and assistance for the arrangement of residencies.
Since the school participates in the National Residency Matching
Program, selection through this means constitutes approval by the
School of Medicine.
Continuing medical education
Recognizing the imperative of lifelong learning for professionals, the
School of Medicine supports a program of continuing medical education
for physicians beyond their formal postgraduate years. The Office
of Continuing Medical Education is accredited by the Accreditation
Council for Continuing Medical Education to provide AMA PRA Category
I Credit(s)™ for physicians. Course offerings include weekly, bi-weekly,
and monthly School of Medicine departmental grand rounds as well as
a large number of one-day and multiday conferences and workshops
that are presented locally and nationally for School of Medicine faculty,
alumni, and practicing physicians within the geographic area in which the
conferences are presented.
For more information please write to:
Dana Gonzalez, Associate Director
Loma Linda University School of
Medicine
Continuing Medical Education Office
11175 Campus Street, CP A1116G
Loma Linda, CA 92350
909/558-4963
Clinical facilities
Clinical instruction takes place primarily at Loma Linda University Health,
which includes the Loma Linda University Children's Hospital, Loma
Linda University East Campus Specialty Hospital, Loma Linda University
Surgical Hospital, Faculty Medical Offices (FMO), Loma Linda University
Behavioral Medicine Center, and Loma Linda University Medical Center
—Murrieta. Additional clinical teaching sites include Kettering Medical
Center in Dayton, Ohio, Jerry L. Pettis Memorial Veterans Medical Center,
Riverside University Health System-Medical Center, and the White
Memorial Medical Center. Also utilized are Arrowhead Regional Medical
Center, Riverside Community Hospital, Glendale Adventist Medical Center,
and Kaiser Permanente.
Loma Linda University 2019-2020 289
The instructional resources
Loma Linda University Medical Center (LLUMC)
Loma Linda University Medical Center is a major teaching center serving
San Bernardino and Riverside counties. In addition to its large population
of referred patients, the medical center is also a Level 1 trauma center
for the region, comprehensive stroke center, STEMI receiving center,
and a tertiary care center for high-risk obstetrics and neonatal intensive
care. An extension houses the Loma Linda Cancer Center and the Proton
Treatment Center for cancer therapy. Patients in the medical center are
available for medical student, resident, and fellowship training.
Loma Linda University Children's Hospital
Loma Linda University Children's Hospital provides a single,
centralized location where newborns, infants, and children can
receive comprehensive and emergent medical care. Being seen at a
comprehensive center for children's health care assures parents and their
children that all aspects of the child's health will be closely monitored and
understood. Loma Linda University Children's Hospital staff—pediatric
nurses, physicians, surgeons, anesthesiologists, radiologists, and other
professionals—work together to assure that every patient receives the
highest possible quality of medical attention.
The organization of a children's hospital also means that the hospital
staff is chosen from among people who are specially trained and have
a deep interest in children's health care. Every Loma Linda University
Children's Hospital employee is highly skilled in dealing with children and
has made the care of children a personal priority. The children's hospital
is known as "the place for little faces."
Loma Linda University East Campus Specialty Hospital
East Campus Specialty Hospital (formerly Loma Linda Community
Hospital) is a teaching resource for students in family medicine, physical
medicine and rehabilitation, orthopaedics, and clinical neuroscience. In
addition, it serves as the primary inpatient training site for house staff in
family medicine.
Loma Linda University Surgical Hospital
Loma Linda University Surgical Hospital is a specialty hospital that
serves as a teaching resource for various specialties.
Loma Linda University Behavioral Medicine Center
Loma Linda University Behavioral Medicine Center—a freestanding, full-
service psychiatric hospital—opened in 1991. Loma Linda University
Behavioral Medicine Center offers adult, child, adolescent, and chemical
dependency services—including inpatient and partial hospitalization.
Special emphasis is given to services that provide the integration of
Christian faith with psychiatric care for patients desiring such.
Faculty Medical Offices
The Faculty Medical Offices (FMO) include facilities for multiple
specialties and an outpatient surgery suite. The FMO is utilized for
student outpatient experience.
Kettering Medical Center
Kettering Medical Center (KMC), part of the Seventh-day Adventist
Health care system is a tertiary care, level 2 trauma center delivering
whole person care. It is one of the two major teaching centers in the
Dayton Metro area which serves a population of greater than 1.5 million.
It features cutting edge technology, state of the art clinical services with
a cardiovascular division providing high volume interventional cardiology
services and all aspects of structural cardiac procedures including the
greatest volume of transcatheter aortic valve replacements in the region,
a cancer center, and state of the art neurologic services including acute
interventions. KMC has a greater than 50-year tradition of medical
education, including medical student from both Wright State University
and Loma Linda, resident, and fellow education.
Jerry L. Pettis Memorial Veterans Medical Center
The Jerry L. Pettis Memorial Veterans Medical Center serves a wide
geographic area and cares for a large population of veterans. Outpatient
facilities, including a new state of the art ambulatory care center and
inpatient wards are available for student and resident teaching. The
residency programs are integrated with the Loma Linda University
Medical Center and are under the supervision of the faculty of the School
of Medicine.
Riverside University Health System—Medical Center
RUHS-MC, located 10 miles southeast of Loma Linda in the city of
Moreno Valley, is a regional medical center providing care to all patients
in need. Patients are available for student and resident training.
White Memorial Medical Center
White Memorial Medical Center is located approximately 60 miles west of
Loma Linda in Los Angeles. The patient population reflects an inner-city
profile with a large concentration of urgent medical and surgical, trauma,
obstetrics, and pediatrics cases. Patients are available for student,
resident, and fellowship training.
Medical Scientist — M.D./Ph.D.
Program director
Penelope J. Duerksen-Hughes
Objectives
Loma Linda University is committed to fostering the investigative skills of
its medical students. Students interested in pursuing careers in academic
medicine and medical research may wish to enroll in one of the combined
degrees programs.
The Medical Scientist Program is designed to develop a student's
independence and competence as an investigative scientist and clinician.
It provides students with a broad educational base for the practice of
medicine and related research. The program is administered by the
School of Medicine in cooperation with the Faculty of Graduate Studies.
Program description
The Medical Scientist Program at Loma Linda University is designed to
attract those students who are energized by doing biomedical research
and wish to contribute substantially to this enterprise. The expectation
is that graduates of this program will pursue careers in academic
medicine and medical research. Areas of study for the Ph.D. degree
include:anatomy; cancer, developmental, and regenerative biology;
infection, immunity, and inflammation; and neuroscience, systems
biology, and bioengineering. The program integrates graduate and
medical education in a Christian environment and is designed to allow
completion of both the PhD and MD degrees.
Students typically begin the combined degree program through
completing two years of medical school, culminated by successful
completion of Step 1 of the USMLE examination. Students will then
transition to the PhD part of the curriculum, where they will take and
pass required courses, successfully pass written and oral qualifying
examinations, and complete and successfully defend doctoral
dissertations. Students will then transition back to the MD program,
where they will complete the last two years of training, completing all of
290 Medicine — M.D.
the standard clinical rotations, and take and pass Step 2 of the USMLE.
A student must finish all requirements for the Ph.D. degree before being
allowed to register for the last year of medical school. In most cases, the
sequence should take approximately eight years to complete.
Combined degree students must complete the full curricula for both the
MD and the PhD programs, with the exception that during the PhD years,
two rather than three, three-unit religion courses are required, which must
include RELT617 Seminar in Religion and the Sciences and either RELE
or RELR 500 level or above classes, and during the MD years, to complete
12 units of 700 level religion coursework rather than 14 units, with these
12 units to include RELR775 Whole Person Care, RELE704 Medicine and
Ethics, and RELE714 Advanced Medical Ethics. Students are encouraged
to inquire about the possibility of waiving specific graduate level classes
where equivalent mastery has been demonstrated in the MD curriculum.
Students interested in beginning the sequence with Ph.D. training, or who
have other special requests, are encouraged to communicate with the
program coordinator as some customization may be possible.
Admissions
Admission into the Medical Scientist Program is competitive and requires
evidence that the student is likely to develop into a successful medical
scientist. The student must submit separate applications to the School
of Medicine for both the M.D. and the Ph.D. degree programs, and meet
the stated admissions requirements for each program. The application
package for the Ph.D. degree requires scores for the general test of the
Graduate Record Examination. Both programs must accept the candidate
in order for the candidate’s credentials to be evaluated by the MD/PhD
committee for acceptance into the Medical Scientist Program (MD/
PhD). Students entering the M.D./Ph.D. combined degrees program who
determine that a research career is inappropriate may elect to complete
the M.D. degree program independently. Students entering the Ph.D.
degree program who desire a career in academic medicine may choose
to apply for admission to the M.D./Ph.D. combined degrees program
at a point after their entry into the Ph.D. degree program; however, the
standard medical school application process will be required at that
point.
Financial assistance
Financial assistance to students in the Medical Scientist Program may
provide:
1. Cost-of-living stipends during those periods in which students are
most directly involved in graduate education. The amount of the
stipend is equivalent to that available to Ph.D. degree students in the
basic science graduate programs.*
2. Tuition waivers for all graduate program course work.
3. Tuition deferment for the M.D. curriculum, upon completion of a Ph.D.
degree.
Tuition assistance for the MD portion of the combined degree program
is not given to all students who earn both degrees. Assistance for the
MD portion will only be given in cases where an applicant has received
approval from the School of Medicine MD/PhD Committee prior to
beginning the MD coursework. Assistance that is received will be in the
form of an institutional loan which will cover MD tuition and fees but will
not include living expenses. The School of Medicine makes provision for
the loan to be forgiven when a recipient meets the terms described below
and in the loan agreement.
M.D./Ph.D. degree students are ordinarily expected to complete
their Ph.D. degree before beginning the third year of medical school.
Students who have not completed the Ph.D. degree may apply for a
tuition deferment for their third year of the medical curriculum, and, in
unusual cases, for the first term of their fourth year. Applications for
tuition deferment beyond the first two years must be approved by the
student's dissertation committee and signed by the dissertation advisor,
the associate dean for basic sciences, and the dean of the School of
Medicine. Under no circumstances will a student be granted a tuition
deferment until s/he has finished the requirements for the Ph.D. degree.
If a student withdraws from the Ph.D. degree program his/her tuition
deferments will be converted to a loan. Completion of the M.D. degree
terminates the student's participation in the Medical Scientist Program
and ends the availability of tuition waiver. Any tuition deferments then in
force will convert to loan obligations at that time.
If a student has received acceptances into both the MD and the PhD
programs, but is not accepted into the MSP, he or she may elect to
complete one or both degrees; however, tuition support for the medical
program will not be available to these individuals.
*
Stipends from the School of Medicine will be awarded for the first
two years of the graduate program, provided that the student makes
satisfactory academic process and remains in good and regular
standing. Stipends covering study beyond the first two years should
ordinarily be obtained from the individual laboratories or departments
in which the student conducts research.
Medicine — M.D.
Curriculum
The curriculum in medicine consists of four academic years. The first two
are oriented to the sciences basic to the practice of medicine. Exposure
to patient care is integrated within these two years. The remaining two
academic years consist of clinically-oriented core instruction and 20
weeks of clinical electives.
THE FIRST YEAR of medical education establishes a foundation in the
sciences basic to the practice of medicine—with emphasis on principles
and mechanisms of normal development, structure, and function—
including the normal changes of aging and the behavioral considerations
that influence normal development. Course content is organized around
individual organ systems whenever possible. The first year begins to
develop the skills, values, attitudes, and professional behaviors that are
integral to the safe, competent, compassionate, ethical, and Christian
practice of medicine—both now and in the future. The educational
program makes use of a wide variety of pedagogical methods—including
but not limited to traditional lecture, small group, problem-based
and case-based learning, personalized computer-based instruction,
quantitative laboratory experiences, and patient-care experiences.
THE SECOND YEAR of medical education continues to establish a
foundation in the sciences basic to the practice of medicine—with
emphasis on principles and mechanisms of abnormal structure and
function, principles of therapy, and behavioral considerations that
affect disease treatment and prevention. Course content is organized
according to individual organ systems whenever possible. The second
year continues to develop skills, values, attitudes, and behaviors
that are integral to the safe, competent, compassionate, ethical,
and Christian practice of medicine—both now and in the future. The
educational program will make use of a wide variety of pedagogical
methods -- including but not limited to traditional lecture, small group,
Loma Linda University 2019-2020 291
problem-based, and case-based learning, personalized computer-based
instruction, quantitative laboratory experiences, and longitudinal patient-
care experiences.
THE THIRD YEAR of medical education establishes a body of knowledge,
skills, values, attitudes, and behaviors in seven core clinical science
disciplines to build a foundation for patient care in ambulatory and
hospital-based settings. Students obtain this foundation through
a process of self-directed learning, independent study, and guided
supervision and teaching by house staff and faculty members. Students
have ample opportunity to learn the value of honor, shared responsibility,
and accountability by directly participating in patient-care activities as
junior colleagues on the health-care team.
The didactic program will emphasize: a) understanding the
pathophysiology of disease, b) establishing diagnoses through
interpretation of physical examination and diagnostic data, and c)
applying management principles to patients with acute and chronic
conditions. Recurring experiences in whole person care, medical
ethics, laboratory medicine, radiology, health maintenance, and disease
prevention are integrated into the seven core disciplines. Students
have the opportunity to explore an area of interest during an elective
experience to begin the process of choosing a career in medicine.
THE FOURTH YEAR of medical education requires students to integrate
the entirety of their medical knowledge, skills, values, and attitudes
gained during the first three years and apply it more autonomously to
patient care. Students participate in supervised patient-care experiences
in emergency medicine, intensive care medicine, and preventive medicine
and public health; and a sub-intern-level experience in medicine, surgery,
family medicine, or pediatrics. Although repetitive clinical duties during
the fourth year are a necessary part of preparing students for the rigors
of postgraduate training, students still have ample opportunity to pursue
individual interests during a minimum 20 weeks of elective rotations. To
reestablish the importance of science in medical practice, up to a one-
month elective must be in the basic science discipline of the student's
choosing. Students have adequate vacation time to study for Step II
(clinical knowledge and clinical skills) of the USMLE and successfully
participate in the residency selection process.
Departments
Anesthesiology (p.295)
Basic Science (p.296)
Cardiothoracic Surgery (p.298)
Dermatology (p.298)
Emergency Medicine (p.298)
Family Medicine (p.300)
Gynecology and Obstetrics (p.301)
Medical Education (p.302)
Medicine (p.302)
Neurology (p.306)
Neurosurgery (p.306)
Ophthalmology (p.307)
Orthopedic Surgery (p.307)
Otolaryngology and Head and Neck Surgery (p.308)
Pathology and Human Anatomy (p.308)
Pediatrics (p.309)
Physical Medicine and Rehabilitation (p.313)
Plastic and Reconstructive Surgery (p.313)
Preventive Medicine (p.313)
Psychiatry (p.314)
Radiation Medicine (p.315)
Radiology (p.315)
Surgery (p.317)
Urology (p.318)
Admissions
Admissions
Applicants are selected based on a holistic review of the collegiate
academic record,MCAT scores, medical and service experiences,
mission fit, recommendations, and personal characteristics which
include personal integrity, andpersonal interviews. The Admissions
Committee seeks individuals who have demonstrated a serious personal
commitment to the practice of medicine and have altruistic goals and
ideals.
The School of Medicine is owned and operated by the Seventh-day
Adventist Church; therefore, preference for admission is given to
members of the Church. However, it is a firm policy of the Admissions
Committee to admit applicants from other faiths who have demonstrated
a commitment to Christian principles and are best suited to meet the
educational goals of the School. No candidate is accepted on the basis of
religious affiliation alone.
The study of medicine
To prepare for a career in medicine, applicants should quest for a broad
understanding in the major areas of knowledge--the natural sciences,
the behavioral sciences, and the humanities--which will assist them in
learning throughout their lives.
The School of Medicine Admissions Committee selects applicants who
are best suited to fulfill the mission of the school and to successfully
practice medicine. The committee selects applicants who demonstrate
the ability to learn independently, to think critically, and to articulate
clearly—both orally and in written form—their ideas and opinions. It
is important that applicants to the School of Medicine demonstrate
excellent interpersonal skills and show evidence of sensitivity to the
needs of humanity.
The Admissions Committee puts forth considerable effort to ensure that
an applicant is qualified for medical school. The applicant's academic
record and MCAT scores are reviewed to assess the applicant’s ability
to handle the academic rigors of the medical curriculum. The committee
also looks for prerequisite qualities of character and personality, potential
292 Medicine — M.D.
for self-direction, good judgment, and dedication to the ideal of service to
humanity.
General entrance information
On rare occasions, academically exceptional applicants may be
considered for admission who have completed 90 semester/135 quarter
hours at an accredited institution of higher education in the United States
or Canada. Preference is given to college/university graduates.
Credit for the following courses is required of all applicants:
General biology (excludes microbiology, anatomy and physiology), one
year sequence with lab
General or inorganic chemistry, one year sequence with lab
Organic chemistry, one year sequence with lab
General physics, one year sequence with lab
Biochemistry, one year sequence with lab
CLEP,pass/fail performances, and online courses are not acceptable
for the science required courses. Additionally, science credits earned in
professional schools (e.g., allied health professions, business, dentistry,
nursing, or pharmacy) do not fulfill requirements for admission to
medicine. Advanced Placement (AP) credits for the required science
courses generally are not accepted.
Science credits earned in professional schools (e.g., allied health
professions, business, dentistry, nursing, or pharmacy) do not fulfill
requirements for admission to medicine. CLEP and pass/fail, and online
performances are not acceptable for required courses.
Required
Medical College Admission Test (MCAT)
All applicants must complete the MCAT prior to consideration by the
Admissions Committee. The MCAT is based on the knowledge gained
from required science courses. The exam must betaken no later than
September of the year prior to application. MCAT scores older than three
years from the date of matriculation are not considered.
Health Care Experience
Applicants are required to obtain physician shadowing experience and
direct patient care exposure to better inform their decision for a career in
medicine.
Technical Standards
All applicants must meet the Admission and Graduation Standards with
or without reasonable accommodations. Please take a moment to view
our technical standards:
Loma Linda University School of Medicine candidates for the M.D. degree
must have abilities and skills of five varieties, including: observation;
communication; motor function; intellectual-conceptual, integrative, and
quantitative abilities;and behavioral and social attributes. Technological
compensation can be made for some handicaps in certain areas, but a
candidate should be able to perform in a reasonably independent manner
without the use of a surrogate.
OBSERVATION:The student must be able to observe demonstrations
and experiments in the basic sciences, including but not limited to
physiologic and pharmacologic demonstrations in animals, microbiologic
cultures, and microscopic studies of microorganisms and tissues
in normal and pathologic states. A student must be able to observe
a patient accurately at a distance and close at hand. Observation
necessitates the functional use of the senses of vision, touch, hearing,
and somatic sensation. It is enhanced by the functional use of the sense
of smell.
COMMUNICATION:A student must be able to speak, to hear, and to
observe patients in order to elicit information; describe changes in
mood, activity, and posture; and perceive nonverbal communications. A
student must be able to communicate effectively and sensitively with
patients, colleagues, and other personnel. Communication includes not
only speech but also reading and writing. The student must be able to
communicate effectively and efficiently in oral and written form with all
members of the health-care team.
MOTOR FUNCTION:Students should have sufficient motor function to
elicit information from patients by palpation, auscultation, percussion,
and other diagnostic maneuvers. A candidate should be able to
do basic laboratory tests (urinalysis, CBC); carry out diagnostic
procedures (proctoscopy, paracentesis); and read EKGs and X-rays.
A candidate should be able to execute motor movements reasonably
required to provide general care and emergency treatment of patients.
Examples of emergency treatment reasonably required of physicians
are cardiopulmonary resuscitation, the administration of intravenous
medication, the application of pressure to stop bleeding, the opening of
obstructed airways, the suturing of simple wounds, and the performance
of simple obstetrical maneuvers. Such actions require coordination of
both gross and fine muscular movements, equilibrium, and functional use
of the senses of touch and vision.
INTELLECTUAL-CONCEPTUAL INTEGRATIVE AND QUANTITATIVE
ABILITIES:These abilities include measurement, calculation, reasoning,
analysis, and synthesis. Problem solving, the critical skill demanded
of physicians, requires all of these intellectual abilities. In addition, the
candidate should be able to comprehend three-dimensional relationships
and to understand the spatial relationships of structures.
BEHAVIORAL AND SOCIAL ATTRIBUTES:Medical students must
possess the emotional health required for appropriate utilization of
their intellectual abilities, the exercise of good judgment, and the timely
completion of all responsibilities attendant to their academic work, team
work, and patient care. They must demonstrate the ability to develop
mature, sensitive and effective professional relationships with peers,
faculty, staff, members of the healthcare team, and patients. Medical
students must demonstrate empathy, and concern for others while
respecting appropriate personal and professional boundaries. Medical
students must demonstrate integrity as manifested by truthfulness,
acceptance of responsibility for one’s actions, accountability for
mistakes, and the ability to place the well-being of the patient above
their own when necessary. They must be able to tolerate demanding
workloads and to function effectively under stress. They must be able
to adapt to changing environments, to display flexibility and to learn to
function in the face of uncertainties inherent in medical education and
clinical practice settings.
Recommended
Introductory courses in basic statistics, psychology, and sociology
Application
Application to Loma Linda University School of Medicine must be
submitted through the American Medical College Application Service
(AMCAS). Application for the next year’s entering class opens
Loma Linda University 2019-2020 293
approximately May 1. For more information or to fill out an application,
visithttps://students-residents.aamc.org/. The deadline to submit an
AMCAS application isNovember 1. The AMCAS application, transcripts,
and fee must be submitted to AMCAS by the deadline.
Secondary application
Invitations to submit the secondary application are sent to all our
applicants. Upon receipt of an AMCAS application (allowing up to
six weeks after submission of the application to AMCAS), an email is
sent inviting the applicant to complete the secondary application. The
deadline for submission of the secondary application isNovember
15.There is a non-refundable fee for the secondary application.
Secondary application fee waivers are granted to those who have
received a fee waiver from AMCAS.
Letters of recommendation
The pre-health professions committee letter or packet is required; no
other recommendations are required.
For schools which do not provide a pre-health professions committee
letter or packet, a minimum of three and maximum of six letters of
recommendation are required. These letters are an appraisal of the
applicant's character, ability, and suitability for a medical career by
persons knowledgeable about the applicant's past performance. Letters
are to be from a science professor who has taught the applicant, a
physician whom the applicant has shadowed, an employer, a pastor or
other clergy, or a leader in applicant volunteering experiences.
All letters of recommendation must be submitted to AMCAS.
Procedure
The application procedure is as follows:
1. Applicants submit an application through AMCAS. AMCAS verifies
the data and forwards the information to the School of Medicine.
2. After receipt of verified applications from AMCAS, the School of
Medicine invites applicants to complete the secondary application.
3. After receipt of secondary application and letters of recommendation
have been submitted and reviewed, applicants may be invited to
interview.
4. AMCAS applications, secondary applications, letters of
recommendation, and interview reports are evaluated. The
Admissions Committee evaluates AMCAS applications, secondary
applications, letters of recommendation, and the interview reports.
The Admissions Committee determines whether an applicant is
accepted or rejected. All applicants are notified of the Admissions
Committee decision regarding their applications. Admissions
Committee decisions are final. Acceptance notices are sent to regular
applicants beginning December of the year preceding admission to
the School of Medicine, continuing until the class is filled.
5. Accepted applicants respond online by accepting the offer of
admission and the technical standards.
Early decision program
Qualified applicants who wish to secure a seat in the next year’s entering
class may apply through the Early Decision Program (EDP). Applicants
considered for acceptance through EDP have demonstrated exceptional
performance in academics, non-academics, and mission fit. Applicants
select EDP on the AMCAS application and agree to comply with the
program restrictions. Application submission is between June 1 and
August 1. The secondary application and other documents must be
received by August 15. Applicants are notified of Admissions Committee
decisions no later than October 1. EDP applicants may not apply to other
medical schools during this time period. If the applicant is accepted at
Loma Linda University School of Medicine, the applicant is committed to
that decision. If the applicant is not accepted by October 1, the applicant
may then apply to other medical schools. Applicants not accepted by
October 1 will be considered in the regular applicant pool.
Pre-entrance health requirement and health coverage
Medical students are exposed to patients beginning in the first year of
medical education. Because of this, it is necessary for students to have
immunizations against certain infectious diseases. In order to complete
registration for the first academic quarter, students must give evidence
in the form of physician records or college health service records that
they have met immunization requirements. Students without proper
verification will be required to receive immunizations, and the charges
will be billed to the students' account. Pre-entrance requirements may be
found at https://home.llu.edu/campus-and-spiritual-life/student-health-
service/new-students-health-requirements. Students are also required to
have certain injections and immunizations repeated at various intervals
during their enrollment, including an annual skin test for tuberculosis.
Medical students are required to have an influenza vaccination on an
annual basis in order to meet the requirements of clinical sites where
students will be working. These vaccinations will be administered by the
Student Health Service at the beginning of each flu season.
Incoming students are expected to have routine dental and medical care
as well as elective surgery attended to before registering for medical
school.
All School of Medicine students are provided with health coverage
through the University's Department of Risk Management. The Student
Health Plan remains in effect for students who are regularly enrolled,
provided they register and pay tuition and fees on time each quarter.For
Student Health Plan benefit information, visit https://home.llu.edu/
campus-and-spiritual-life/student-health-service. The plan does not cover
optical care and provides only limited dental care.For these reasons
it may be to the student’s advantage to maintain a current personal
policy.A student who does not have health insurance coverage for
their spouse/children may purchase coverage through the University’s
Department of Risk Management at the time of registration or during
specified enrollment periods.Government regulations prohibit the use
of student loan funds to provide medical insurance or services for a
student’s spouse or children.
Students who wish to review a copy of the current student health plan or
have further questions about the plan should contact Risk Management
at (909) 651-4010. Annual tuition also covers the cost of disability
insurance. Details will be presented during orientation or upon request.
Transfer
Loma Linda University School of Medicine accepts transfer applications
if transfer positions are available. Opportunities for transfer are rare.
Transfer applications are not accepted if there are no transfer positions
available.
If a transfer position should be available, applications are accepted only
from students in good standing at LCME-accredited allopathic medical
schools in the United States. Acceptance is limited to students who have
successfully completed the second year and not yet started the third
year, without any breaks. Students must have completed all preclinical
coursework and passed USMLE Step 1.
294 Medicine — M.D.
Contact the Office of Admissions at 909-558-4467 between April 15
and May 1 of the year of desired transfer to determine whether transfer
positions are available or for further information.
Program requirements
First Year
ANAT529 Gross Anatomy and Embryology 10.5
BCHM518 Fundamentals of Human Biochemistry 2.5
MDCJ519 Foundations of Clinical Medicine 17
MDCJ520 Basis of Medical Genetics 2
MDCJ527 Cell Structure and Function 8.5
MDCJ528 Evidence-Based Medicine and Information
Sciences
3.5
MDCJ538 Medical Neuroscience 3.5
PHSL526 Medical Physiology 7.5
RELE704 Medicine and Ethics 2
RELR701 Orientation to Religion and Medicine 2
Select two of the following: 4
RELR725 Wholeness for Physicians
RELR749 Marriage and Family Wholeness
RELT706 Adventist Beliefs and Life
RELT707 Medicine, Humanity, and God
RELT767 Apostle of Hope: The Life, Letters, and Legacy of
Paul
Second Year
MDCJ521 Applications of Clinical Genetics 2
MDCJ530 Pathophysiology and Applied Physical Diagnosis 11
MDCJ539 Diseases of Neuroscience 4
MICR547 Medical Microbiology 4.5
PATH517 Human Systemic Pathology 9.5
PHRM515 Medical Pharmacology 6
PRVM517 Lifestyle and Preventive Medicine 4
PSYT526 Psychopathology 4.5
RELR775 Whole Person Care 2
Select one of the following: 2
RELR749 Marriage and Family Wholeness (If not taken 1st
year)
RELT716 God and Human Suffering
RELT734 Anthropology of Mission
Third Year
1.5 units = 1 week of clinical clerkship
FMDN701 Family Medicine Clerkship (4 weeks) 6
GYOB701 Gynecology and Obstetrics Clerkship (6 weeks) 9
MEDN701 Medicine Clerkship (10 weeks) 15
MNES791 Third-year Elective (2 weeks)
1
3
NEUR701 Neurology Clerkship (4 weeks) 6
PEDS701 Pediatrics Clerkship (8 weeks) 12
PRVM791 Applied Preventive Medicine 2
PSYT701 Psychiatry Clerkship (6 weeks) 9
RADS791 Integrated Clinical Radiology 2
RELE714 Advanced Medical Ethics 2
SURG701 Surgery Clerkship (10 weeks) 15
Fourth Year
Clinical clerkships
EMDN821 Emergency Medicine Clerkship (2 weeks) 3
MDCJ821 Preventive Medicine and Population Health (4
weeks)
6
Select one rotation (4 weeks): 6
MEDN822 Medicine Intensive Care
PEDS822 Pediatrics Intensive Care
SURG822 Surgery Intensive Care
Subinternship: Select one rotation (4 weeks) 6
FMDN821 Family Medicine Subinternship
MEDN821 Medicine Subinternship
PEDS821 Pediatrics Subinternship
SURG821 Surgery Subinternship
Select 30 units (20 weeks) of the following: 30
ANAT891 Anatomy Elective
ANES891 Anesthesiology Elective
BCHM891 Biochemistry Elective
DERM891 Dermatology Elective
EMDN891 Emergency Medicine Elective
FMDN891 Family Medicine Elective (General Family
Medicine)
GYOB891 Gynecology and Obstetrics Elective
MDCJ891 Whole Person Care
MEDN891 Medicine Elective
NEUR891 Neurology Elective
NEUS891 Neurosurgery Elective
OPHM891 Ophthalmology Elective
ORTH891 Orthopaedic Surgery Elective
OTOL891 Otolaryngology Elective
PATH891 Pathology Elective
PEDS891 Pediatrics Elective
PHRM891 Pharmacology Elective
PHSL891 Physiology Elective
PMRH891 Physical Medicine and Rehabilitation Elective
PRVM891 Preventive Medicine Elective
PSYT891 Psychiatry Elective
RADS891 Radiology Elective
RDMN891 Radiation Medicine Elective
SURG891 Surgery Elective
UROL891 Urology Elective
Total Units 244.5
1
Upon permission, students may complete this course as the first
elective in the fourth year
Normal time to complete the program
Four (4) years — full-time enrollment required
Loma Linda University 2019-2020 295
Anesthesiology
The goals of the Department of Anesthesiology are to:
1. Provide necessary anesthesia, analgesia, pain control, and intensive
care of the highest caliber with Christian empathy to patients of Loma
Linda University Medical Center and its affiliated facilities.
2. Educate medical students, dentists, nurse anesthetists,and
anesthesiology residents in the fields of anesthesia, critical care,
perioperative medicine,and pain control.
3. Provide increased knowledgeon the use of anesthetic and analgesic
agents.
Chair
Robert D. Martin
Vice Chair
Stanley Brauer
Head-Critical Care Anesthesiology
Ihab Dorotta
Primary faculty
Carolyn Abbasi
Shelley F. Abdel-Sayed
Zulficar Ahmed
Donald L. Anderson
Sherif A. Azer
Kristen R. Bandy
Alexandra Bandy
Brent J. Barker
Michael Benggon
Baher N. Boctor
Stanley D. Brauer
Alba Carpenter
Harmony F. Carter
Melody Chang
Carl E. Collier
Jennifer B. Cristall
Dana S. Darwish
Ihab R. Dorotta
Hilcias Duran-Gheorghe
Linninea Ebell
Thomas A. Engel
Corwyn Dean Fortner
Sandra Tatiana Fortner
Jason W. Gatling
Elizabeth A. Ghazal
Tiffany Hadley
Richard Hall
Michelle D. Handal
Justin E. Horricks
Huayong Hu
Thomas Hughes
Daniela S. Karagyozyan
Paul Seung-Kook Kim
Uoo Kim
Carol A. Lau
Ryan E. Lauer
Patrick D. Leiter
John Lenart
Nicholas Edward Loper
Kristel Jan Magsino
Linda Martin
Robert D. Martin
Carin Mead Mascetti
Linda J. Mason
Melissa Dawn McCabe
Edward McCluskey
Deborah W. McIvor
Ali Mehdizadeh
Kimberly G. Menefee
Candy Miranda
Shannon M. Mulder-Michaelson
Kenneth Neff
Carlos Enrique Neumann
Monica M. Neumann
Paul K. Nguyen
Ioana Pasca
Jessiciah M. Rabkin
Davinder Singh Ramsingh
Ronak Raval
296 Basic Science
Lowell W. Reynolds
David Sanner
Emilie Selleck
Nitin Shah
Gary W. Shih
Melinda Sloan
Joseph Soo
Gary R. Stier
Whitney Alison Sullivan-Lewis
Shirley Tan
Tarrah Tokishi
Ryan C. Tone
Samuel E. Torres
Mihn Chau Tran
Michele VandenHoven
Rashmi Vandse
Linda I. Wat
Mark Wittman
Michelle Woodfin
Secondary faculty
Jose Cesar
Gregory Cheek
Shawn Uraine
John H. Zhang
Emeritus faculty
Martin Allard
Burton A. Briggs
Basic Science
The objectives of the Department of Basic Sciences are to:
1. Offer relevant course work for the various professional curricula that
will provide essential foundational content, an understanding of the
current state of the field, and the skills required to maintain currency.
2. Offer graduate curricula leading to M.S. and Ph.D. degrees that are
designed to provide graduate students with the information and tools
needed to succeed as independent educators and investigators.
3. Conduct and publish peer-reviewed research that contributes to
knowledge in the biomedical sciences.
4. Support Loma Linda University colleagues through collaborations and
consultations that will assist in research and instruction.
Chair
Penelope J. Duerksen-Hughes
Division of Biochemistry
Penelope J. Duerksen-Hughes, Vice Chair
Division of Biomedical Engineering Science Division
Michael Pecaut, Vice Chair
Division of Microbiology
Hansel M. Fletcher, Vice Chair
Division of Pharmacology
John Buchholz, VIce Chair
Division of Physiology
John H. Zhang, Vice Chair
Director
Kimberly Payne
Primary faculty
Danilyn M. Angeles
Vladimir Bashkirov
Erik Behringer
Danilo Boskovic
Eileen J. Brantley
John N. Buchholz
Carlos A. Casiano
Xin Sean Chen
Johnny Figueroa
Xiang-Qun Hu
Mark Johnson
Daisy D. De Leon
Marino A. De Leon
Charles A. Ducsay
Penelope J. Duerksen-Hughes
Valeri Filippov
Hansel M. Fletcher
David A. Hessinger
Salma Khan
William H. Langridge
Bo Li
Qing Yi Ma
Xiao W. Mao
Eugenia I. Mata-Greenwood
Loma Linda University 2019-2020 297
Gregory A. Nelson
Andre Obenaus
William J. Pearce
Michael Pecaut
Christopher C. Perry
Gordon G. Power
Hongyu Qiu
Reinhard Schulte
Ubaldo A. Soto-Wegner
Richard S. Sun
Jiping Tang
Julia J. Unternaehrer-Hamm
Nathan R. Wall
Charles Wang
Kylie J. Watts
Christopher G. Wilson
Sean M. Wilson
David L. Wolf
Daliao Xiao
Steven M. Yellon
John H. Zhang
Lubo Zhang
Secondary faculty
Olayemi Adeoye
Nancy J. Anderson
Brenda L. Bartnik-Olson
David J. Baylink
Abigail Benitez
Arlin Blood
Murray E. Brandstater
David A. Bush
Cindy X. Cai
Philip J. Chan
Chien-Shing Chen
Keith K. Colburn
Bradley A. Cole
Khashayar Dashtipour
Ihab Dorotta
Joseph Fan
Ronald Fernando
Kendra Fisher
Umesh Gangadharmath
Ciprian Gheorghe
Lei Huang
Willie L. Davis, Jr.
Carlos A. Garberoglio
Elizabeth A. Ghazal
June-Anne Gold
Barbara A. Holshouser
Christian S. Jackson
Alan K. Jacobson
T. Michael Kashner
Daniel K. Kido
Michael A. Kirby
Wolff M. Kirsch
Steve C. Lee
Xian Luo-Owen
Timothy Martens
Saied Mirshahidi
Subburaman Mohan
H. Bryant Nguyen
Thomas A. O'Callaghan
Peter H. Pham
Suzanne Phillips
Xue Zhong Qin
Xue Zhong Qin
E. Ellen Reibling
Lawrence Sandberg
Kristin A. Seiberling
Matilda Sheng
Wei-Xing Shi
Sam Siddighi
298 Cardiothoracic Surgery
Jerry Slater
Dustin D. Smith
Jason C. Smith
Salvador Soriano
Donna D. Strong
Xiaolei Tang
Karen A. Tong
Abel Torres
Marcelo Vazquez
Joe E. Wergedal
Leonard S. Werner
Beverly Wood
N. Dan Wycliffe
Gary Y. Yang
Xiangpeng Yuan
Xiao-Bing Zhang
Zhiwei Zhang
Emeritus faculty
Daila Gridley
Barry Taylor
Anthony Zuccarelli
Cardiothoracic Surgery
The Department of Cardiothoracic Surgery is dedicated to providing
comprehensive, quality surgical care to patients with heart, vascular,
and thoracic disease. The department's clinical services include adult
cardiac surgery, congenital cardiac surgery, adult and pediatric heart
transplantation, general thoracic surgery, vascular surgery, and trauma.
Other equally important goals of the department are to:
1. Educate medical students through lectures, clinical rotations,
research projects, and faculty role modeling.
2. Train the next generation of competent surgeons in the specialty. The
department provides opportunities for an ACGME-approved residency
in cardiothoracic surgery (three-year program).
3. Partner with the Global Health Institute of Loma Linda University by
providing expert surgical help to other countries in need.
4. Provide support for innovation and promotion of clinical research.
5. Promote collaboration with adult cardiology to offer advanced
therapies to select patients with complex cardiovascular disease, e.g.,
transcatheter aortic valve replacement (TAVR), percutaneous mitral
valve repair (MitraClip), mechanical circulatory support (LVADs).
6. Provide clinical support and professional resources to the
community-based cardiac surgery program at LLUMC-Murrieta.
Chair
Anees J. Razzouk
Primary faculty
Rosario Floridia
Joshua T. Gysbers
Nguyen Le
Timothy Martens
David G. Rabkin
Anees J. Razzouk
O. Howard Shattuck
Nicole Wheeler
Heather Whitmer
Salman Zaheer
Distinguished professor
Leonard Bailey
Dermatology
Chair
Carlos Garberoglio, Interim
Primary faculty
Nancy J. Anderson
Conroy Chow
Betsy Furukawa
Linda Golkar
Shawna K. Langley
Justin D. Love
Jariene D. Luke
Kristin Carter Smith
Fred F. Soeprono
Secondary Faculty
Farhad Ardeshipour
Justin Kerstetter
Emergency Medicine
The philosophy of the Department of Emergency Medicine centers on a
commitment to quality in its service, teaching, and research missions.
This department functions as a crossroads interface between the
community and medicalcenterservices—providing a point of access
to medical care for many people who are seriously and unexpectedly ill;
and whose conditions may be compromised by geographic isolation and
socioeconomic disadvantage.
The objectives of the department are to:
Loma Linda University 2019-2020 299
1. Provide and coordinate cost-effective, empathetic, compassionate
and excellent pre-hospital, emergency, and trauma services.
2. Support and contribute to the achievement of medical education
competency for all categories of emergency-care professionals.
3. Develop initiatives that promote increased understanding of and
improved techniques and skills in emergency-care practice, heighten
positive perception of this specialty, and contribute to quality
research in this area.
4. Promote teamwork skills among the various services and
professionals comprising the emergency medical system.
Division of General Emergency Medicine
Lance A. Brown, Vice Chair
Tamara Thomas, Interim Chair
Division of Pediatric Emergency Medicine
Lance A. Brown, Head
Division of Academic Affairs Emergency Medicine
Dustin Smith, Vice Chair
Primary faculty
Besh Rhyl Barcega
Matthias Barden
Emily Barrett
Robert Bassler
Lance A. Brown
Brian Chen
Natalie Chen
Sarah J. Christian-Kopp
Lynda Daniel-Underwood
Morgaine Daniels
Marque Dietzler
Vi A. Dinh
Radu Dudas
W. Seth Dukes
Nellie Ekmekjian
Molly Estes
Andrew Flanery
Shubhangi Gaikwad
Ryan Gore
Jeff T. Grange
Steven M. Green
Mindi J. Guptill
Jennifer Kim Handy
Korbin N. Haycock
David A. Hecht
Zan Jafry
Lisa Johnson
Joshua Johnson
Sharmin Kalam
Aqeel S. Khan
Michael Kiemeny
Eugene Kim
Grace J. Kim
Tommy Y. H. Kim
Tommy Kim
Samuel Ko
Heather Kuntz
Kelsey Lander
Bradley Lawing
Natasha Li
Chin-Yu Jean Lo
R. Daniel Luther II
Tasha Lowery
Jyh-I James Lu
Claire L. McArthur III
Michelle Meyers
James Mitchell
James A. Moynihan
Bryce Pace
Davi Paletz
Sarah Peterson
Lisa Ponsford
Melanie Randall
E. Ellen Reibling
Paul Savino
Mary A. Savory
Geron Sheppard
Thomas S. Sherwin
Karan Singh
300 Family Medicine
Dustin D. Smith
Robert C. Steele
Jennifer Tango
Heather M. Tassone
Tamara L. Thomas
Stephanie Tseeng
Kathy Valdeverona
Pablo Vargas
E. Lea Walters
Deborah L. Washke
Samuel G. Wilson
Maciej Witkos
Brian J. Wolk
Carmela Yomtoubian
Timothy P. Young
Kimberly R. Zimmerman
Secondary faculty
Shamel Abd-Allah
H. Bryant Nguyen
Family Medicine
The objectives of the Department of Family Medicine are to:
1. Provide medical students and residents with education and training
that exemplifies excellence, compassion, and wholeness in the family
medicine specialty.
2. Educate students and residents to provide evidence-based, best-
practice, chronic-disease care that spans the arc of care—from
prevention to management of palliative care.
3. Teach students to evaluate and manage common problems at the
primary-care level, providing continuing and comprehensive health
care for individuals of both genders and all ages.
4. Teach students and residents skills necessary for taking a spiritual
history and for incorporating spiritual and psychosocial dimensions
into the biomedical aspects of clinical care.
5. Introduce students and residents to the use of a systems approach
and quality-improvement techniques to improve patient safety,
and assure the delivery of best-practice, evidence-based care to a
population of patients.
6. Introduce students to family physician role models so that students
will be able to make informed choices regarding family medicine as a
career option.
Chair
Roger D. Woodruff
Primary faculty
Carolina Abrew-Quimbaya
David Ahamba
Pallavi Bains
Rebecca Barnard
Prashath Bhat
Zachary J. Cash
Jian Chen
Jeffrey Cho
Heidi Choi
James E. Crounse
Dai V. Du
Lindsey Elsea
N. Margarete Ezinwa
Cindy Gamboa
Rio Gutierrez
Allana Harboldt
Ecler Jaqua
William Jih
Maged Melek
Karolis Raudys
Brenda Rea
Armando Lemus-Hernandez
Jessica McClintock
Megan Olivas
Rami Haddad
Calvin Hagglov
Sara E. Halverson
Mary A. Hanna
Joan E. Haynes-Lee
Ramon Issa
Jeffrey L. Kim
Richard Kim
Sunghee Kim
Wessam K. Labib
Hobart H. Lee
Allen Liu
Yi Liu
Loma Linda University 2019-2020 301
Jason Lohr
Maria B. Lohr
Kyle Masi
Laurie McNaughton
Masoud Mehraban
Gina J. Mohr
Kelly R. Morton
Juan Najarro
Hieu T. M. Nguyen
Van Nguyen
Michelle E. Reeves
Daniel Reichert
Michelle I. Rhiner
Khaled El Said
Karen Shannon
Kevin C. Shannon
Yuliya Shayunussova
Nadia Sheridan
Lauren M. Simon
Lori Urban
Marcos Uribe
Stewart Wilkey
Timothy Wong
Roger D. Woodruff
Qi Tong Yu
Secondary faculty
Linda Ferry
Dipika Pandit
Mina Rakoski
Mitsuhiko Tsukimoto
Emeritus faculty
Raymond West
Gynecology and Obstetrics
The purpose of the Department of Gynecology and Obstetrics is to
provide an academic environment that encourages learning, teaching,
and research.
The objectives of the department are to:
1. Provide medical students with a broad base of knowledge in
obstetrics and gynecology for entrance into a primary care specialty.
2. Instill a standard of medical excellence that will lead to a continuing
program of medical education reaching through and beyond the
residency years.
3. Provide faculty members who function as role models for the
students and residents.
Chair
Kevin Balli
Primary faculty
Sanaz Amini
Kevin C. Balli
Gihan Bareh
Barry S. Block
Jennifer Broad
Irena Cabrera
Philip J. Chan
Sum C. Cheung
Johannah Corselli
Dean E. Dagermangy
Shareece A. Davis-Nelson
Tiare Evans
Heather Figueroa
Ciprian Gheorghe
Jeffrey S. Hardesty
Elaine E. Hart
Bryan Hill
Tamara Hobson
Linda Hong
Beverly K. Hudson
Yevgeniya Ioffe
Ronald B. Johnson
Lisa A. Kairis
Melissa M. Kidder
Kathleen M. Lau
Peter K. Y. Leung
Courtney Martin
Danielle M. Mason
Lynn McLean
302 Medical Education
Mazdak Momeni
Bryan Oshiro
William C. Patton
Christia Del Rosario
Stuart Ross
Elmer Sakala
Andrea Salcedo
Sam Siddighi
Robert J. Wagner, Jr.
Ai-Mae Watkins
Kaimin A. Wei
Jane Yun
Secondary faculty
Steven M. Yellon
Medical Education
Chair
Tamara Thomas
Primary faculty
Allison Ong
Rebekah Bartos Specht
Nancy J. Heine
Barbara A. Hernandez
Kathy A. Herzberger
Loretta B. Johns
Khiet D. Ngo
Robert D. Orr
Martie L. Parsley
Christiane Schubert
Secondary faculty
Bradley A. Cole
Lynda Daniel-Underwood
Daniel W. Giang
Carla Gober-Park
Peter Landless
Lawrence K. Loo
Ellen Reibling
Tamara M. Shankel
Tamara L. Thomas
Leonard S. Werner
Medicine
The goal of the Department of Medicine is to innovate and provide
leadership in:
• Healing
• Education
• Discovery
• Integrated health-care delivery
• Shaping institutional and public policy
The Department of Medicine supports the mission of Loma Linda
University and of Loma Linda University Health.
Vision
• The Department of Medicine becomes a greater regional clinical
resource.
• The Department of Medicine fosters a spirit of inquiry expressed
in research and teaching. Its faculty advances clinical practice and
understanding.
Themes
• Renewal
• Growth
• Teamwork
Chair
Douglas R. Hegstad
Vice Chairs
Philip M. Gold
Daniel Kim
Lawrence Loo
H. Bryant Nguyen
Philip Roos
Vice Chair, LLUMC Division
Kenneth R. Jutzy
Associate Chairs
Amy Hayton
T. Michael Kashner
Sonny Lee
Leah Tudtud-Hans
Division of Cardiology
Anthony Hilliard, Co-Head
Kenneth R. Jutzy, Head
Division of Endocrinology
Kevin Codorniz, Head
Loma Linda University 2019-2020 303
Division of Gastroenterology and Nutrition
Michael L. Volk, Head
Division of Hematology and Oncology
Mark E. Reeves, Interim Head
Division of Hospitalist Medicine
David H.T. Kim, Head
Division of Infectious Diseases
Ingrid K. Blomquist, Head
Division of General Internal Medicine & Geriatric Medicine
Shivani R. Scharf, Head
Division of Nephrology
Amir Abdipour, Head
Division of Pulmonary & Critical Care
H. Bryant Nguyen, Head
Division of Regenerative Medicine
David J. Baylink, Head
Division of Rheumatology and Immunology
Karina D. Torralba, Head
Program director, Residency Program
Sonny C. Lee
Primary faculty
Maisa Abdalla
Amir Abdipour
Dmitry Abramov
Islam Abudayyeh
Endre Agoston
M. Reza Amini
Lydia Aye
Mansoor Azim
Ramesh C. Bansal
Frances P. Batin
David J. Baylink
Abigail Benitez
Aditya Bharadwaj
Rahul Bhardwaj
David K. Bland
Charles Brinegar
Huynh Cao
Jayaram Chandrasekar
Kendrick CHe
Gregory Cheek
Audrey Sue Cruz
Policarpo Despaigne
Christina Downey
Parastu Emrani
Farzin Farajzadeh
Rosemarie Florian
Glenn Foster
Brian Furukawa
Silvana Giannelli
Thomas Godfrey
Walter Graf
George Grames
Tricia Guadiz
Richelle Guerrero-Wooley
Saba Hamiduzzaman
Raymond Herber
Mehrnaz Hojjati
Chung-Tsen Hsueh
Ingrid K. Blomquist
Swapna Boppana
Vince P. Cacho
Tahmeed A. Contractor
Arianne S. Furman
Kay Chea
Chien-Shing Chen
Jason T. Cheng
Sahil Chopra
Ara A. Chrissian
Kevin A. Codorniz
Adrian N. Cotton
Alfred C. Cottrell
James J. Couperus
Patricia P. Dang
Marvin L. Elias
Steven C. Forland
304 Medicine
Bevan A. Geslani
Paresh C. Giri
Susan L. Hall
Amy C. Hayton
Douglas R. Hegstad
Anthony A. Hilliard
Thanh X. Hoang
Frank D. Howard
Erick Imbertson
Jason S. Hwang
Sergio Infante
Dale M. Isaeff
Alexander W. Jahng
Charmaine Jamias
Geun David Jang
Niranjan Jeganathan
Suchaya Jinamornphongs
Kenneth R. Jutzy
Tejinder M. Kalra
Muhammad Kamal
Matthew Kaptein
Emmanuel P. Katsaros
David H. T. Kim
Kevin Kim
Shawn Kim
Ja Eun Koo
Edwin Krick
Irvin Kuhn
Victor Laluz
Andrea Lee
Sonny Lee
James P. Larsen
Timothy Lee
Paul Levine
Terence D. Lewis
Jennifer N. Li
Jayce Liang
Roy Liu
Lawrence K. Loo
Kanwaljeet K. Maken
Nirav M. Mamdani
Ravi Mandapati
Neel Mann
Robert Marsa
Axa I. Martell
J. Todd Martell
Michael Matus
Lauren Midthun
Hamid R. Mirshahidi
Saied Mirshahidi
J. Lamont Murdoch
Gayathri Nagaraj
H. Bryant Nguyen
Mike C. Nguyen
Christopher Nguyen
Wassim Noureddine
Matthew J. Oman
Takahiro Otsuka
Sudha M. Pai
James M. Pappas
Purvi Parwani
Jon G. Persichino
Gerald M. Pohost
Vinoy Prasad
Walter Quan
Gulnara Rackauskas
Samira Rahmanian
Vinutha Rajesh
Mina Rakoski
Surakshya Regmi
Rhodes L. Rigsby
Daniel K. Rogstad
Loma Linda University 2019-2020 305
Giorgio Roveran
Gergette Sacay
Ebrahim Sadeghi-Najafabadi
Leena Sahay
Antoine Sakr
Vaneet K. Sandhu
Matheni Sathananthan
Shivani R. Scharf
Khaled Selim
Steve Serrao
Matilda H. Sheng
Geoffrey Shouse
Danish S. Siddiqui
Ambika Sivanandam
Hae-Young Song
Liset N. Stoletniy
Teri Swanson
Ellen Tambunan
Laren D. Tan
Xiaolei Tang
Siegmund Teichman
Karina D. Torralba
James Y. Tsai
Leah A. Tudtud-Hans
Padmini Varadarajan
Rafael Villicana
Michael L. Volk
John H. Wang
Mark A. Welch
Leonard S. Werner
Raymond Y. Wong
John Wong
Jeffrey E. Wonoprabowo
Andrew Wright
Xiao-Bing Zhang
Cindy Zhang
Yan S. Zhao
Secondary Faculty
Carlos A. Casiano
Francis D. W. Chan
Camille Clarke
Marc J. Debay
Vi Dinh
Gary E. Fraser
David Hecht
Nancy J. Heine
Kathy A. Herzberger
Yvonne Heung
Sharon Jamie
Jayakaran S. Job
Selma Khan
Pushpa Nowrangi
Sunitha Nune
Kimberly J. Payne
David Puder
Mark Reeves
Joan Sabate
Lawrence Sandberg
Tamara M. Shankel
Rebekah Bartos Specht
Gary R. Stier
Javad Tafreshi
Sigve K. Tonstad
Gina Tran
Chad J. Vercio
Andrew Wai
Alan Wei
Sean M. Wilson
Timothy Wong
Sidney Wu
Emeritus
Stanley Condon
306 Neurology
Robert Mitchell
Stewart Shankel
Neurology
The goal of the Department of Neurology is to deliver the highest quality
neurological care to patients by integrating academic medicine with
whole-person care, research, and education. With the rapid development
of technology, it is essential that medical students learn to recognize
and treat a variety of neurological disorders. The objective of the
department's four-week rotation is to further God's work of restoring
wholeness to people by teaching the essentials of clinical neurology
through compassionate patient care, bedside teaching, and a focused
didactic curriculum.
Chair
Bryan E. Tsao
Vice chair
Travis E. Losey
Primary faculty
Firas Bannout
Thomas W. Bohr
Thomas Bravo
Matthew Caffey
Bradley A. Cole
Khashayar Dashtipour
Mohammad Dastjerdi
Janice Fuentes-Delgado
Daniel W. Giang
Brian Cravanas Jr.
Charles Kamen
Theresa LaBarte
Laura D. Nist
Ricardo Olivo
Farzin Pedouim
Gordon W, Peterson
Jeffrey Rosenfeld
Vincent Truong
Bryan E. Tsao
Philip Tseng
Stephen Yeung
Secondary faculty
Murray E. Brandstater
Ali Makki
David Michelson
Emeritus faculty
Donald I. Peterson
Neurosurgery
Chair
Warren W. Boling
Primary faculty
Nisrin Abdelsamie
Warren Boling
Liming Bu
Daniel DiLorenzo
Clifford Douglas
Marina Gonzalez
Kellie Grenier
Kyle Grgich
Raymond Hernandez
Namath Hussain
Esther J. Kim
Wolff M. Kirsch
Kenneth DeLosReyes
Brandy Navarro
Ramachandran Promod Pillai
Miguel Lopez-Gonzalez
Tanya Minasian
Ying Nie
Hayley Pekarcik
Ramachandran Promod Pillai
Ashley Quitugua
Richard Robinson
Venkatraman Sadanand
Nikhil Sahasrabudhe
Anish Sen
Konrad Talbot
Secondary faculty
Olumide Danisa
Paul Jacobson
Loma Linda University 2019-2020 307
John H. Zhang
Ophthalmology
The Department of Ophthalmology is committed to:
1. Provide an academic environment that will foster an in-depth
understanding of the specialty of ophthalmology.
2. Provide education for students, residents, and fellows that prepares
them for an academic, community, or mission practice.
3. Encourage and support clinical research.
4. Inspire students and residents to promote preventive ophthalmology.
Chair
Michael E. Rauser
Vice Chair
Kakarla Chalam
Vice chair, Academic Affairs
Ernest S. Zane
Vice chair, Clinical Affairs
Jennifer A. Dunbar
Director
Kakarla Chalam
Howard Guan
Frank Hwang
Leila Khazaeni
Director of Research
Joseph T. Fan
Program Director
Kakarla Chalam
Program Director, Associate Program
Samantha Perea
Primary faculty
John C. Affeldt
Kakarla Chalam
Kimberly Chan
Jennifer Dunbar
Fatema Esmail
Joseph T. Fan
Neil Finnen
Howard V. Gimbel
Howard Guan
Kelley Hawkins
Eman Hawy
Martha Henao
Jennifer I, Hui
Frank Hwang
Wayne B. Isaeff
Leila M. Khazaeni
Willaim H. Kiernan
Samuel Kim
Rosalynn H. Nguyen-Stongin
Samantha E. Perea
Michael E. Rauser
Jewel Sandy
David Sierpina
Mukesh B. Suthar
Richard R. Tamesis
Donald G. Tohm
Timothy Winter
Ernest S. Zane
Secondary Faculty
Kelly Keefe
Orthopedic Surgery
The Department of Orthopedic Surgery provides a lecture series to junior
medical students. Series objectives are to:
1. Introduce the specialty of orthopedic surgery.
2. Teach physical diagnosis of the musculoskeletal system.
3. Review care of common orthopedic conditions.
4. Survey orthopedic subspecialties and orthopedic surgery.
5. Stimulate students to consider careers in orthopedic surgery.
6. Stimulateinteractive discussionof various orthopedic conditions.
7. Communicate high-yield orthopedicboard topics forfuture self-study.
Acting chair
Daniel M. Wongworawat
Division of Arthroplasty Service
Thomas R. Burgdorff, Head
Division of Hand Surgery
M. Daniel Wongworawat, Head
Division of Spine Service
Olummide Danisa, Head
Primary Faculty
Nirav Amin
William Bunnell
Thomas Burgdorff
308 Otolaryngology and Head and Neck Surgery
DuWyayne Carlson
Olumide Danisa
Corey Fuller
Serkan Ingceoglu
Christopher Jobe
Margaret Mandry
Martin Morrison
Scott Nelson
Wesley Phipatanakul
Barth Riedel
Arthur Thiel
M. Daniel Wongworawat
Lee Zuckerman
Secondary faculty
Subburaman Mohan
Emeritus
Virchel Wood
Otolaryngology and Head and Neck
Surgery
Chair
Alfred A. Simental
Vice Chair
Steve Lee
Primary faculty
Benjamin Bradford
Baishakhi Choudhury
Christopher A. Church
Stephanie Cipta
Luamy Cornejo
Brianna Crawley
Jodi Datema
Robin Dyleski
Cory Ferguson
Cory Ferguson
Pedro DeAndrade Filho
Jared C. Inman
Priya D. Krishna
Daniel Kwon
Steve C. Lee
Allie Maus
David G. McGann
Thomas Murry
Ashley Page
Renee Park
Nathaniel Peterson
Mark Rowe
Kristin A. Seiberling
Alfred A. Simental, Jr.
Charles E. Stewart III
Paul Walker
Helen X. Xu
Xiangpeng Yuan
Secondary and adjunct faculty
Kenneth De Los Reyes
Slama Khan
Mia C. Nepomuceno-Perez
Pathology and Human Anatomy
The primary goal of the Department of Pathology and Human Anatomy
is to educate capable, compassionate, scientifically-minded physicians
dedicated to the mission and objectives of Loma Linda University School
of Medicine. Courses offered by the department provide a bridge to the
clinical sciences, spanning the two years of the preclinical curriculum—
from foundational principles of gross, microscopic, and developmental
anatomy to modern pathophysiologic concepts. Progressive emphasis
is placed on cultivating the student's ability to integrate basic knowledge
of structure, function, and dysfunction of the human body with analytical
skills in solving clinical problems.
The department is strongly committed to facilitating the development
of both teaching and investigative skills on the part of faculty members,
graduate students, medical students, and residents.
Chair
Paul C. Herrmann
Division of Anatomy
P. Benigno Nava, Jr., Vice Chair and Head
Division of Pathology
Darryl G. Heustis, Vice Chair
Division of Anatomic Pathology
G. William Saukel, Head
Loma Linda University 2019-2020 309
Division of Human Anatomy
P. Benigno Nava, Head
Division of Laboratory Medicine
James Pappas, Head
Division of Pediatric Pathology
Craig W. Zuppan, Head
Pathology primary faculty
Marie-Rose M. L. Akin
Brian S. Bull
Denise L. Bellinger
Brian S. Bull
Kenneth A. Cantos
Jeffrey D. Cao
Shobha L. Castelino-Prabhu
Resa L. Chase
Evelyn B. Choo
Camilla J. Cobb
Jeremy K. Deisch
Diane K. Eklund
Joy I. Fridey
Paul C. Herrmann
Darryl G. Heustis
W. William Hughes III
Yuichi Iwaki
Kelly S. Keefe
Justin C. Kerstetter
Ralph A. Korpman
Roland E. Lonser
Yamil Lopez
Pedro B. Nava
Kerby C. Oberg
Norman H. Peckham
Mia C. N. Perez
Ravi Raghavan
Anwar S. S. Raza
Heather L. Rojas
Edward H. Rowsell
Lawrence B. Sandberg
G. William Saukel
Frank R. Sheridan
Wesley T. Stevens
Kevin S. Thompson
Steven J. Trenkle
Jun Wang
Pamela J. Wat
Craig W. Zuppan
Pathology secondary and adjunct faculty
Marie-Rose M. L. Akin
J. Bruce Beckwith
Lee S. Berk
Anatomy primary faculty
Denise L. Bellinger
Salvador Soriano Castell
Resa L. Chase
Bertha C. Escobar-Poni
John C. Banks, Jr.
Mary K. Kearns-Jonker
Michael A. Kirby
Zhongrong Luo
Pedro B. Nava
Kerby C. Oberg
Kimberly J. Payne
Kenneth R. Wright
Anatomy secondary and adjunct faculty
William M. Hooker
Pediatrics
The mission of the Department of Pediatrics is to provide patient
services, educational programs, research endeavors, child advocacy, and
community service in a manner consistent not only with state-of-the-art
science, but also with Judeo-Christian values.
Chair
Richard E. Chinnock
Executive vice chair
Francis Chan
Division of Adolescent Medicine and Child Abuse
Amy D. Young-Snodgrass, Head
310 Pediatrics
Division of Pediatric Allergy and Immunology
Yvonne Fanous
Division of Pediatric Cardiology
Michael A. Kuhn, Head
Division of Pediatric Endocrinology
Eba Hathout, Head
Division of Pediatric Gastroenterology
Manoj C. Shah, Head
Division of Pediatric Hematology/Oncology
Albert Kheradpour, MD, Head
Division of Pediatric Infectious Disease
Jane N. Bork, Head
Division of Pediatric Intensive Care
Shamel A. Abd-Allah, Head
Division of Pediatric Neonatology
Elba E. Simon-Fayard, Head
Division of Pediatric Nephrology
Shobha Sahney, Head
Division of Pediatric Neurology
Stephen Ashwal, Head
Primary faculty
Gregory Aaen
Shamel Abd-Allah
Chenue Abongwa
Borhaan Ahmad
Maha Amr
Marquelle Anderson
Jordan Aney
Barbara Ariue
Huy Au
Thomas Bahk
Gabrielle Balan
Anamika Banerji
Shannon Barker
James Bartley
Reshmi Basu
Nerida Bates
Marti Baum
Arlin Blood
Jane Bork
Daniel Calaguas
Eleanor Calma
Jose Camacho
Bronwyn Carlson
Francis Chan
Peter Chau
Rishikesh Chavan
Priscilla Chee
Timothy Chinnock
KaWing Cho
Richard Chonnock
Evelyn Chun
Alexandra Clark
Robin Clark
Ekua Cobbina
Chelsea Collins
Drew Cutler
Drew Cutler
Althea Daniel
Rachel Davidge
Douglas Deming
Sara Durrani
Elaine Eakin
Melissa Egge
Jimmy Eguchi
Janeth Ejike
Yvonne Fanous
Nahla Farghalli
Shadi Gohar Farzin
Elba Fayard-Simon
Aprille Dawn Febre
Nancy Fernando
Matthew Fong
Mary-Catherin Randall Freier
Gamil Fteeh
Maria Garberoglio
Loma Linda University 2019-2020 311
Keyla A. Garcia
Donna Goff
June-Anne Gold
Mitchell Goldstein
Brent Gordon
Katherine Gregersen
Stephen Hamra
William Hamra
Benjamin Harding
Aijaz Hashmi
Eba Hathout
Allison Hensley
Phuong Thao Hoang
Andrew Hopper
Amanda Hyatt
Alexandra Iacob
Janessa James
Upinder Jodhka
Rachel Jones
Biswas Joshi
Olg Kalbermatter
Sabiha Kanchwala
William Kennedy
Albert Kheradpour
Soo Kim
Wonha Kim
Young-Min Kim
Vidhya Krishnamurthy
Michael Kuhn
Mary Lam
Daniel Lam
Ranae Larsen
Adrian Lavery
Leanna Lee
Joshua Lee
Dennis Leung
Kathleen Lima
Yushiu Lin
Richard Lion
Taiming Liu
Jeffrey Lobas
Joshua Loeb
Michelle Loh
Merrick Lopez
Linette Sande Lopez
John Mace
Gilbert Martin
Chalmer McClure
Khyati Mehta
Allen T. Merritt
David Michelson
Alexander Min
Farrukh Mirza
Houchang Modanlou
Ryan Mooradian
Anthony Moretti
Ashraf Morkos
Neda Mulla
Lanelle Nakamura
Grace Nam
Cinda Nauretz
Joy Nichols
Yona Nicolau
Pushpa Nowrangi
Sunitha Nune
Grace Oei
Hanny Oey
Lauren Orona
Kimberly Otsuka
Tiffany Kay Palomero
Shaun Park
Wendy De La Pena
312 Pediatrics
Ricardo Peverini
Raylene Phillips
Jamie Pivonka-Jones
Nicole Pope
Allison Przekop
Emmeline Pulido
Sonea Qureshi
Nivedita Rajakumar
Subhadra Ramanathan
Ravindra Rao
Asma Razavi
Veronica Regueiro
Lorraine Reverson
Marqarette Rhamie
Sharon Riesen
Sarah Roddy
Raul Rodriguez
Sharis Rostamian
Shobha Sahney
Cheryl Sanchez-Kazi
Manojkumar Shah
Praful Shah
Tamara Shankel
Rita Sheth
Sinora Joshi Shrestha
Stanford Shu
Melissa Siccama
Kimberly Silva
Jonathan Smits
Tabitha Solomon
Andrew Song
Shrinkhala Srivastava
Batul Suterwala
Catherine Tan
Gordon Tan
Wilson Thomas
Linh Tieu
Linh Tieu
Cynthia Tinsley
Larry Tinsley
Wilson Tomas
Jade Tran
Stephen Treiman
Giang Sinh Truong
Diana Trupp
Janice Tsai
Mitsuhiko Tsukimoto
Chad Vercio
Farha Vora
Bach-Mai Vu
Andrew Wai
James Washington
Alan Wei
Emily Wong
Linda Yang
George Yanni
Abel Yarrozu
Andrew Yoo
Amy Young-Snodgrass
Quan Zhao
Secondary faculty
Danilyn M. Angeles
Joanne E. Baerg
Leonard L. Bailey
Besh R. Barcega
Lance E. Brown
Vince Patrick Cacho
David A. Chamberlin
Kay Chea
Tricia Gaudiz
Steven M. Green
Aqeel Khan
Loma Linda University 2019-2020 313
Grace Jee-Eun Kim
Heather Kuntz
Sonny Lee
Ravi Mandapati
Donald C. Moores
Renee Park
Kimberly J. Payne
Anees Y. Razzouk
Mark Rowe
Tamara L. Thomas
Deborah Washke
Christopher G. Wilson
Lionel W. Young
Timothy Young
Kimberly R. Zimmerman
Emeritus
B. Lyn Behrens
Chul Cha
Physical Medicine and Rehabilitation
The Department of Physical Medicine and Rehabilitation was established
to develop clinical services in rehabilitation medicine and to offer
resources for teaching and research in the field of rehabilitation. These
clinical and academic activities cover a wide spectrum of clinical
medicine. They have as a central basis the notion that rehabilitation
is a complex process involving not only multiple disciplines but also
consideration of the patient in the broader context of the family and
community. Psycho-social-spiritual aspects of rehabilitation complete the
whole-person focus, thus providing an opportunity for faculty members
and students to observe and experience patient care while meeting the
goals and objectives of the School of Medicine.
Chair
Justin T. Hata
Vice chair
Vacant
Primary faculty
Krystle Barrera
Murray E. Brandstater
Jose Cesar
Michael J. Gilewski
Justin Hata
Mary I. Kim
Eugene Pak
Scott R. Strum
Duc Tran
Thaddeus Wilson
Secondary faculty
Michael Davidson
Thomas Edell
David Kim
Gordon W. Peterson
Plastic and Reconstructive Surgery
Chair
Subhas C Gupta
Primary faculty
Andrew Cohen
Subhas C. Gupta
Michael E. Hill
Hahns Y. Kim
Mark C. Martin
Andrea Ray
Frank Rogers
Catherine Walsh
Emeritus
Marvin Peters
Allen Strother
Robert Teel
Preventive Medicine
The Department of Preventive Medicine is involved in preventive medicine
clinical care, education, and research for the School of Medicine. The
department provides a comprehensive, four-year preventive medicine
curriculum to all medical students. Graduate medical education training
is available in a general preventive medicine residency, an occupational
medicine residency, an addiction medicine fellowship, and a combined
family and preventive medicine residency.
The department works with and supports the School of Public Health, as
well as other Loma Linda programs in health promotion and epidemiology
research projects—the most prominent of which is the Adventist Health
Study. Preventive medicine faculty members direct clinical services at the
Center for Health Promotion, the Occupational Medicine Center, the Social
Action Community (SAC) Health System clinics, and five separate Inland
Empire university health services. A diverse faculty focuses primary
activities through the School of Medicine, the School of Public Health,
the Jerry L. Pettis Memorial Veterans Medical Center, the San Bernardino
314 Psychiatry
County and Riverside County health departments, and other regional and
community entities.
Chair
April Wilson
Primary faculty
Michael A. Caruso
Bonnie I. Chi-Lum
Rebecca Chung
Camille Clarke
Tonya Cramer
T. Allan Darnell
Kenneth W. Hart
Ronald P. Hattis
Haitham Juma
Sarah Lavery
Aileen Lo
Ariane Marie-Mitchell
Melissa Mondala
Claire Nelson
Michael J. Orlich
Alma M. Palisoc
Dipika Pandit
Warren R. Peters
Amy Reese
Akbar Sharip
Karen Studer
Juna Tsao
April Wilson
Secondary and adjunct faculty
Carolina Abrew-Quimbaya
Mihran H. Ask
James Crounse
N. Margarete Ezinwa
Patricia Flynn
Gary Fraser
Herbert Giebel
Richard H. Hart
Jayakaran S. Job
Lori Karan
Wonha Kim
Jason Lohr
Fayth Miles
Susan B. Montgomery
Olivia Moses
Tricia Y. Penniecook
Manjit Randhawa
Brenda Rea
Kevin Shannon
Serena Tonstad
Loretta Joy Wilber
Wesley S. Youngberg
Psychiatry
The Department of Psychiatry provides educational programs that
include clinical training and research for medical students, psychiatry
residents, and psychiatry fellows.
During the first and second years, the Department of Psychiatry directs
the teaching of the behavioral sciences courses. In these interdisciplinary
courses, lectures and demonstrations cover a broad range of human
behavioral determinants—including the biology, psychology, sociology,
and psychopathology of behavior. It also deals with a holistic concept of
behavior and its spiritual components.
The third-year, six-week psychiatry clerkship includes: five weeks divided
between two psychiatry treatment sites, and one week at an addiction
treatment site. These clerkship experiences offer broad and varied
training in the treatment of psychiatric problems of adults and children.
Students also participate in an interactive, case-based seminar series.
Fourth-year medical students have the opportunity to take electives with
psychiatry faculty members in child and adult settings, as well as an
intensive reading/discussion course in religion and psychiatry.
Chair
William G. Murdoch, Jr.
Vice chair
William H. McGhee
Primary Faculty
Julie Albert
Ara Anspikian
Stephanie Bolton
William Britt
Claudia Carmona
Loma Linda University 2019-2020 315
Antonia Ciovica
Irene Ciovica
Carlos Fayard
Teresa Frausto
Cheryl Green
Cameron Johnson
Serafin Lalas
Henry Lamberton
Timothy Lee
William McGhee
William Murdoch
Carolina Osorio
Melissa Pereau
David Puder
Pharez Rolle
William Roth
Katia Stoletniy
Monica Tone
Darcy Trenkle
Secondary faculty
Bosun Chung
Mark A. Welch
Emeritus
George Harding
Mark Haviland
Radiation Medicine
The fundamental goal of the Department of Radiation Medicine is to
provide optimal care to patients by means of ionizing radiation, much
of it using proton therapy—the hospital-based application of which
was pioneered by the department. This care rests on the foundation of
basic, translational, and clinical research—which, combined with patient
education, is always pursued to ensure that patients and their families
receive state-of-the-art treatment planning and delivery, follow-up and
posttreatment care, and support.
Chair
Jerry D. Slater
Vice chair, Clinical Affairs
David A. Bush
Primary faculty
David A. Bush
Dongrak Choi
Sharon Y. Do
Abiel Ghebemedhin
B. Rodney Jabola
Joseph I. Kang
Lilia N. Loredo
Grant McAuley
Ivan C. Namihas, Jr.
Daniel Miller
Prashanth K. Nookala
Baldev Patyal
William Preston
Jerry D. Slater
Marcelo E. Vazquez
Ning Wang
Andrew Wroe
Gary Y. Yang
Secondary and adjunct faculty
Xiao Mao
Gregory Nelson
Michael Pecaut
Richard Sun
Roman Vlkolinsky
Nathan Wall
Radiology
The purpose of the Department of Radiology is to provide:
1. Excellent patient services through imaging studies, special diagnostic
procedures, and interventional procedures.
2. Educational programs that include research and clinical training for
technologists, physicists, medical students, postdoctoral fellows,
radiology residents and fellows.
3. Research support through laboratory and clinical facilities.
4. Support for the local, national, and international interests and
programs of Loma Linda University.
Chair
David B. Hinshaw, Jr.
Division of Diagnostic Ultrasound
Glenn Rouse, Head
Division of General Diagnostic Radiology
Kendra L. Fisher, Head
316 Radiology
Kendra L. Fisher, Co-Head, Chest and Cardiac Radiology Sub-Division
Shannon Kirk, Co-Head, Chest and Cardiac Radiology Sub-Division
Alexander Chien, Co-Head, Musculoskeletal Sub-Division
Allie Blakcburn, Co-Head, Musculoskeletal Sub-Division
Thomas Kelly, Head, Abdominal Imaging Sub-Division
Won-Chul Bae, Head, Outpatient Radiology/Women's Imaging Sub-
Division
Division of Interventional Radiology
Jason Smith, Head
Division of Magnetic Resonance Imaging
David B. Hinshaw, Head
Division of Neuroradiology
J. Paul Jacobson, Head
J. Paul Jacobson, Head, Interventional Neuroradiology Sub-Division
N. Dan Wycliffe, Head, ENT Radiology Sub-Division
Division of Nuclear Radiology
Gerald A. Kirk, Head
Division of Pediatric Radiology
Yen-Ying Wu, Head
Primary faculty
Patricia Acharya
Adina Achiriloaie
Won-Chul Bae
Samuel Barnes
Brenda Bartnik-Olson
Allie K. Blackburn
Jerome Burstein
Ronnie Chen
Alexander J. Chien
Cherie A. Cora
Sonia G. Dhaliwal
Kendra L. Fisher
Scott Fujimoto
Umesh Gangadharmath
David W. Gentry
Mark S. Girguis
Sheri L. Harder
Barbara Holshouser
Daniel Hoss
Daniel Jin
David B. Hinshaw, Jr.
J. Paul Jacobson
Thomas J. Kelly
Daniel K. Kido
Daniel Kido
Paggie Kim
Erica Kinne
Gerald A. Kirk
Shannon R. Kirk
Eric Liu
Milon J. H. Miller
Jon Miller
Jeremy Moretz
Peter H. Pham
Glenn A. Rouse
Hans P. Saaty
Amita Sapra
Victor W. Shi
Jaspreet Singh
Jason C. Smith
Scott Somers
Roger Tomihama
Karen A. Tong
Richard J. Tully
Vy Vu
Beverly Wood
N. Dan Wycliffe
Lionel W. Young
Secondary faculty
Kenneth Abramovitch
Edwin Christiansen
Udochukwu Oyoyo
Adjunct faculty
Samuel Achilefu
Loma Linda University 2019-2020 317
E. Mark Haacke
Son Phan
James Slater
Smyrna Tuburan
Emeritus faculty
Phiroze Billmoria
Richard Dunbar
Geoffrey Gardiner
Douglas Smith
Surgery
The following goals of the Department of Surgery are in harmony with
the stated purposes and philosophy of Loma Linda University School of
Medicine:
1. Provide the highest standard of surgical patient care.
2. Maintain educational programs in the surgical disciplines for medical
students, residents, and fellows.
3. Provide facilities for laboratory and clinical research in the areas of
surgical interest.
Chair
Carlos A. Garberoglio
Division of Acute Care Surgery
David Turay, Head
Division of General Surgery
Marcos Michelotti, Head
Division of Pediatric Surgery
Donald C. Moores, Head
Division of Surgical Oncology
Maheswari Senthil, Head
Division of Vascular Surgery
Anees J. Razzouk, Head
Primary faculty
Jessica Babcock
Joanne E. Baerg
Pedro W. Baron
Abigail Benitez
Sigrid Burruss
Richard D. Catalano
Shintaro Chiba
Michael Ganey
Carlos Garberoglio
Gwendolyn Garnett
Nephtali Gomez
Aarthy Kannappan
Arputharaj Kore
Carl Lokko
Fabgrizio Luca
Daniel H. Ludi
Sharon Lum
Xian Luo-Owen
Kristyn Mannoia
Marcos Michelotti
Lester Mohr
Donald Moores
Kaushik Mukherjee
Jukes Namm
Karen O'Bosky
Sheela Patel
Jeffrey Quigley
Moqueet Qureshi
Elizabeth Raskin
Clifton Reeves
Jorge Rivera
Keith Scharf
Maheswari Senthil
Daniel Smith
Naveenraj Solomon
David Srikureja
Lourdes Swentek
Michael E. de Vera
Edward P. Tagge
David Turay
Philip Wai
Secondary faculty
Ihab Dorotta
Alan Herford
Padma Uppala
Nathan Wall
318 Urology
Emeritus faculty
Lloyd Dayes
Ralph J. Thompson, Jr.
Jerrold Longerbeam
Robert Rowe
Louis Smith
David Hinshaw, Sr.
Edwin E. Vyhmeister
Ellsworth Wareham
Urology
Chair
Herbert C. Ruckle
Pediatric Urology
David A. Chamberlin
Minh-Hang Chau
Samantha Johnson
Manju Kaur
Primary Faculty
Samuel Abourbih
Dalton Baldwin
Gary Barker
Diana Can
Mark Dickinson
Dean Hadley
Roger Hadley
David Hadley
Mohamma Hajiha
Brian Hu
Noel Hui
Cristina Ibarra
Edmund Ko
Paul Lui
Herbert Ruckle
Milan Shah
Andrea Staack
Karen Uyemura
Janchan Yune
Loma Linda University 2019-2020 319
SCHOOL OF NURSING
Dean's welcome
Welcome to the School of Nursing, where you will receive an education
that will prepare you for a life of Christian service in the nursing
profession. This Student Handbook will introduce you to the programs
of the school and give you information on progression and services
available to help you reach your goal.
For more than 114 years, the school has educated nurses to serve
the needs of humanity. We look forward to working with you on your
academic journey here at the school.
Ourpurpose is to provide an environment where you can gain the
knowledge and skills to become a caring, competent, professional nurse.
The faculty, staff, and administration are committed to ensuring that
those who study here will develop to the fullest potential and become
nurses capable of fulfilling the University's mission, with God's help, "To
make man whole."
Elizabeth Bossert, Ph.D., RN
Dean, School of Nursing
320 School of Nursing
School foundations
History
The School of Nursing, established in 1905, was the first in a group of
schools that became Loma Linda University in 1961. In 1907, the first
class to graduate included seven students—five women and two men.
As the school developed and became a college-based program rather
than a hospital diploma program, the baccalaureate degree commenced
in 1949. The Master of Science degree was granted in 1957. The Doctor
of Philosophy degree was added to the existing programs of the school,
with the first class starting in 2002. The Doctor of Nursing Practice
degree began in 2010.
Accreditation
The School of Nursing received accreditation by the National League
for Nursing (NLN) (61 Broadway, New York, NY 10006) in 1951. In
2000, initial accreditation from the Commission on Collegiate Nursing
Education (CCNE) was received. The Bachelor of Science (B.S.) in
nursing, Masters of Science (M.S.) in nursing, and Doctor of Nursing
Practice (D.N.P.) at Loma Linda University School of Nursing are
accredited by the CCNE ( 655 K Street, NW, Suite 750, Washington DC
20001, 202/887-6791). The B.S., M.S. and D.N.P. degree curricula are
accreditedby the CCNE through 2027. The nurse anesthesia area
received initial accreditation from the Council on Accreditation of Nurse
Anesthesia Education Programs (COA) in 2014 (222 South Prospect
Avenue, Park Ridge, IL 60068-4001) and is currently accredited through
2027. The California Board of Registered Nursing (BRN) (P. O. Box
944210, Sacramento, CA 94244-2100) granted continuing approval in
2014. Consumers are encouraged to contact CCNE, COA, or BRN with
comments about the program.
Agency membership
The School of Nursing holds agency membership and actively
participates in the following major professional organizations: American
Association of Colleges of Nursing, NLN, COA, and Western Institute of
Nursing.
SN vision:
Transforming lives through nursing education, professional practice, and
research.
SN mission
The education of nurses dedicated to professional excellence and
compassion in clinical practice, education, and research. Loma Linda
University-educated nurses will further the healing and teaching ministry
of Jesus Christ through commitment to whole person care and Christian
values.
Programs of study
The School of Nursing prepares professional nurses to practice with a
Christian perspective through the following programs:
1. The baccalaureate degree curriculum—designed to prepare
competent, beginning-level professional nurses who are committed to
excellence in practice.
2. The master's degree in nursing program—designed to prepare nurses
for leadership as nurse educators or nurse administrators.
3. The Doctor of Nursing Practice degree—designed to prepare nurses
for leadership as advanced practice registered nurses, clinical nurse
specialists and nursepractitioners, nurse anesthetists, and other
advanced nursing roles in the clinical setting.
4. The Doctor of Philosophy degree program—designed to prepare nurse
scholars for leadership in education, administration, and research.
Philosophy
In harmony with Loma Linda University and the Seventh-day Adventist
Church, the School of Nursing believes that the aim of education and
health care is the development of wholeness in those served. Individuals
—created to reflect the wholeness of God's character—have been
impaired by the entrance of sin, disease, and death. God's purpose is the
restoration of each person to his/her original state at Creation. God works
through human agencies to facilitate individual wholeness.
Nursing functions to assist individual familiesand societal groups to
attain their highest potential of wholeness. Through a variety of roles,
nurses put into practice theknowledge, skills, and attitudes necessary
to care for those affected by health problems. The School of Nursing
provides an environment in which students and faculty members can
grow in professional competence and Christian grace.
In support of the philosophy, mission, and values of Loma Linda
University and the philosophy, mission, and values of the School of
Nursing, the faculty affirms the following beliefs:
• Learning is an interactive process that involves all of the learner's
faculties.
• A learning environment nurtures the development of potential,
promotes maturation of values, cultivates the ability to think critically
and independently, and encourages a spirit of inquiry.
• Clinical experiences are essential to the development of professional
and technical nursing competence.
• Students—influenced by the effect of physiological, psychological,
sociocultural, developmental, and spiritual variables on their lives—
learn in different ways and bring different meanings to the learning
experience.
• Students participate in the development of the science and practice
of nursing.
Dean
Elizabeth Bossert
Associate Dean, Student Affairs and Undergraduate Nursing
Barbara L. Ninan
Associate Dean, Academic Affairs and Graduate Nursing
Shawn Collins
Associate Dean, Quality Improvement
Susan Lloyd
Assistant Dean, Finance and Administration
JoAnn Shaul
Director, BS Undergraduate Prelicensure Program
Brandie Richards
Director MS/BS to DNP
Shirley Bristol
Director PhD
Ellen D'Errico
Loma Linda University 2019-2020 321
Director, Undergraduate Postlicensure Program
Joanna Shedd
Director, Office of Practice and Research
Lisa Roberts
Primary full-time faculty
Angelika Ashburn
Caroline Baek
Michelle Ballou
Chelsea Bartlett
Donna Becker
Alison Bell
Brenda Boyle
Nancy Brashear
Shirley T. Bristol
Joanna Brogdon
Michelle Buckman
Kurt D. Cao
Karen G. Carrigg
Ellen D'Errico
Lena Dailey
Safiya Daley
Salem Dehom
Julia De Souza
Tony Dharmaraj
Janet Donnelly
Sabine Dunbar
Amy Garcia
Laura Gil
Joseph Hacinas
Lisa Hanson
Erin Heim
Lisa Highton
Gloria Huerta
Kathie Ingram
Elizabeth Johnston-Taylor
Vanessa Jones-Oyefoso
Alysse Larsen
Sara Larsen
Marian Llaguno
Iris Mamier
Kelly McHan
Lana Sue McLouth
Keri K. Medina
Bonnie Meyer
Enrique (Eric) Molina
Jan Marie Nick
Jacqueline Paik
Judith Peters
Anne Berit Petersen
Robin Pueschel
Laura Raty
Brandie Richards
Karen Ripley
Lisa Roberts
Rebecca Rogers
Nancy Sarpy
Kristen Schilling
Joanna Shedd
Cheary Shelim
Selam Stephanos
Sylvia Stewart
Nancy Testerman
Myrna Trippon
Fayette Nguyen Truax
Kathi Wild
Dolores J. Wright
Joanna Yang
Ann Ekroth Yukl
Zelne Zamora
Secondary faculty
Danilyn Angeles
Carl Collier
Ihab Dorotta
322 School of Nursing
Wessam Labib
John Lenart
Robert Martin
John Zhang
Emeritus faculty
Margaret Burns
Vaneta Condon
Jeanette Earnhardt
Patricia Foster
Katty Joy French
Dynnette E. Hart
Emerita Associate Dean
Marilyn H. Herrmann
Emerita Dean
Patricia Jones
Distinguished Emerita Professor
Helen E. King
Emerita Dean
Lois H. Van Cleve
Christine Neish
Patricia Pothier
Edelweiss R. Ramal
Ruth S. Weber
Betty Winslow
Voluntary faculty
Alycia Bristol
Glenda M. Castillo-Yetter
Betty Ferrell
Sabah Langston
Jennifer Mundall
John Nagelhout
Geraldine Padilla
Sofia Puerto
Michael Scofield
Shaunna Siler
Harpreet Singh
Hospital Based Faculty
Norie Bencito-Acaac
Shayne Bigelow-Price
Jennifer Brown
Ja-Yee Chu
Invest Joy Cocjin
Marie Hodgkins
Susan Krider
Janet Kroetz
Maria Letts
Jean Newbold
Jennifer Newcombe
Jennifer Olson
Denise Petersen
Patricia Radovich
Jeffrey Robinson
Mavis Robinson
Jeannine Sharkey
Helen Staples-Evans
Thomas Sweeney
Joseph Wilkinson
Gwendolyn Wysocki
Janice Zumwalt
General regulations
Students of the University are responsible for informing themselves
of and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation. This section gives the general setting
for each school's programs and outlines subject and unit requirements
for admission to individual professional options. It is important to
review the requirements of specific options within the context of general
requirements applicable to all programs.
Student policies
School of Nursing students are expected to adhere to the policies of
the University and School of Nursing as presented in the Loma Linda
UniversityStudent Handbook.
Application and admissions
The purpose of the University's programs admissions committees is
to ensure that applicants are qualified for the proposed curricula and
are capable of profiting from the educational experience offered by this
University. School admissions committees accomplish this by examining
evidence of scholastic competence, moral and ethical standards,
and significant qualities of character and personality. Applicants are
considered for admission only on the recommendation of the program in
which study is desired.
Loma Linda University 2019-2020 323
Application
Applications are invited from those interested in attending a Christian
school of nursing and whose beliefs are consistent with the mission
of Loma Linda University and the School of Nursing. Priority may be
given to those coming from within the Seventh-day Adventist Church and
educational system.
Admission application information is located at <nursing.llu.edu>.
Admission requirements
Students entering the School of Nursing must complete Loma
Linda University background check requirements, as well as health
requirements--including immunizations and annual TB clearance. In
addition, all School of Nursing students are required to have valid
cardiopulmonary resuscitation (CPR) certificates approved by the
American Heart Association in order to take clinical nursing courses.
Students are responsible for the annual renewal of their immunizations,
TB clearances, and CPR certifications. New undergraduate students are
required to show evidence of completion of a first aid course.
Essential skills
The practice of professional nursing has specific entry qualifications.
Registered nurses are expected to have certain physical abilities, basic
computer and technological skills, as well as competencies in reasoning
and thinking. These skills are considered essential to the practice of
nursing and are therefore skills required of all applicants to the School of
Nursing. These include the abilities indicated in the following four areas:
Psychomotor (physical) skills
• Stand, walk, carry, sit, lift up to fifty pounds, push, pull, climb, balance,
stoop, crouch, kneel, turn, twist, crawl, and reach--within a clinical
setting.
• Assess and intervene in the care of patients, using the physical
senses--sight, including ability to distinguish colors,touch, taste,
smell, and hearing.
• Utilize patient care equipment and perform technical patient care
activities.
Cognitive (thinking) skills
• Work with intangible data, such as numbers, symbols, ideas, and
concepts.
• Perform mental cognition tasks, including problem solving,
prioritizing, and accurate measuring; follow instructions; and use
cognitive skills to synthesize, coordinate, analyze, compile, compute,
copy, and compare.
• Communicate with others, using verbal and nonverbal skills. Recall
written and verbal instructions, read and comprehend, and write
clearly. Negotiate, instruct, explain, persuade, and supervise.
Affective (human relations) skills
• Interact positively with individuals and groups of people directly and
indirectly.
• Control emotions appropriately and cope with stressful situations.
• Respond appropriately to criticism and take responsibility for
personal actions, behaviors, and learning.
• Evaluate issues and make decisions without immediate supervision.
Task (work function) skills
• Function independently on work tasks.
• Demonstrate safety awareness.
• Recognize potential hazards.
• Respond appropriately to changes in work conditions.
• Maintain attention and concentration for necessary periods.
• Perform tasks that require set limits.
• Ask questions and request assistance appropriately.
• Perform within a schedule requiring attendance.
• Carry a normal work load.
Accommodations for disability
School of Nursing students requesting accommodations for a disability
(p.13), should consult the Office of the Associate Dean who administers
the undergraduate, graduate, or doctoral programs.
Student life
Students should refer to the Student Handbook for a more comprehensive
discussion of University and school expectations, regulations, and
policies. Students need to familiarize themselves with the contents of the
onlineStudent Handbook.
Student involvement
Students are encouraged to become actively involved in the Associated
Students of Nursing. Student representatives are invited to attend the
Undergraduate Faculty Council, Master's Faculty Council, Doctor of
Nursing Practice Faculty Council, Doctor of Philosophy Faculty Council,
Spiritual Life and Wholeness Committee, and Diversity Committee, where
they may contribute to the decision-making process.
Student organizations
The following student organizations enable students to participate in
cultural, social, professional, and citizenship aspects of University life.
Associated Students of Nursing (ASN)
The ASN is a School of Nursing student organization. This association
includes all students of nursing and is administered by elected students,
two faculty sponsors, and one sponsor from Student and Alumni
Relations (StAR). The objectives of this organization are to serve as a
channel for communication between students and the faculty, and to
facilitate personal and professional growth by meaningful participation in
all aspects of student life.
Loma Linda University Student Association (LLUSA)
The LLUSA has three purposes: to promote communication among
students, to present students' views to the administration, and to
assist in the programming of social and religious activities. The LLUSA
provides opportunities to develop and refine a wide range of professional
leadership and fellowship skills.
Class organizations
The members of the junior and senior classes elect officers and promote
such projects and activities as constitute their major interests and
concerns.
Honor society: Sigma Theta Tau International
In 1975, the LLUSN became an official chapter Gamma Alpha,of Sigma
Theta Tau International, the honor society for nursing. Students who meet
the established criteria may be invited to become members.
Financial information
School of Nursing Finances
The Office of the Dean is the final authority in all financial matters and is
charged with the interpretation of all financial policies. Any exceptions to
324 School of Nursing
published policy in regard to reduction or reimbursement of tuition must
be approved by the dean. Any statement by individual faculty members,
program directors, or department chairs in regard to these matters is not
binding on the school or the University unless approved by the dean.
Registration is not complete until tuition and fees for the required
installment are paid; therefore, the student should be prepared to make
these payments during scheduled registration for each academic term.
There may be adjustments in tuition and fees as economic conditions
warrant.
General financial practices
Before the beginning of each school year, the student is expected to
arrange for financial resources to cover all expenses. Previous accounts
with other schools or with the University must have been settled.
Schedule of charges 2019-2020
The charges that follow are subject to change without notice.
Tuition
Tuition charge—undergraduate nonclinical, special, certificate, and part-
time students
$660 B.S. (generic) per unit
$345 RN to B.S. per unit
$330 Clinical course fees per clinical course
$875 Enrolllment fee per quarter
Tuition charge—graduate
$840 M.S. per unit credit
$840 B.S. to D.N.P/Ph.D per unit credit
$840 D.N.P./Ph.D. per unit credit
$420 Clinical course fees per clinical course
$450 CRNA clinic course fees per clinical course
$1,085 M.S. CRNA per unit credit
$875 Enrollment fee per quarter
$50 Change clinical start fee
Other academic charges
(all charges in this section are nonrefundable)
$75 Testing fee (undergraduate only)
$70 Application
$200 Deposit to hold place in class (B.S., excludes RN to BS)
$250 Deposit to hold place in class (M.S.)
$250 Deposit to hold place in class (D.N.P. & Ph.D.)
$2,500 Deposit to hold place in class (CRNA)
Credit by Examination (one half cost of tuition by unit)
$330 Undergraduate per unit credit (challenge, equivalency)
$420 Graduate per unit credit (challenge, equivalency)
$50 Early examination
$50 Application to change concentration or degree program
Licensing examinations
Registration and certification examinations and license fees are set by
the state.
Other charges
$200 Laboratory make-up fee
On- and off-campus student housing
Students may go to <llu.edu/central/housing> for housing information
and a housing application form.
Nursing and government loans
Loans are available both to undergraduate and graduate nursing students
who are eligible to participate in government loan programs such as
Stafford and Nursing Student Loan Program. Contact Financial Aid for
details at 909/558-4509. (See Academic Progression Section.)
NurseFacultyLoan Program
The Nurse Faculty Loan Program (NFLP) offers registered nurses
substantial assistance (up to 85 percent) to repay educational loans.
Information for this program and for the list of eligible health-care
facilities, check <http://www.hrsa.gov/loanscholarships/repayment/
nursing/>.
Awards honoring excellence
Awards for excellence in nursing, scholastic attainment, and leadership
ability are made available to students whose performance and attitudes
reflect well the ideals and purposes of the school. Selection of students
is based on the recommendation of the faculty to the dean. Selected
awards are presented below. Other clinical awards may be given based
on qualifications and funding
President's Award
The President's Award is presented annually in recognition of superior
scholastic attainment and active participation in the student community,
within the framework of Christian commitment. One recipient is selected
from each school.
Dean's Award
The Dean's Award is presented to an outstanding student in each
program on the basis of the student's demonstrated commitment to
academic excellence and to the objectives of the school.
Helen Emori King Professional Leadership Award
The Helen Emori King Professional Leadership Award is presented to a
graduate student who demonstrates outstanding leadership ability in
nursing.
Scholarships
The School of Nursing has a variety of scholarships that have been
endowed by alumni and friends. Most of the scholarships are awarded
on the basis of academic/clinical performance, financial need, and
citizenship. The Office of the Dean can provide students with more
information, as well as with application forms.
Loma Linda University 2019-2020 325
Undergraduate
Curricula overview
Thefollowing sections describe the undergraduate curricula offered by
the School of Nursing and list the courses each student must complete.
Students are expected to follow the general policies of the University,
the school, andspecific policies of their degree curriculum. The school
reserves the right to update and modifycurricula contentto keep current
with trends in health care.
Bachelor of Science (B.S.) degree
The purpose of the School of Nursing's baccalaureate degree is to
prepare competent clinicians who are committed to excellence in practice
and to Christian principles. The faculty believes that baccalaureate
education in nursing is the basis for professional practice. The curriculum
leading to the Bachelor of Science (B.S.) degree is consistent with the
faculty's belief that students should be broadly educated. The focus is
on the synthesis of nursing knowledge and skills with those from the
humanities and sciences. Preparation for practice includes experiences
in primary and acutecare—with clients from various ages, cultural
groups, and socioeconomic strata.
Undergraduate curriculum sequence
The undergraduate curriculum begins with four quarters of pre-clinical
work—which forms the general education and science base for nursing.
These quarters may be completed at any regionally accredited college
or university. After completion of an additional eight quarters at Loma
Linda University, the student is eligible to receive the B.S. degree and is
prepared for professional nursing practice at the baccalaureate level.
Clinical experience develops the student's technical and theoretical
capabilities in a progressive manner and within the context of the nursing
process. Most baccalaureate nursing major courses are in the upper
division, where clinical experience is gained in a broad variety of settings.
Integral components of upper division courses are leadership concepts
and skills, research, public health, and activities that foster collaboration
in planning health care with the family and all members of the health-care
team.
Learning outcomes for baccalaureate nursing
Learning outcomes of the baccalaureate nursing program are designed
to prepare competent nursing professionals. By the end of the program,
graduates should be able to:
1. Evaluate nursing care and education provided to patients, families,
groups, populations, and communities across the lifespan from
diverse backgrounds in a variety of settings to ensure that it is
holistic, compassionate, age and culturally appropriate; and based on
a patient's background, preferences, values, and needs.
2. Collaborate with members of the interprofessional health-care team
to manage and coordinate the provision of safe, quality care for
patients, families, and groups.
3. Integrate scientific information and best current evidence with clinical
expertise and patient preferences when making clinical judgments in
the management of patient-centered care.
4. Use quality improvement measures to evaluate the effect of change
on the delivery of patient-centered care and patient outcomes.
5. Evaluate effectiveness of strategies used to reduce the risk of harm
to patients, self, and others in health-care, home, and community
settings.
6. Use empirical and evidence-based information and patient care
technology to communicate relevant patient information, manage
care, and mitigate error in the provision of safe, quality, patient-
centered care.
7. Model integrity and accountability in practices that uphold
established regulatory, legal, and ethical principles while providing
standard-based nursing care.
8. Integrate leadership and management theories and principles into
practice when managing a caseload of patients and making clinical
judgments about their care.
9. Use verbal, nonverbal, and written communication strategies that
promote an effective exchange of information; development of
therapeutic relationships; and shared decision making with patients,
families, groups, populations, and communities from diverse
backgrounds.
Professional registration
Satisfactory completion of the California Board of Registered
Nursing-required content prepares the student to sit for the NCLEX-
RN examination. All states require that a nurse pass the NCLEX-RN
examination for licensure to practice. California application forms and
fees are submitted to the California Board of Registered Nursing, P.O. Box
944210, Sacramento, CA 94244-2100; website: <http://www.rn.ca.gov/>.
Four Bachelor of Science (B.S.) degree
options
For all B.S. degree options, students must complete all prerequisite
courses prior to starting the nursing program. Occasional exceptions for
certain prerequisites can be made. For more specifics, consult with the
admissions department staff.
1. Standard (generic) B.S. degree curriculum
2. B.S. degree curriculum for the licensed vocational nurse
3. B.S. degree curriculum for student with bachelor's degree in another
area
Applicants for this track must fulfill the same admission requirements
(p.328) and degree requirements as the standard B.S. degree.
Students entering with a non-nursing baccalaureate degree may
write the NCLEX-RN after completing nursing courses required for
licensure. This allows students to write the NCLEX-RN after six
quarters and prior to completing the B.S. degree. Students who
choose this option may be eligible to enroll in online courses in the
RN to B.S. academic track subject to space availability.
4. RN to B.S. curriculum
An RN with an associate's degree in nursing may complete a
baccalaureate degree in four quarters of full-time course work. Part-
time study is an option. Courses are designed in the online format.
Online activities will include weekly discussions and assignments
designed to focus on the working environment of the RN. The
returning RN must have completed all prerequisite courses prior to
acceptance into the program, must be currently working as an RN,
and must meet the following non-course requirements:
• Current RN license
• A.S. degree or diploma in nursing
Nondegree option
The 45-quarter unit RN licensure option
Licensed LVNs who have been admitted and are currently in our
nursing program have the option of requesting the 45-quarter unit
326 Undergraduate
option for LVNs. Since the LVN choosing this option does not meet the
requirements for a degree as outlined by the school, neither a degree nor
a certificate will be issued; nor will a graduation exercise be included.
In addition, the student will not be eligible to wear the school pin, cap,
or other insignia. An RN license obtained through this option is valid in
California and may not be transferable to other states.
Prerequisite per BRN
High school diploma
Current LVN license in California (skills will need to be validated)
Completion of physiology and microbiology with a grade of C or higher
G.P.A. of at least 2.0
Academic plan
Required courses
Required courses
NRSG217 Psychiatric Mental Health Nursing 6
NRSG301 Adult Health Nursing I 6
NRSG302 Adult Health Nursing II 8
NRSG338 Essential Leadership Concepts for Nursing
Licensure
1
NRSG405 Health Transitions and Post-Acute Care 3
Optional courses (to complete 45 units)
NRSG303 Adult Health Nursing III
NRSG314 Obstetrical and Neonatal Nursing
NRSG315 Child Health Nursing
NRSG316 Wellness and Health Promotion
NRSG408 Critical Care Nursing
NOTE: The student in this 45-unit RN option must maintain a G.P.A. of
at least 2.0 and earn a grade of at least a C in each course throughout
enrollment at Loma Linda University. A grade below a C will cause the
student to be dropped from the LLU School of Nursing.
Academic policies and practices
Academic residence
To qualify for an undergraduate degree from Loma Linda University, the
student must take a minimum of 45 units at Loma Linda University; 32 of
the units must be upper division courses. At least three clinical nursing
courses are required as part of these units.
Nursing courses
Nursing course grades
Most nursing courses in the undergraduate curriculum are divided
into approximately equal components of theory and clinical laboratory
practice. Grades for nursing courses represent a combination of theory
and clinical laboratory grades. In order to pass a nursing course, a
student must receive a grade equivalent to a C or above in the theory and
must receive either a C or a satisfactory in the clinical laboratory sections
of the course. To receive a passing grade in theory, the student must
obtain a cumulative score of at least 76 percent on examinations. A grade
of C- or below places the student on provisional status and requires that
the student repeat the course. Enrollment in the School of Nursing will be
terminated if a student receives two grades of C- or below in nursing or
required cognates.
Percentage breakdown for grading
The undergraduate division of the School of Nursing uses the following
percentages for computing grades:
95-100% A
92-94% A-
88-91% B+
85-87% B
82-84% B-
79-81% C+
76-78% C
71-75% C-
68-70% D+
63-67% D
Below 62% F
Clinical experiences
Clinical experiences are under the direction of the course coordinator.
The student has supervised experience under a clinical instructor in the
care of patients. Unexcused tardiness or absences from class or clinical
laboratory is cause for failure. Three times of being tardy to class or
laboratory is equal to one absence. Absences in excess of20 percent of
course appointments (class, seminar, or clinical) may be cause for failure.
Students must make up for absences fromclinical experiences due to
extenuating circumstances (e.g., personal illness or death in the family).
A fee of $200 will be charged for make-up of clinical laboratory during
non-clinical time.
Nursing students are required to practice in client care settings
under the supervision of a registered nurse during assigned clinical
laboratory time.Each student will be expected to apply basic theoretical
concepts to clinical practice by assessing, planning, and implementing
nursing procedures; and evaluating the care of individuals, families,
and communities. Students will function within the policies of the
clinical agency and demonstrate the professional behavior outlined
in the UniversityCATALOG and the University Student Handbook while
performing routine nursing care.
Students are expected to be knowledgeable about clients and their
problems and about the plans for care prior to actually giving care. They
must come prepared for the clinical experience and must adequately
assess a client. Students are expected to perform skills safely. Students
whose performance is deemed unsafe may fail the course or be dropped
from the program.
Students are responsible for their individual transportation to off-campus
clinical sites. Individual transportation does not mean arrangements
to car-pool with someone. Off-campus clinical assignments cannot be
promised on the basis of the student's transportation convenience.
Students may be required to complete a clinical experience on a Sunday
or a holiday.
Licensure
To be eligible to write the NCLEX-RN examination, the student
must have completed all required nursing courses required for
licensure.Furthermore, the student needs to be aware that, under the
laws of California, a candidate for the examination is required to report all
misdemeanors, driving citations, and felony convictions. If a candidate
has a criminal history, the California Board of Registered Nursing
will determine the eligibility of that individual to write the licensing
examination.
Loma Linda University 2019-2020 327
Credit by examination
Challenge/equivalency examination
An undergraduate student may meet academic requirements by passing
an examination at least equal in scope and difficulty to examinations in
the course. Undergraduate students with prior education in nursing or in
another health-care profession are eligible to challenge nursing courses
required for California state licensure. The applicant's background in
health-care theory and clinical experience must be commensurate with
the theory and skills required for the course.
Challenge examinations in nursing courses include both a written
examination covering theory and an examination of clinical competence.
A fee is charged for a challenge examination. See the "Schedule of
Charges" in this section for fees.
Progression to the next level in the program is permissible only after
successful completion of the challenge examination at 76%. A grade of
S is recorded for challenge credit earned by examination only after the
student has successfully completed a minimum of 12 units of credit at
this University with a G.P.A. of 2.0 or above.
Advanced placement program
Credit toward graduation may be accepted by the school for an entering
student who has passed one or more Advanced Placement examinations
with a score of 3, 4, or 5. Records for AP courses must be sent directly
from the College Board to University Records.
For specific policy and time limits regarding CLEP examinations, see
"Academic Policies" in the Section II of the CATALOG.
Military Option for Advanced Placement
Individuals who have held military health care occupations in the areas
including, but not limited to Basic Medical Technician Corpsmen, Army
Health Care Specialist, or Air Force Independent Duty Medical Technician
may be eligible to apply for advanced placement in the nursing program
at Loma Linda University School of Nursing if they are able to provide
verifiable education and experience. Interested candidates are advised to
meet with the Associate Dean for Undergraduate Program at least four
weeks prior to application to review eligibility requirements.
Academic support
In order to promote academic success in the nursing program,
if a student earns a grade of "C" or "C+" in NRSG224 Nursing
Pathophysiology and/or NRSG231 Foundations of Nursing and/
or NRSG232 Fundamentals of Nursing and/orNRSG233 Health
Assessment and/or NRSG305 Nursing Pharmacologythe student will be
required to:
• Register for NRSG244 Strategies for Academic Success (1 unit)
during the subsequent quarter and each quarter through completion
of NRSG301 Adult Health Nursing I.
• Follow an individualized plan for continued involvement with the
Academic Center for Excellence (ACE) in subsequent quarters. The
individualized plan will be developed based on individual needs as
determined by the ACE faculty mentor, course instructor(s), advisor,
and student.
Repeating a course
A grade of C (2.0) is the minimum passing grade for nursing and required
religion courses. Any nursing or named cognate course taken while a
student at Loma Linda University School of Nursing in which the earned
grade is C- or lower must be repeated. A nursing or religion course may
be repeated only once. When a student repeats a course, both the original
and repeat grades are entered into the student's permanent record; but
only the repeat grade and credit are computed in the grade point average
and included in the total units earned.
Probation status
Students whose cumulative G.P.A.s at the end of any quarter is less
than 2.0, or who have received a C- or below in a nursing course or
named cognate, or who have withdrawn (W) due to failing are placed on
academic probation. Students on probation status will be required to
take NRSG244 Strategies for Academic Success and to communicate
regularly with their academic advisor. Students on probation may take
only one clinical nursing course at a time and no more than 12 units.
Any exceptions must be pre-approved. When the course work has
been repeated successfully, the student is returned to regular status.
Enrollment in the School of Nursing will be terminated if a student
receives two grades of C- or below in nursing or required cognates. See
Student Handbook for grievance procedure.
Graduation requirements
A candidate must complete the undergraduate Intent to Graduate form
two quarters prior to completion of degree.
A degree will be granted when the student has met the following
requirements:
1. Completed all requirements for admission to the respective
curriculum.
2. Completed all requirements of the curriculum, including specified
attendance, level of scholarship, and length of academic residence.
3. Completed a minimum of 185 quarter units for the baccalaureate
degree, with a minimum overall G.P.A. of 2.0.
4. Given evidence of moral character, of due regard for Christian
citizenship, and of consistent responsiveness to the established aims
of the University and of the respective discipline.
5. Discharged financial obligations to the University.
It is the responsibility of the student to see that all requirements have
been met.
A student who completes the requirements for a degree at the end of the
Spring or Summer Quarter is expected to be present at the University's
ceremony for conferring of degrees and presentation of diplomas.
Permission for the conferral of a degree in absentia is granted by the
University upon recommendation of the dean of the school.
A student who completes the requirements for a degree at the end of
Autumn or Winter quarter is invited, but not required, to participate in the
subsequent conferring of degrees. Degrees are conferred at graduations
only.
The University reserves the right to prohibit participation in
commencement exercises by a candidate who has not satisfactorily
complied with all requirements.
Additional requirements/policies
For additional policies governing Loma Linda University students, see
Section II of this CATALOG, as well as the University Student Handbook.
Students are responsible for informing themselves of and satisfactorily
meeting all regulations pertinent to registration, matriculation, and
graduation.
328 Nursing — BS (generic)
Nursing — BS (generic)
Admissions
The Admissions Committee is looking for individuals who reflect a high
degree of personal integrity, dependability, self-discipline, intellectual
vigor, and a caring and thoughtful manner.
Application deadlines
Applicants seeking undergraduate admission must have the application
process completed by the dates as follow:
• Autumn Quarter—March 15
• Winter Quarter—August 1
• Spring Quarter—November 1
In addition to Loma Linda University (p.24) admission requirements, the
applicant must:
1. Have completed a high school diploma or its equivalent.
2. Have a current first aid certificate.
3. Have a current basic life support certificate approved by the
American Heart Association.
4. Have earned a cumulative G.P.A. of 3.0 on all college course work.
Grades below a "C" are nontransferable.
5. For students considering transfer of nursing course work, provide
course descriptions or outlines for clinical nursing courses in order
for the school to determine the amount of transfer credit to be
granted.
6. Complete entrance tests required of all incoming students who are
not registered nurses.
7. Complete an interview arranged by the director of admissions.
8. Complete prerequisite courses listed below:
Domain 1: Religion and humanities (28 quarter units)
Religion:
1
Prorated, based on units taken at a Seventh-day Adventist college/
university. (See University Division of General Studies for religion
and humanities specifics.) Total units required are based on the
percentage of course work from an SDA college or university.
Students are required to take at least one course from the content
areas of RELE, RELR, and one of the following required RELT courses:
Humanities (12 units minimum):
Must be chosen from three of the following areas: civilization/history,
fine arts, literature, modern language, philosophy, or performing/
visual arts (not to exceed 4 quarter units)
Domain 2: Scientific inquiry and analysis (29 quarter units)
Natural Sciences (21 units minimum):
Intermediate algebra (or high school algebra II—not counted toward
domain total)
R
Human anatomy and physiology with laboratory, complete sequence 8
Introduction to organic chemistry and biochemistry, with laboratory
2
8
Basic medical microbiology with laboratory 5
Social Sciences (12 units minimum):
Sociology or Anthropology 4
General psychology 4
Developmental psychology (life span development) 4
Domain 3: Communication (12 quarter units)
English composition, complete sequence 8
Speech 4
Domain 4: Health and wellness (2-4 quarter units)
Physical education (two separate physical activity courses) 1
Nutrition 3
Domain 5: Electives
To meet total GE requirements and total degree requirements of 185
quarter units.
R
Required
1
Some of these may be completed while a student at LLU.
2
A combined organic and biochemistry course of less than 8 units
may be acceptedif determined the course has covered the necessary
content adequately.
Pre-entrance requirements (p.25)
1. A completed background check
2. Health clearance, including immunizations as outlined in the
"Admissions Policies and Information"
Program requirements
Major
NRSG217 Psychiatric Mental Health Nursing 6
NRSG224 Nursing Pathophysiology 5
NRSG324 Nursing Informatics and Evidence-Based Practice 3
NRSG230 Principles of Professionalism, Clinical Reasoning,
and Self-Care
4
NRSG231 Foundations of Nursing 3
NRSG232 Fundamentals of Nursing 7
NRSG233 Health Assessment 3
NRSG301 Adult Health Nursing I 6
NRSG302 Adult Health Nursing II 8
NRSG303 Adult Health Nursing III 7
NRSG305 Nursing Pharmacology 2
NRSG314 Obstetrical and Neonatal Nursing 5
NRSG315 Child Health Nursing 6
NRSG316 Wellness and Health Promotion 3
NRSG375 Introduction to Applied Biostatistics for Nurses 3
NRSG375L Computer Applications in Biostatistics 1
NRSG404 Introduction to Epidemiology for Nursing 2
NRSG405 Health Transitions and Post-Acute Care 3
NRSG408 Critical Care Nursing 8
NRSG416 Public Health Nursing 4
NRSG416L Public Health Nursing Clinical Laboratory 4
NRSG418 Capstone Nursing Practicum
1
6
orNRSG424 Professional RN Capstone
NRSG419 Capstone Nursing Leadership 6
NRSG429 Nursing Research 3
Cognates
REL_ 4__ Upper-division religion
2
10
Select one course from the following: 2
RELT406 Adventist Beliefs and Life
RELT423 Loma Linda Perspectives
RELT436 Adventist Heritage and Health
Loma Linda University 2019-2020 329
RELT437 Current Issues in Adventism
Total Units 120
1
NRSG424 Professional RN Capstone is for students who have taken
the NCLEX early and are working as an RN.
2
Students are required to take at least one course from the content
areas of RELE, RELR, and one of the required RELT courses listed
above. Total units required are based on the percentage of course
work from an SDA college/university. The maximum requirement is
16 units including transfer credit.
Total unit requirement for graduation is 185 quarter units (transfer units
plus above-listed courses).
Normal time to complete the program
Four (4) years — 2.66 years (eight [8] academic quarters) at LLU) — based
on full-time enrollment; part time permitted
Nursing — RN to B.S.
Admissions
The Admissions Committee is looking for individuals who reflect a high
degree of personal integrity, dependability, self-discipline, intellectual
vigor, and a caring and thoughtful manner.
Application deadlines
Applicants seeking undergraduate admission must have the application
process completed by the dates as follow.
• Autumn Quarter—March 15
• Winter Quarter—August 1
• Spring Quarter—November 1
In addition to Loma Linda University (p.24) admission requirements, the
applicant must also meet the following requirements:
1. Registered nurse (RN).
2. No grades below a C submitted for transfer.
3. Complete an interview with the RN-B.S. representative.
4. Completed an Associate in Science degree or diploma from an
accredited school of nursing.
5. Have a license to practice nursing in California as a registered nurse.
6. Completed all non-nursing requirements or their equivalents on the
lower division level.
7. Completed the following course prerequisites:
Domain 1: Religion and humanities (28 quarter units) 28
Religion:
1
Prorated, based on units taken at a Seventh-day Adventist college
or university. (See University Division of General Studies for religion
and humanities specifics.) Total units required are based on the
percentage of course work from an SDA college/university. Students
are required to take at least one course from the content area of
RELE and one from RELT.
Humanities:
Minimum of 12 units and must include at least three of the following
areas: civilization/history, fine arts, literature, modern language,
philosophy, or performing/visual arts (not to exceed 4 quarter units)
Domain 2: Scientific inquiry and analysis (29 quarter units)
Natural Sciences (17 units minimum):
Human anatomy and physiology with laboratory, complete sequence 8
Introduction to chemistry with laboratory, one quarter/semester 4
Basic medical microbiology with laboratory 5
Social Sciences (12 units minimum):
Sociology or Anthropology 4
General psychology 4
Developmental psychology (life span development) 4
Domain 3: Communication (12 quarter units)
English composition, complete sequence 9
Speech 4
Domain 4: Health and wellness (2-4 quarter units)
Physical education (two separate physical activity courses)
R
Nutrition (may be embedded in nursing content courses)
2
Domain 5: Electives
To meet total GE requirements and total degree requirements of 185
quarter units.
R
Required
1
Some of these may be completed while a student at LLU.
2
Integrated into previous nursing course
If the RN is a graduate of an accredited nursing program, the nursing
credits will be accepted as equivalent to the School of Nursing lower
division courses. For unaccredited schools, or for additional information
regarding transfer credit, see section on Transfer Credit (p.38) under
Academic Policies. Credit for 300-level nursing courses will be granted
upon satisfactory completion of NRSG337 Strategies for Professional
Transition and NRSG407 Complex Nursing Concepts of Health and
Disease.
Program requirements
Major
NRSG324 Nursing Informatics and Evidence-Based Practice 3
NRSG337 Strategies for Professional Transition 4
NRSG376 Introduction to Applied Biostatistics for Nurses 4
NRSG404 Introduction to Epidemiology for Nursing 3
NRSG407 Complex Nursing Concepts of Health and Disease 6
NRSG414 Management and Leadership for the Registered
Nurse
5
NRSG424 Professional RN Capstone 7
NRSG426 Public Health Nursing for Working RNs 4
NRSG426L Public Health Nursing Clinical Laboratory for the
Working RN
1
3
orNRSG434 Public Health Nursing Laboratory for the Working RN
NRSG428 Health Promotion for RNs 4
NRSG429 Nursing Research 3
Cognates
2
RELE/RELR ___ Religion elective(s) 3-4
Select one course from the following: 2-3
RELT406 Adventist Beliefs and Life (3)
RELT423 Loma Linda Perspectives (2)
RELT436 Adventist Heritage and Health (2)
330 Nursing — LVN to B.S.
RELT437 Current Issues in Adventism (2)
Total Units 52
1
Students may take this course in place of the face to face NRSG
426L. The course does not qualify the student to apply for the CA
Public Health Certificate.
2
A total of six (6) units in religion required (either two 3-unit courses or
three 2-unit courses).
Total unit requirement for graduation is 185 quarter units (transfer units
plus above-listed courses).
Normal time to complete the program
Four (4) years — 1.33 years (four [4] academic quarters) at LLU — based
on full-time enrollment; part time permitted
Nursing — LVN to B.S.
Admissions
The Admissions Committee is looking for individuals who reflect a high
degree of personal integrity, dependability, self-discipline, intellectual
vigor, and a caring and thoughtful manner.
Application deadlines
Applicants seeking undergraduate admission must have the application
process completed by the dates indicated as follow:
• Autumn Quarter—March 15
• Winter Quarter—August 1
• Spring Quarter—November 1
In addition to Loma Linda University (p.24) admission requirements, the
applicant must:
1. Have completed a high school diploma or its equivalent.
2. Be a licensed vocational nurse.
3. Have a current basic life support certificate approved by the American
Heart Association.
4. Have earned a cumulative G.P.A. of 3.0 on all college course work.
Grades below a "C" are nontransferable.
5. For students considering transfer of nursing course work, provide
course descriptions or outlines for clinical nursing courses in order
for the school to determine the amount of transfer credit to be
granted.
6. Complete entrance tests required of all incoming students who are
not registered nurses.
7. Complete an interviewarranged by the director of admissions.
8. Complete prerequisite courses listed below:
The licensed vocational nurse may choose to complete a bachelor's
degree or the 45 quarter units of nursing, as prescribed by the California
State Board of Registered Nursing, and be eligible to sit for the NCLEX-
RN.
Domain 1: Religion and humanities (28 quarter units)
Religion:
Prorated, based on units taken at a Seventh-day Adventist college
or university. (See University Division of General Studies for religion
and humanities specifics.) Total units required are based on the
percentage of course work from an SDA college/university. Students
are required to take at least one course from the content areas of
RELE. RELR, and one of the following required RELT courses:
Humanities (12 units minimum):
Must include at least three of the following areas: civilization/history,
fine arts, literature, modern language, philosophy, or performing/
visual arts (not to exceed 4 quarter units)
Domain 2: Scientific inquiry and analysis (29 quarter units)
Natural Sciences (21 units minimum):
Intermediate algebra (or high school algebra II—not counted toward
domain total)
R
Introduction to physics (or high school physics—not counted toward
domain total)
R
Human anatomy and physiology with laboratory, complete sequence 8
Introduction to organic chemistry and biochemistry, with laboratory
2
8
Basic medical microbiology with laboratory 5
Social Sciences (12 units minimum):
Sociology or Anthropology 4
General psychology 4
Developmental psychology (life span development) 4
Domain 3: Communication (12 quarter units)
English composition, complete sequence 8
Speech 4
Domain 4: Health and wellness (2-4 quarter units)
Physical education (two separate physical activity courses) 1
Nutrition (may have been integrated into LVN content) 3
Domain 5: Electives
To meet total GE requirements and total degree requirements of 185
quarter units.
R
Required
1
Some of these may be completed while a student at LLU
2
May consider less units if course taken adequately covers this
material.
Program requirements
Major
NRSG217 Psychiatric Mental Health Nursing 6
NRSG224 Nursing Pathophysiology 5
NRSG230 Principles of Professionalism, Clinical Reasoning,
and Self-Care
4
NRSG233 Health Assessment 3
NRSG301 Adult Health Nursing I 6
NRSG302 Adult Health Nursing II 8
NRSG303 Adult Health Nursing III 7
NRSG305 Nursing Pharmacology 2
NRSG314 Obstetrical and Neonatal Nursing 5
NRSG315 Child Health Nursing 6
NRSG316 Wellness and Health Promotion 3
NRSG324 Nursing Informatics and Evidence-Based Practice 3
NRSG375 Introduction to Applied Biostatistics for Nurses 3
Loma Linda University 2019-2020 331
NRSG375L Computer Applications in Biostatistics 1
NRSG404 Introduction to Epidemiology for Nursing 2
NRSG405 Health Transitions and Post-Acute Care 3
NRSG408 Critical Care Nursing 8
NRSG416 Public Health Nursing 4
NRSG416L Public Health Nursing Clinical Laboratory 4
NRSG418 Capstone Nursing Practicum 6
NRSG419 Capstone Nursing Leadership 6
NRSG429 Nursing Research 3
Cognates
REL_4__ Upper-division Religion
1
10
Select one course from the following: 2
RELT406 Adventist Beliefs and Life
RELT423 Loma Linda Perspectives
RELT436 Adventist Heritage and Health
RELT437 Current Issues in Adventism
Total Units 110
1
Students are required to take at least one course from the content
areas of RELE, RELR, and one of the required RELT courses listed
above. Total units required are based on the percentage of course
work from an SDA college/university. The maximum requirement is
16 units including transfer credit.
Total unit requirement for graduation is 185 quarter units (transfer units
plus above-listed courses).
Normal time to complete the program
Four (4) years — 2.33 years (even [7] academic quarters) at LLU — based
on full-time enrollment; part time permitted
332 Graduate
Graduate
The sections that follow describe the Master of Science (M.S.), Doctor
of Nursing Practice (D.N.P.), and Doctor of Philosophy (Ph.D.) degrees
offered by the School of Nursing; and list the courses for each. School
of Nursing students are expected to operate under the general policies
of the University and the school, as well as the specific policies of
the degree in which they are enrolled. Graduate education provides
the student opportunities to develop advanced knowledge, skills, and
attitudes relevant to a specific area of interest in nursing.Programs
of study prepare the nurse for practice, leadership, and research as
appropriate to his/her professional role.
Academic policies
Academic residence
To qualify for a degree from the graduate department in nursing at Loma
Linda University, the student must take a minimum of 80 percent of the
academic curriculum while in residence at the University, i.e., 48 units
for the master's degree; 55-119 units for Doctor of Nursing Practice,
depending on the selected concentration area and 60-86 units for the
Doctor of Philosophy degree.
Transfer credits
1. A transfer student may transfer credits up to 20 percent of the
units required by the chosen program to be applied to the degree
requirements at Loma Linda University. This transfer is limited to
credits for which a grade of B (3.0) or better has been recorded and
the course work was done at an accredited institution and meets the
requirements of a course for the degree at LLU.
2. A maximum of nine quarter units that have been previously applied to
another degree may be accepted as advanced standing upon petition.
3. The maximum number of transfer credit towards a master's or
doctoral degree may not exceed 20 percent of the minimum credits
required for the degree.
4. Following acceptance into a graduate program, all required courses
must be taken at Loma Linda University.
5. Credits taken through NEXus for graduate courses are not considered
transfer credits.
6. Transfer credits will not be used to offset course work at this
University with less than a B grade.
Academic standing
1. Course grades
a. The expected earned grade level for graduate studies is a
cumulative grade point average of 3.0 (B average) or higher.
b. Students must earn a grade of B (85 percent) or higher in all
courses. If the earned grade is less than a B, the course must be
repeated, except as noted in 3 A and 4 A below.
c. For all CNS and NP clinical courses, an earned grade of less than B
(3.0) may not be repeated.
d. For all courses required nurse anesthesia, an earned grade of less
than B (3.0) may not be repeated.
2. Withdrawal and repeating course
a. A student may withdraw only one time from any given core,
concentration, or clinical course. (See 4B and 5B below for
exception for Nurse Anesthesia students).
b. A student may repeat no more than one course in the program.
c. Students requesting to repeat a clinical course due to a
withdrawal are placed on a waiting list, according to the timing of
the request.
d. Nurse anesthesia students who withdraw from a course may not
continue in the program.
e. Nurse anesthesia students may not repeat a
course.
3. Academic probation
At the end of each quarter, student G.P.A.s will be reviewed. Students
will be placed on probationary status if:
a. the earned G.P.A. is less than 3.0 cumulatively
b. If the earned G.P.A. is less than 3.0 in the nursing major
c. If a course must be repeated due to a grade lower than an
earned B in the CNS (core and concentration courses), Nursing
Administration, Nursing Education concentration areas or in the
DNP or PhD programs, the courses must be retaken and a grade
of B or higher earned before proceeding.in the clinical sequence
if the low grade occurred in a clinical area that allows a course
to be repeated (Nursing Administration, Nursing Education and
DNP). To repeat the course, it will be necessary to wait until the
course is offered again and has space.
i. While on probation, a student:
1. May not take the clinical focus courses, unless this is the
course that must be repeated
2. May not submit the comprehensive project
4. Academic probation may be removed when the student:
a. Retakes the course and earns a grade of B or higher.
b. Raises the G.P.A. to 3.0 or higher the next quarter.
c. Academic termination.
5. Academic enrollment will be terminated if:
a. The cumulative G.P.A. has not been raised to 3.0 or above while
on academic probation.
b. Any grade lower than B has not been raised when the course is
retaken.
c. A CNS or NP student earns a grade of B- (2.7) or lower in a clinical
course.
d. A nurse anesthesia student earns a grade of B- (2.7) or lower in
any course.
Clinical probation
Clinical work must be evaluated as satisfactory. The faculty may
recommend that the student be placed on clinical probation. While
on probation, the student must demonstrate satisfactory clinical work
as stipulated by the faculty; or the student will be dismissed from the
school.
Clinical termination
A student may be dismissed from the program if there is evidence of:
1. Unsafe clinical behavior in any of the areas of knowledge, skill, and
attitudes
2. Unethical clinical behavior, such as, but not limited to, falsification
of records and/or reporting, photographing and /or recording in the
clinical site, and posting patient information or photos on social
media sites.
Application for candidacy
A student in the master’s degree program will apply for candidacy on
Form A after completing at least 25 units of required graduate course
Loma Linda University 2019-2020 333
work. A PhD degree student will be advanced to candidacy after
successful defense of the dissertation proposal. A DNP degree student
will be advanced to candidacy after successful defense of the project
proposal.
Time limits
The time lapse from first enrollment in a graduate curriculum to the
conferring of the master’s degree may not exceed five years. For the
doctoral degrees, seven years are allowed after the date of admission. A
student desiring reinstatement must reapply. This procedure implies a re-
evaluation of the student’s total academic plan.
Any credit transferred to the school or taken in residence and submitted
toward a graduate degree is nullified seven years from the date when
the course was completed. Refer to university policy on satisfactory
academic progress.
Scholastic standing
Grade scale
The graduate department in nursing uses the following percentages for
determining grades:
95-100% A
92-94% A-
88-91% B+
85-87% B
82-84% B-
79-81% C+
76-78% C
71-75% C-
68-70% D+
63-67% D
Below 62% F
Practicum experiences
Practicum experiences shall be individually structured to meet students’
needs and program requirements. Practicum experiences are arranged
by practicum faculty after consultation with advisors and appropriate
agency personnel. Off-campus placement is formalized through written
contract or letter of agreement. This process may take as long as six
months. Students requesting practicum experiences at sites that will
require additional costs—such as faculty travel, phone calls, or legal
advice—are responsible for this expense.
For advanced practice CNS or NP concentrations, due to the intensive nature
of the clinical courses, we strongly recommend that the student keeps their
workload to less than 20 hours per week. Employment for CRNA students
is strongly discouraged. Students are not permitted to work within 10
hours of the start of a clinical shift. Employment by title or function prior to
graduation is forbidden.
Comprehensive project
A written, comprehensive project is required of all M.S. degree students
(NGRD 610). The student is expected to integrate, evaluate, synthesize
and apply theories and research studied in the graduate program. Each
clinical track will guide development of the project.
Thesis and dissertation
Thesis is optional for the M.S. degree. The student's research,thesis,
projector dissertation preparation are under the direction of his/her
guidance committee. The student is urged to secure the committee's
approval of the topic and research design as early as is feasible. Such
approval must be secured before petition is made for advancement to
candidacy.
Dissertation format
Consultation with the Faculty of Graduate Studies office is encouraged to
help the student avoid formatting errors in the dissertation process that
would require him/her to edit large sections of manuscript.
Portfolio
A portfolio, developed during the program of study is required of all
students
Graduation requirements
Degree candidates shall have:
1. Completed all requirements for admission to the respective
curriculum.
2. Completed all requirements of the curriculum, including required
course work, specified attendance, level of scholarship, and length of
residence.
3. Given evidence of moral character, of due regard for Christian
citizenship, and of consistent responsiveness to the established aims
of the University and of the respective discipline.
4. Discharged financial obligations to the University.
It is the responsibility of the student to see that all requirements have
been met.
A student who completes the requirements for a degree at the end of the
spring or Summer Quarter is expected to be present at the university’s
ceremony for conferring of degrees and awarding of diplomas.
Permission for the conferral of a degree in absentia is granted by the
University upon recommendation of the dean of the school.
A student who completes the requirements for a degree at the end of
the Autumn or Winter Quarter is invited, but not required, to participate
in the subsequent conferring of degrees. Degrees are conferred at
commencements only. See Section II of the Academic Policies.
The University reserves the right to prohibit participation in
commencement by a candidate who has not satisfactorily complied with
all requirements.
Additional requirements/Policies
For additional policies governing Loma Linda University students, see
the academic polices and information (p.35) section under the heading,
About this University, in this CATALOG, as well as the University Student
Handbook which can be accessed at www.llu.edu/student-handbook/.
Students are responsible for informing themselves of and satisfactorily
meeting all regulations pertinent to registration, matriculation, and
graduation.
Nursing — M.S.
Learning outcomes for Master of Science
Learning outcomes of the master's degree program are designed to
prepare nurse leaders with a Christian perspective to enable them to
contribute to professional nursing through clinical practice, teaching, and
334 Nursing — M.S.
administration. Upon completion of the Master of Science degree, the
graduate should be able to:
1. Synthesize and apply research findings as a foundation for evidence-
based practice.
2. Apply informatics and health-care technologies to support data
management and improve patient care.
3. Collaborate interprofessionally to improve patient and population
health outcomes.
4. Utilize baccalaureate-level humanities, nursing, and science
competencies as a basis for advanced nursing practice.
5. Use organizational and systems leadership, management, and
teaching skills to promote high-quality and safe patient care.
6. Contribute to health policy and advocacy by working with clients,
health professionals, and organizations to improve access, quality,
and delivery of health care.
7. Apply quality improvement and safety methods, tools, performance
measures, and standards within professional settings.
8. Engage in clinical prevention and health promotion to maintain and
improve population health.
9. Utilize advanced knowledge acquired from nursing and cognate
sciences as a basis for advanced nursing practice.
Admissions
In addition to Loma Linda University (p.24) admission requirements,
the applicant to the Master of Science program in nursing mustalso
complete the following requirements:
1. Baccalaureate degree in nursing or its equivalent from a regionally
accredited program.
2. GPA of 3.0, both cumulative and in nursing courses.
3. Current United States RN license before application and CA RN
license before the start of classes.
4. Three electronic recommendations from recent professors or current
work supervisor.
5. Interview by faculty members in the School of Nursing.
6. Health Science Reasoning Test (HSRT).
Application deadlines
Applicants seeking graduate admission must have the application
process completed by the dates indicated in the following.
Nurse Educator, Nursing Administration
• Autumn Quarter—April 1
• Winter Quarter—August 1
• Spring Quarter—November 1
Pre-entrance requirements (p.25):
1. Health clearance, including immunizations
2. Background check
Regulations
Nondegree course status
Up to 12 units of required core course work may be taken as a nondegree
student, with the consent of the instructor, while the application
submission and review are in progress. If grades of B or higher are
earned, the course work may be applied toward the graduate degree upon
acceptance into the program.
Course scheduling
Core nursing courses are scheduled to accommodate the typical working
nurse.
Curriculum change
The school reserves the right to update and modify the curriculum
without prior notice to maintain currency with standards in health care.
Students in continuous attendance will meet graduation requirements
of the CATALOG under which they enter the School of Nursing unless
change is necessary to comply with new professional standards.
General requirements
For information about requirements and practices to which all graduate
students are subject, the student should consult the Catalog of Loma
Linda University, Section II About the University and in Section III, About the
Schools, School of Nursing.
M.S. concentrations
Demonstration of comprehensive learning is required, either through a
project or requirements embedded in courses required for the Master of
Science degree, depending on the selected area of concentration
• Nurse Educator: Adult-Gerontology (p.335)
• Nurse Educator: Obstetrics and Pediatrics (p.335)
• Nursing Administration (p.337)
Loma Linda University 2019-2020 335
Nurse Educator: Adult–Gerontology Concentration
The nurse educator adult-gerontology concentration prepares nurses for a role as educator in either the academic or clinical setting, with a focus on
the care of the individual from early adulthood through geriatrics.
Core
NGRD651 Theoretical Foundations for Evidence-Based Practice 4
NGRD653 Health Systems Policy Development and Advocacy 4
NGRD657 Intermediate Statistics 4
NGRD658 Nursing Research and Translational Science 4
RELE524 Bioethics and Society
1
3
Concentration
AHCJ506 Educational Evaluation and Clinical Assessment
2
3
orNGRD602 Assessment of Learning Outcomes
NGRD551 Adult - Gerontology: CNS I 4
NGRD552 Adult - Gerontology: CNS II 4
NGRD600 Teaching and Learning Theory 3
NGRD601 Curriculum Development in Higher Education 3
NGRD603 Educational Leadership 2
NGRD621 Pharmacology in Advanced Practice I 2
NGRD622 Pharmacology in Advanced Practice II 3
NGRD624 Advanced Health Assessment 4
NGRD625 Advanced Clinical Pathophysiology 4
Clinical
NGRD604 Teaching Practicum 3
NGRD605 Clinical Practicum: Nurse Educator 3
Project
NGRD610 Master's Comprehensive Project 2
Thesis (optional)
NGRD696 Master's Thesis (1-5 units)
3
Total Units 59
1
Acceptable alternate religion courses: RELE534 Ethical Issues in Public Health, RELE548 Christian Social Ethics, RELE568 Bioethics and the
Law
2
Substituted with NGRD602 Assessment of Learning Outcomes in off-campus programs
3
Units are in addition to minimum required for the degree.
Normal time to complete the program
Three (3) years (11 academic quarters) based on less than full-time enrollment.
Nurse Educator: Obstetrics–Pediatrics Concentration
The nurse educator obstetrics-pediatrics concentration prepares nurses for an educator role in either the academic or clinical setting, with a focus on
the care of the child from birth through adolescence.
Core
NGRD651 Theoretical Foundations for Evidence-Based Practice 4
NGRD653 Health Systems Policy Development and Advocacy 4
NGRD657 Intermediate Statistics 4
NGRD658 Nursing Research and Translational Science 4
RELE524 Bioethics and Society
1
3
Concentration
AHCJ506 Educational Evaluation and Clinical Assessment
2
3
orNGRD602 Assessment of Learning Outcomes
336 Nurse Educator: Obstetrics–Pediatrics Concentration
NGRD561 Pediatrics: CNS I 4
NGRD562 Pediatrics: CNS II 4
NGRD600 Teaching and Learning Theory 3
NGRD601 Curriculum Development in Higher Education 3
NGRD603 Educational Leadership 2
NGRD621 Pharmacology in Advanced Practice I 2
NGRD622 Pharmacology in Advanced Practice II 3
NGRD624 Advanced Health Assessment 4
NGRD625 Advanced Clinical Pathophysiology 4
Clinical
NGRD604 Teaching Practicum 3
NGRD605 Clinical Practicum: Nurse Educator 3
Project
NGRD610 Master's Comprehensive Project 2
Thesis (optional)
NGRD696 Master's Thesis (1-5 units)
3
Total Units 59
1
Acceptable alternate religion courses: RELE534 Ethical Issues in Public Health, RELE548 Christian Social Ethics, RELE568 Bioethics and the
Law
2
Substituted with NGRD602 Assessment of Learning Outcomes for off-campus programs
3
Units are in addition to minimum required for the degree.
Normal time to complete the program
Three (3) years (11 academic quarters) based on less than full-time enrollment.
Loma Linda University 2019-2020 337
Nursing Administration Concentration
The nursing administration option prepares nurses for leadership in a variety of organizational settings. The M.S. degree curriculum draws from the
practice of nursing, management, and related fields; and includes administration, research, and clinical components.
Core
NGRD650 Advanced Role Development and Collaboration 4
NGRD651 Theoretical Foundations for Evidence-Based Practice 4
NGRD652 Health-Care Systems Leadership 4
NGRD653 Health Systems Policy Development and Advocacy 4
NGRD655 Health Systems Finance 4
NGRD657 Intermediate Statistics 4
NGRD658 Nursing Research and Translational Science 4
RELE524 Bioethics and Society
1
3
Concentration
HADM528 Organizational Behavior in Health Care 3
HADM534 Health-Care Law 3
HADM605 Health-Care Quality Management 3
Select three courses from the following: 9
HADM514 Health-Care Economics
HADM529 Applied Leadership Concepts in Health-Care Organizations
HADM555 Health-Care Delivery Systems
HADM559 Health-Care Marketing
HADM574 Managing Human Resources in Health-Care Organizations
HADM575 Management Information Systems in Health Care
HADM604 Health Systems Strategic Planning
Clinical
NGRD606 Nursing Administration Practicum 8
Project
NGRD610 Master's Comprehensive Project 2
Thesis (optional)
NGRD696 Master's Thesis (1-5 units)
2
Total Units 59
1
Acceptable alternate religion courses: RELE534 Ethical Issues in Public Health, RELE548 Christian Social Ethics, RELE568 Bioethics and the
Law
2
Units are in addition to minimum required for the degree.
Normal time to complete the program
Three (3) years (11 academic quarters) based on less than full-time enrollment.
338 Doctor of Nursing Practice
Doctor of Nursing Practice
The Doctor of Nursing Practice (D.N.P.) degree offers B.S. or post-
master’s degree curriculum. This curriculum allows B.S.- or M.S.-
prepared registered nurses to earn doctorates, which will prepare them
for assuming advanced practice in patient care and health-care systems'
leadership roles. It addresses and meets outcome expectations as
articulated by the American Association of Colleges of Nursing that
advanced practice specialty areas be staffed by nurses with doctoral
degrees.
Learning outcomes for Doctor of Nursing Practice
Learning outcomes for the D.N.P. degree program are designed to
prepare nurse leaders with a Christian perspective to enable them to
contribute to professional nursing through clinical practice, teaching, and
administration. Upon completion of the D.N.P. degree, the graduate will be
able to:
1. Provide leadership in the use of information systems/technology and
patient care technology for the improvement and transformation of
health care.
2. Utilize current scientific underpinnings for practice.
3. Promote the use of practice scholarship and analytical methods for
evidence-based practice.
4. Participate in interdisciplinary collaboration for improving patient and
population health outcomes.
5. Advocate for health care through policy analysis and development.
6. Apply organizational and systems leadership theory for quality
improvement and systems thinking.
7. Demonstrate leadership in the promotion of advanced nursing
practice and the nursing profession.
8. Incorporate into his/her practice the principles of practice prevention
and population health for improving the nation's health.
9. Develop and sustain therapeutic relationships with patients, families
and other professionals, considering all aspects of care—including
physical, mental, and spiritual—to facilitate optimal care and patient
outcomes using evidence based-practice.
Admissions
In addition to Loma Linda University (p.24) admission requirements, the
applicant to the Doctor of Nursing Practice program must also complete
the following:
Bachelors to Doctor of Nursing Practice program admissions criteria
1. Baccalaureate degree or equivalent in nursing from a regionally
accredited program.
2. GPA of 3.0, both cumulative and in nursing courses.
3. Current United States RN license before application and CA RN
license before the start of classes.
4. Current BLS certification.
5. Three electronic recommendations from recent professors or current
work supervisor.
6. Interview by faculty members in the School of Nursing.
7. Health Science Reasoning Test (HSRT).
8. Additional criteria for nurse anesthesia applicants:
a. Science GPA of 3.0 or higher.
b. Unrestricted Registered Nurse license in the United States;
unrestricted Registered Nurse license in California before
matriculation and must be maintained until program completion.
c. Three electronic recommendations from the following: one each
from a spiritual advisor or pastor, an immediate supervisor in the
critical care area in which the applicant is currently working, and a
critical care/ICU coworker.
d. Current certification in BLS, ACLS, and PALS is required before
clinical courses begin and must be maintained until program
completion; CCRN preferred.
e. Eight hours of clinical observation with a CRNA highly
recommended before admission interview.
f. Minimum one year, full-time critical care RN experience (in the
US) at time of matriculation (excluding orientation). Adult critical
care experience preferred. ER will be considered. Experience is
evaluated on an individual basis.
g. Completion of an online questionnaire following submission
of application. This questionnaire must be completed by the
applicant before the admission deadline.
h. Interview granted by Admissions Committee.
Post-Masters to Doctor of Nursing Practice program admissions criteria
1. Completion of a master's degree in nursing with a clinical major
from a program or completion of a Bachelor's degree in nursing and
a Masters in a closely related field. The nursing degrees must be
accredited by Commission on Collegiate Nursing Education (CCNE),
National League of Nursing Accrediting Commission (NLNAC) or the
Accreditation Commission for Education in Nursing (ACEN).
2. Undergraduate and Graduate GPA of 3.0, both cumulative and in
nursing courses.
3. Current U.S. RN license and BLS certification.
4. Three electronic recommendations from recent professors or current
work supervisors.
5. Interview by faculty members in the School of Nursing.
6. Health Science Reasoning Test (HSRT).
Application deadlines
Applicants seeking graduate admission must have the application
process completed by the dates indicated in the following.
• Nurse Anesthesia
• Autumn Quarter Priority—November 1
• Autumn Quarter Standard—December 15
• Clinical Nurse Specialist and Nurse Practitioner
• Autumn Quarter—April 1
• Winter Quarter—August 1
• Spring Quarter—November 1
Pre-entrance requirements (p.25):
1. Health clearance, including immunizations
2. Background check
Regulations
Nondegree course status
Up to 12 units of required core course work may be taken as a nondegree
student, with the consent of the instructor, while the application
Loma Linda University 2019-2020 339
submission and review are in progress. If grades of B or higher are
earned, the course work may be applied toward the graduate degree upon
acceptance into the program.
Course scheduling
Core nursing courses are scheduled to accommodate the typical working
nurse.
Curriculum change
The school reserves the right to update and modify the curriculum
without prior notice to maintain currency with standards in health care.
Students in continuous attendance will meet graduation requirements
of the CATALOG under which they enter the School of Nursing unless
change is necessary to comply with new professional standards.
General requirements
For information about requirements and practices to which all graduate
students are subject, the student should consult the Catalog of Loma
Linda University, Section II About the University and in Section III, About the
Schools, School of Nursing.
Program requirements
Bachelor of Science to Doctor of Nursing Practice:
Clinical Nurse Specialist concentration areas:
• Clinical Nurse Specialist: Adult-Gerontology (p.339)
• Clinical Nurse Specialist: Pediatrics (p.341)
• Nurse Anesthesia (p.343)
Nurse Practitioner concentration areas:
• Family Nurse Practitioner (p.342)
• Primary Care Adult-Gerontology Nurse Practitioner (p.344)
• Primary Care Pediatric Nurse Practitioner (p.345)
• Psychiatric Nurse Practitioner (p.346)
Post-Masters to Doctor of Nursing Practice (p.347)
Clinical Nurse Specialist: Adult-Gerontology Concentration
The clinical nurse specialist: adult-gerontology concentration prepares students for leadership roles as clinical nurse specialists within the health-
care system. Clinical and theoretical content focuses on systems thinking, evidence-based practice, and translational research as related to adult and
geriatric clients and families. The curriculum offers an opportunity to choose an emphasis in a selected vulnerable population with health-care needs.
The curriculum includes 540 hours of clinical practicum in the advanced practice role and 510 practicum hours for the D.N.P. role. The graduate is
prepared for certification by the American Nurses Certification Corporation as a clinical nurse specialist in adult-gerontology nursing.
Core Theory Clinical Total Units
Units Hours Units Hours
NGRD650 Advanced Role Development and Collaboration 4.0 40 — — 4.0
NGRD651 Theoretical Foundations for Evidence-Based Practice 4.0 40 — — 4.0
NGRD652 Health-Care Systems Leadership 4.0 40 — — 4.0
NGRD653 Health Systems Policy Development and Advocacy 4.0 40 — — 4.0
NGRD654 Social Determinants of Health 4.0 40 — — 4.0
NGRD655 Health Systems Finance 4.0 40 — — 4.0
NGRD656 Outcomes Assessment for Strategic Planning 4.0 40 — — 4.0
NGRD657 Intermediate Statistics 4.0 40 — — 4.0
NGRD658 Nursing Research and Translational Science 4.0 40 — — 4.0
NGRD659 Professional Writing for Nurse Leaders 4.0 40 — — 4.0
RELE564 Ethics and Health Disparities 3.0 30 — — 3.0
RELR525 Health Care and the Dynamics of Christian Leadership 3.0 30 — — 3.0
RELT557 Theology of Human Suffering 3.0 30 — — 3.0
Totals 49.0 490 — — 49.0
Concentration
NGRD621 Pharmacology in Advanced Practice I 2.0 20 — — 2.0
NGRD622 Pharmacology in Advanced Practice II 3.0 30 — — 3.0
NGRD624 Advanced Health Assessment 4.0 40 — — 4.0
NGRD625 Advanced Clinical Pathophysiology 4.0 40 — — 4.0
Totals 13.0 130 — — 13.0
Clinical
NGRD551 Adult - Gerontology: CNS I 4.0 40 — — 4.0
NGRD552 Adult - Gerontology: CNS II 4.0 40 — — 4.0
NGRD553 Adult - Gerontology: CNS III 2.0 20 2.0 60 4.0
NGRD554 Adult - Gerontology: CNS Clinical Practicum
1
— — 16.0 480 16.0
340 Clinical Nurse Specialist: Adult-Gerontology Concentration
Totals 10.0 100 18.0 540 28.0
D.N.P. Project
NGRD667 DNP Proposal Development 2.0 20 1.0 30 3.0
NGRD669A DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669B DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669C DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669D DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669E DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669F DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
Totals 4.6 56 14.4 590 19.0
Overall Totals 76.6 776 32.4 1130 109.0
1
Multiple registrations required to fulfill total unit requirement
Portfolio
Prior to graduation, students are required to submit an online professional portfolio. Documentation of 510 doctoral leadership practice hours will be
included in the portfolio.
Normal time to complete the program
Four (4) years (15 academic quarters) based on less than full-time enrollment
Loma Linda University 2019-2020 341
Clinical Nurse Specialist: Pediatrics Concentration
Closed to admissions for the 2019-2020 academic year.
The clinical nurse specialist: pediatric concentration prepares students for leadership roles as clinical nurse specialists within the health-care system.
Clinical and theoretical content focuses on systems thinking, evidence-based practice, and translational research as related to nursing care of children
and families. The curriculum offers an opportunity to choose an emphasis in a selected vulnerable population experiencing health-care needs. The
curriculum includes 540 hours of clinical practice in the advanced practice role and 510 practicum hours for the DNP role. The graduate is prepared
for certification by the American Nurses Certification Corporation (ANCC) as a clinical nurse specialist in acute-care pediatrics.
Core Theory Clinical Total Units
Units Hours Units Hours
NGRD650 Advanced Role Development and Collaboration 4.0 40 — — 4.0
NGRD651 Theoretical Foundations for Evidence-Based Practice 4.0 40 — — 4.0
NGRD652 Health-Care Systems Leadership 4.0 40 — — 4.0
NGRD653 Health Systems Policy Development and Advocacy 4.0 40 — — 4.0
NGRD654 Social Determinants of Health 4.0 40 — — 4.0
NGRD655 Health Systems Finance 4.0 40 — — 4.0
NGRD656 Outcomes Assessment for Strategic Planning 4.0 40 — — 4.0
NGRD657 Intermediate Statistics 4.0 40 — — 4.0
NGRD658 Nursing Research and Translational Science 4.0 40 — — 4.0
NGRD659 Professional Writing for Nurse Leaders 4.0 40 — — 4.0
RELE564 Ethics and Health Disparities 3.0 30 — — 3.0
RELR525 Health Care and the Dynamics of Christian Leadership 3.0 30 — — 3.0
RELT557 Theology of Human Suffering 3.0 30 — — 3.0
Totals 49.0 490 — — 49.0
Concentration
NGRD621 Pharmacology in Advanced Practice I 2.0 20 — — 2.0
NGRD622 Pharmacology in Advanced Practice II 3.0 30 — — 3.0
NGRD624 Advanced Health Assessment 4.0 40 — — 4.0
NGRD625 Advanced Clinical Pathophysiology 4.0 40 — — 4.0
Totals 13.0 130 — — 13.0
Clinical
NGRD561 Pediatrics: CNS I 4.0 40 — — 4.0
NGRD562 Pediatrics: CNS II 4.0 40 — — 4.0
NGRD563 Pediatrics: CNS III 2.0 20 2.0 60 4.0
NGRD564 Pediatrics:CNS Clinical Practicum
1
— — 16.0 480 16.0
Totals 10.0 100 18.0 540 28.0
D.N.P. Project
NGRD667 DNP Proposal Development 2.0 20 1.0 30 3.0
NGRD669A DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669B DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669C DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669D DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669E DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669F DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
Totals 4.6 56 14.4 590 19.0
Overall Totals 76.6 776 32.4 1130 109.0
1
Multiple registrations required to fulfill total unit requirement
Portfolio
Prior to graduation, students are required to submit an online professional portfolio. Documentation of 510 doctoral leadership practice hours will be
included in the portfolio.
342 Family Nurse Practitioner Concentration
Normal time to complete the program
Four (4) years (15 academic quarters), based on less than full-time enrollment
Family Nurse Practitioner Concentration
The family nurse practitioner clinical option prepares the nurse for a leadership role in the health-care system. Clinical and theoretical content focuses
on systems thinking, evidence-based practice, and translational research as related to the primary health-care needs of family members from newborn
through elders in consultation and collaboration with family practice physicians and other health-care providers. The curriculum includes 660 hours
of clinical practice in the advanced practice role and 510 practicum hours for the DNP role. The curriculum prepares the graduate to be certified as a
family nurse practitioner by the state of California and the American Nurses Certification Corporation.
Core Theory Clinical Total Units
Units Hours Units Hours
NGRD650 Advanced Role Development and Collaboration 4.0 40 — — 4.0
NGRD651 Theoretical Foundations for Evidence-Based Practice 4.0 40 — — 4.0
NGRD652 Health-Care Systems Leadership 4.0 40 — — 4.0
NGRD653 Health Systems Policy Development and Advocacy 4.0 40 — — 4.0
NGRD654 Social Determinants of Health 4.0 40 — — 4.0
NGRD655 Health Systems Finance 4.0 40 — — 4.0
NGRD656 Outcomes Assessment for Strategic Planning 4.0 40 — — 4.0
NGRD657 Intermediate Statistics 4.0 40 — — 4.0
NGRD658 Nursing Research and Translational Science 4.0 40 — — 4.0
NGRD659 Professional Writing for Nurse Leaders 4.0 40 — — 4.0
RELE564 Ethics and Health Disparities 3.0 30 — — 3.0
RELR525 Health Care and the Dynamics of Christian Leadership 3.0 30 — — 3.0
RELT557 Theology of Human Suffering 3.0 30 — — 3.0
Totals 49.0 490 — — 49.0
Concentration
NGRD519 Family Nurse Practitioner: Skills Lab — — 1.0 30 1.0
NGRD621 Pharmacology in Advanced Practice I 2.0 20 — — 2.0
NGRD622 Pharmacology in Advanced Practice II 3.0 30 — — 3.0
NGRD624 Advanced Health Assessment 4.0 40 — — 4.0
NGRD625 Advanced Clinical Pathophysiology 4.0 40 — — 4.0
Totals 13.0 130 1.0 30 14.0
Clinical
NGRD510 Family Nurse Practitioner: Pediatrics and Adolescent 3.0 30 2.0 60 5.0
NGRD511 Family Nurse Practitioner I 3.0 30 2.0 60 5.0
NGRD512 Family Nurse Practitioner II 3.0 30 3.0 90 6.0
NGRD513 Family Nurse Practitioner III 4.0 40 4.0 120 8.0
NGRD514 Family Nurse Practitioner IV 4.0 40 4.0 120 8.0
NGRD515 Family Nurse Practitioner V: Practicum 1.0 10 7.0 210 8.0
Totals 18.0 180 22.0 660 40.0
D.N.P. Project
NGRD667 DNP Proposal Development 2.0 20 1.0 30 3.0
NGRD669A DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669B DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669C DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669D DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669E DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669F DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
Totals 4.6 56 14.4 590 19.0
Overall Totals 84.6 856 37.4 1280 122.0
Loma Linda University 2019-2020 343
Portfolio
Prior to graduation, students are required to submit an online professional portfolio. Documentation of 510 doctoral leadership practice hours will be
included in the portfolio.
Normal time to complete the program
Four (4 ) years (15 academic quarters) based on less than full-time enrollment.
Nurse Anesthesia
The nurse anesthesia concentration is designed to educate critical care registered nurses in the nurse anesthetist role across the lifespan. Upon
completion, graduates are able to exercise advanced levels of clinical judgment, systems thinking, and expanded responsibility, as well as become
accountable for planning, implementing, and evaluating evidence-based strategies. Graduates are awarded a Doctor of Nursing Practice degree and
are eligible to sit for the National Certification Examination of the National Board on Certification and Recertification of Nurse Anesthetists.
Code Title Clock Hours Total Units
Lec Lab Clinical Total
Core
NGRD651 Theoretical Foundations for Evidence-Based Practice 40 40 4.0
NGRD652 Health-Care Systems Leadership 40 40 4.0
NGRD653 Health Systems Policy Development and Advocacy 40 40 4.0
NGRD654 Social Determinants of Health 40 40 4.0
NGRD655 Health Systems Finance 40 40 4.0
NGRD656 Outcomes Assessment for Strategic Planning 40 40 4.0
NGRD657 Intermediate Statistics 40 40 4.0
NGRD658 Nursing Research and Translational Science 40 40 4.0
NGRD659 Professional Writing for Nurse Leaders 40 40 4.0
RELE564 Ethics and Health Disparities 30 30 3.0
RELR525 Health Care and the Dynamics of Christian Leadership 30 30 3.0
RELT557 Theology of Human Suffering 30 30 3.0
Concentration
NGRD571 Advanced Role for the Nurse Anesthetist I 20 20 2.0
NGRD572 Advanced Role for the Nurse Anesthetist II 20 20 2.0
NGRD573 Scientific Foundations of Nurse Anesthesia Practice 40 40 4.0
NGRD574 Anesthesia Equipment and Technology 20 20 2.0
NGRD575 Advanced Clinical Anatomy for the Nurse Anesthetist I 10 30 40 2.0
NGRD576 Advanced Clinical Anatomy for the Nurse Anesthetist II 10 30 40 2.0
NGRD577 Advanced Physiology for the Nurse Anesthetist 40 40 4.0
NGRD578 Advanced Physiology and Pathophysiology for the Nurse Anesthetist I 40 40 4.0
NGRD579 Advanced Physiology and Pathophysiology for the Nurse Anesthetist II 40 40 4.0
NGRD580 Advanced Health Assessment for Nurse Anesthetists 30 30 60 4.0
NGRD581 Advanced Pharmacology for the Nurse Anesthetist I 60 60 6.0
NGRD582 Advanced Pharmacology for the Nurse Anesthetist II 20 20 2.0
NGRD583 Advanced Pharmacology for the Nurse Anesthetist III 20 20 2.0
NGRD584 Principles of Nurse Anesthesia Practice I 30 30 60 4.0
NGRD585 Principles of Nurse Anesthesia Practice II 30 30 60 4.0
NGRD586 Principles of Nurse Anesthesia Practice III 40 40 4.0
NGRD587 Principles of Nurse Anesthesia Practice IV 40 40 4.0
Clinical
NGRD590 Clinical Practicum I 200 200 2.0
NGRD591 Clinical Practicum II 200 200 2.0
NGRD592 Clinical Practicum III 200 200 2.0
NGRD593 Clinical Practicum IV 200 200 2.0
NGRD594 Clinical Practicum V 400 400 4.0
NGRD595 Clinical Practicum VI 400 400 4.0
NGRD596 Clinical Practicum VII 400 400 4.0
NGRD597 Clinical Practicum VIII 400 400 4.0
NGRD598 Clinical Practicum IX 400 400 4.0
344 Primary Care Adult-Gerontology Nurse Practitioner Concentration
DNP Project
NGRD667 DNP Proposal Development 20 30 50 3.0
NGRD669A DNP Practice Inquiry Project 10 120 130 4.0
NGRD669B DNP Practice Inquiry Project 10 120 130 4.0
NGRD669C DNP Practice Inquiry Project 4 80 84 2.0
NGRD669D DNP Practice Inquiry Project 4 80 84 2.0
NGRD669E DNP Practice Inquiry Project 4 80 84 2.0
NGRD669F DNP Practice Inquiry Project 4 80 84 2.0
Total Units 1016 740 2800 4556 148
Normal time to complete the program
Thirty-nine (39) months (14 academic quarters) based on full-time enrollment.
Primary Care Adult-Gerontology Nurse Practitioner Concentration
The primary care adult-gerontology nurse practitioner concentration prepares the nurse for a leadership role in the health-care system. Clinical and
theoretical content focuses on systems thinking, evidence-based practice and translational research as related to the primary health-care needs
of adults across the age spectrum in consultation and collaboration with primary care physicians and other health-care providers. The curriculum
includes 600 hours of clinical practice in the advanced practice role and 510 practicum hours for the DNP role. The curriculum prepares the student
to be certified as an adult-gerontology nurse practitioner by the state of California, the American Nurses Certification Corporation, and the American
Association of Nurse Practitioners.
Core Theory Clinical Total Units
Units Hours Units Hours
NGRD650 Advanced Role Development and Collaboration 4.0 40 — — 4.0
NGRD651 Theoretical Foundations for Evidence-Based Practice 4.0 40 — — 4.0
NGRD652 Health-Care Systems Leadership 4.0 40 — — 4.0
NGRD653 Health Systems Policy Development and Advocacy 4.0 40 — — 4.0
NGRD654 Social Determinants of Health 4.0 40 — — 4.0
NGRD655 Health Systems Finance 4.0 40 — — 4.0
NGRD656 Outcomes Assessment for Strategic Planning 4.0 40 — — 4.0
NGRD657 Intermediate Statistics 4.0 40 — — 4.0
NGRD658 Nursing Research and Translational Science 4.0 40 — — 4.0
NGRD659 Professional Writing for Nurse Leaders 4.0 40 — — 4.0
RELE564 Ethics and Health Disparities 3.0 30 — — 3.0
RELR525 Health Care and the Dynamics of Christian Leadership 3.0 30 — — 3.0
RELT557 Theology of Human Suffering 3.0 30 — — 3.0
Totals 49.0 490 — — 49.0
Concentration
NGRD509 Primary Care Adult-Gerontology Nurse Practitioner: Skills
Laboratory
— — 1.0 30 1.0
NGRD621 Pharmacology in Advanced Practice I 2.0 20 — — 2.0
NGRD622 Pharmacology in Advanced Practice II 3.0 30 — — 3.0
NGRD624 Advanced Health Assessment 4.0 40 — — 4.0
NGRD625 Advanced Clinical Pathophysiology 4.0 40 — — 4.0
Totals 13.0 130 1.0 30 14.0
Clinical
NGRD500 Gerontological Health and Wellness 2.0 20 — — 2.0
NGRD501 Primary Care Adult-Gerontology Nurse Practitioner I 3.0 30 2.0 60 5.0
NGRD502 Primary Care Adult-Gerontology Nurse Practitioner II 3.0 30 3.0 90 6.0
NGRD503 Primary Care Adult-Gerontology Nurse Practitioner III 4.0 40 4.0 120 8.0
NGRD504 Primary Care Adult-Gerontology Nurse Practitioner IV 4.0 40 4.0 120 8.0
NGRD505 Primary Care Adult-Gerontology Nurse Practitioner V:
Practicum
1.0 10 7.0 210 8.0
Totals 17.0 170 20.0 600 37.0
Loma Linda University 2019-2020 345
D.N.P. Project
NGRD667 DNP Proposal Development 2.0 20 1.0 30 3.0
NGRD669A DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669B DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669C DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669D DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669E DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669F DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
Totals 4.6 56 14.4 590 19.0
Overall Totals 83.6 846 35.4 1220 119.0
Portfolio
Prior to graduation, students are required to submit an online professional portfolio. Documentation of 510 doctoral leadership practice hours will be
included in the portfolio.
Normal time to complete the program
Four (4) years (15 academic quarters) based on less than full-time enrollment.
Primary-Care Pediatric Nurse Practitioner Concentration
The primary care pediatric nurse practitioner clinical option prepares the nurse for a leadership role in the health-care system. Clinical and theoretical
content focuses on systems thinking, evidence-based practice, and translational research as related to the primary health-care needs of children from
birth through adolescence in consultation and collaboration with primary care physicians and other health-care providers. The curriculum includes 570
hours of clinical practice in the advanced practice role and 510 practicum hours for the DNP role. The curriculum prepares the student to be certified
as a pediatric nurse practitioner by the state of California and by the Pediatric Nursing Certification Board.
Core Theory Clinical Total Units
Units Hours Units Hours
NGRD650 Advanced Role Development and Collaboration 4.0 40 — — 4.0
NGRD651 Theoretical Foundations for Evidence-Based Practice 4.0 40 — — 4.0
NGRD652 Health-Care Systems Leadership 4.0 40 — — 4.0
NGRD653 Health Systems Policy Development and Advocacy 4.0 40 — — 4.0
NGRD654 Social Determinants of Health 4.0 40 — — 4.0
NGRD655 Health Systems Finance 4.0 40 — — 4.0
NGRD656 Outcomes Assessment for Strategic Planning 4.0 40 — — 4.0
NGRD657 Intermediate Statistics 4.0 40 — — 4.0
NGRD658 Nursing Research and Translational Science 4.0 40 — — 4.0
NGRD659 Professional Writing for Nurse Leaders 4.0 40 — — 4.0
RELE564 Ethics and Health Disparities 3.0 30 — — 3.0
RELR525 Health Care and the Dynamics of Christian Leadership 3.0 30 — — 3.0
RELT557 Theology of Human Suffering 3.0 30 — — 3.0
Totals 49.0 490 — — 49.0
Concentration
NGRD539 Primary Care Pediatric Nurse Practitioner: Skills Laboratory — — 1.0 30 1.0
NGRD621 Pharmacology in Advanced Practice I 2.0 20 — — 2.0
NGRD622 Pharmacology in Advanced Practice II 3.0 30 — — 3.0
NGRD624 Advanced Health Assessment 4.0 40 — — 4.0
NGRD625 Advanced Clinical Pathophysiology 4.0 40 — — 4.0
Totals 13.0 130 1.0 30 14.0
Clinical
NGRD531 Primary Care Pediatric Nurse Practitioner I 4.0 40 — — 4.0
NGRD532 Primary Care Pediatric Nurse Practitioner II 3.0 30 3.0 90 6.0
NGRD533 Primary Care Pediatric Nurse Practitioner III 3.0 30 3.0 90 6.0
NGRD534 Primary Care Pediatric Nurse Practitioner IV 3.0 30 3.0 90 6.0
NGRD535 Primary Care Pediatric Nurse Practitioner V 3.0 30 3.0 90 6.0
346 Psychiatric Nurse Practitioner Concentration
NGRD536 Primary Care Pediatric Nurse Practitioner VI: Practicum — — 7.0 210 7.0
Totals 16.0 160 19.0 570 35.0
D.N.P. Project
NGRD667 DNP Proposal Development 2.0 20 1.0 30 3.0
NGRD669A DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669B DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669C DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669D DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669E DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669F DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
Totals 4.6 56 14.4 590 19.0
Overall Totals 82.6 836 34.4 1190 117.0
Portfolio
Prior to graduation, students are required to submit an online professional portfolio. Documentation of 510 doctoral leadership practice hours will be
included in the portfolio.
Normal time to complete the program
Four (4) years (15 academic quarters), based on less than full-time enrollment.
Psychiatric Nurse Practitioner Concentration
The psychiatric nurse practitioner (Psych NP) clinical option prepares the nurse for a leadership role in the health-care system. Clinical and theoretical
content focuses on systems thinking, evidence-based practice, and translational research as related to the promotion of mental health, prevention,
and treatment of psychiatric disorders in consultation and collaboration with psychiatrists and other mental health-care providers. The curriculum
includes 570 hours of clinical practice in the advanced practice role and 510 practicum hours for the DNP role. The curriculum prepares the student to
be certified as a psychiatric nurse practitioner by the state of California and the American Nurses Certification Corporation.
Core Theory Clinical Total Units
Units Hours Units Hours
NGRD650 Advanced Role Development and Collaboration 4.0 40 — — 4.0
NGRD651 Theoretical Foundations for Evidence-Based Practice 4.0 40 — — 4.0
NGRD652 Health-Care Systems Leadership 4.0 40 — — 4.0
NGRD653 Health Systems Policy Development and Advocacy 4.0 40 — — 4.0
NGRD654 Social Determinants of Health 4.0 40 — — 4.0
NGRD655 Health Systems Finance 4.0 40 — — 4.0
NGRD656 Outcomes Assessment for Strategic Planning 4.0 40 — — 4.0
NGRD657 Intermediate Statistics 4.0 40 — — 4.0
NGRD658 Nursing Research and Translational Science 4.0 40 — — 4.0
NGRD659 Professional Writing for Nurse Leaders 4.0 40 — — 4.0
RELE564 Ethics and Health Disparities 3.0 30 — — 3.0
RELR525 Health Care and the Dynamics of Christian Leadership 3.0 30 — — 3.0
RELT557 Theology of Human Suffering 3.0 30 — — 3.0
Totals 49.0 490 — — 49.0
Concentration
NGRD549 Psychiatric Nurse Practitioner VII: Skills Laboratory — — 1.0 30 1.0
NGRD621 Pharmacology in Advanced Practice I 2.0 20 — — 2.0
NGRD622 Pharmacology in Advanced Practice II 3.0 30 — — 3.0
NGRD624 Advanced Health Assessment 4.0 40 — — 4.0
NGRD625 Advanced Clinical Pathophysiology 4.0 40 — — 4.0
Totals 13.0 130 1.0 30 14.0
Clinical
NGRD541 Psychiatric Nurse Practitioner I 3.0 30 1.0 30 4.0
NGRD542 Psychiatric Nurse Practitioner II 3.0 30 3.0 90 6.0
NGRD543 Psychiatric Nurse Practitioner III 3.0 30 3.0 90 6.0
Loma Linda University 2019-2020 347
NGRD544 Psychiatric Nurse Practitioner IV 3.0 30 3.0 90 6.0
NGRD545 Psychiatric Nurse Practitioner V 3.0 30 3.0 90 6.0
NGRD546 Psychiatric Nurse Practitioner VI: Practicum 1.0 10 6.0 180 7.0
Totals 16.0 160 19.0 570 35.0
D.N.P. Project
NGRD667 DNP Proposal Development 2.0 20 1.0 30 3.0
NGRD669A DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669B DNP Practice Inquiry Project 0.8 10 3.2 120 4.0
NGRD669C DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669D DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669E DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
NGRD669F DNP Practice Inquiry Project 0.3 4 1.7 80 2.0
Totals 4.6 56 14.4 590 19.0
Overall Totals 82.6 836 34.4 1190 117.0
Portfolio
Prior to graduation, students are required to submit an online professional portfolio. Documentation of 510 doctoral leadership practice hours will be
included in the portfolio.
Normal time to complete the program
Four (4) years (15 academic quarters) based on less than full-time enrollment.
M.S. to D.N.P.
The Master of Science degree to Doctor of Nursing Practice degree
option prepares the advanced practice registered nurse, the nursing
administrator, or the nurse educator for a leadership role in the health-
care system. Theoretical content focuses on the development of
leadership knowledge, skills, and attitudes. Systems thinking, evidence-
based practice, and translational research are emphasized.
Advanced standing may be given for courses usually required for a
master's degree in advanced practice, administration, or education.
Please see program requirements for more details. All students are
required to complete the D.N.P. degree project.
Program requirements
Core
NGRD650 Advanced Role Development and Collaboration
1
4
NGRD651 Theoretical Foundations for Evidence-Based
Practice
1
4
NGRD652 Health-Care Systems Leadership
1
4
NGRD653 Health Systems Policy Development and Advocacy
1
4
NGRD654 Social Determinants of Health 4
NGRD655 Health Systems Finance 4
NGRD656 Outcomes Assessment for Strategic Planning 4
NGRD657 Intermediate Statistics
1
4
NGRD658 Nursing Research and Translational Science
1
4
NGRD659 Professional Writing for Nurse Leaders 4
RELE564 Ethics and Health Disparities
2
3
RELR525 Health Care and the Dynamics of Christian
Leadership
3
RELT557 Theology of Human Suffering 3
D.N.P. Project
NGRD667 DNP Proposal Development 3
NGRD669A DNP Practice Inquiry Project 4
NGRD669B DNP Practice Inquiry Project 4
NGRD669C DNP Practice Inquiry Project 2
NGRD669D DNP Practice Inquiry Project 2
NGRD669E DNP Practice Inquiry Project 2
NGRD669F DNP Practice Inquiry Project 2
Total Units 68
1
Advanced standing may be given for content covered in a prior M.S.
degree. Prior learning is evaluated and an individualized program of
study is developed based on this evaluation and length of time since
these courses were taken. Prior course work that partially meets the
course outcomes will be augmented by registering for 1 to 6 units of
NGRD660 Integrative Leadership Case Study.
2
Advanced standing will be given if this specific course was taken as
part of the M.S. degree program.
Portfolio
Prior to graduation, students are required to submit an online
professional portfolio. Documentation of 510 doctoral leadership
practice hours will be included in the portfolio.
Normal time to complete the program
Three (3) years (11 academic quarters) based on less than full-time
enrollment
348 Nursing — Ph.D.
Nursing — Ph.D.
The aim of the Doctor of Philosophy (Ph.D.) degree program in nursing
is to prepare nurse scholars for leadership in education, health-care
administration, and research. The Ph.D. degree in nursing is a research-
oriented degree with emphases on the development of nursing science
in the areas of vulnerable populations, health/wellness/wholeness,
and health systems research. The nurse-scientist who completes this
program should be committed to the generation of knowledge critical
to development of nursing science and practice. Graduates join other
nursing leaders in furthering the development of nursing science and
improving health-care delivery throughout the world. The program is
designed for entry with a minimum of a B.S. degree. Advanced standing,
of up to 32 units, is given to students with a prior master's degree in
nursing. See program requirements for more details. The program
completion range is three-to-seven years (projected mean is five years)
depending on whether students are full or part time.
Learning outcomes for Doctor of Philosophy
The learning outcomes of the Ph.D. degree program are designed to
prepare nurse scientists and scholars with a Christian perspective for
leadership in education, health-care administration, and research within
a global community. Upon completion of the Ph.D. degree, the graduate
should be able to:
1. Embrace a holistic perspective on life and demonstrate this by
integrating the bio-psycho-social-spiritual dimensions in teaching,
scholarship, and service.
2. Extend Christ-centered values to nursing scholarship and education.
3. Serve as a nurse scholar through the generation and dissemination of
knowledge relevant to nursing science, health policy, and the nursing
profession.
4. Explain complex phenomena clearly in spoken and written English to
both professional and lay audiences.
5. Demonstrate advanced competency and leadership in the use of
technology for the purpose of generating new knowledge in nursing.
6. Engage in collaborative discourse, scholarship, and leadership
contributing to health care and society.
7. Expand the knowledge and science in the provision of nursing-related
care to diverse groups.
The curriculum
The Ph.D. degree program is offered using a year-round hybrid/blended
format. The hybrid/blended format will use both face-to-face on the
Loma Linda University campus, and distance-learning strategies. The
curriculum has six domains: core courses (B.S. to Ph.D.), Ph.D. role
courses, concentration/elective courses (to support the dissertation),
methods courses (research methods and statistics), religion, and
dissertation units. The department has identified approximately 20
courses within the School of Nursing that could be selected to satisfy
requirements within the domains as well as a variety of courses in other
Loma Linda University schools and the NEXus* consortium that may
support the student’s dissertation interest.
The doctoral degree program is designed to provide an in-depth
understanding of knowledge development within the discipline of nursing
through philosophical, theoretical, and scientific methods of inquiry.
The student is encouraged to select an individually focused area of
advanced inquiry that will support his/her chosen area of expertise
in nursing that falls within the broad scope of vulnerable populations,
health/wellness/wholeness, or health systems research. The individual
area of concentration should fit established research programs of the
School of Nursing faculty or other University faculty members as advised.
*
NEXus is a partnership among select Western Institute of Nursing
institutions to facilitate enrollment in doctoral courses not available
on the student's home campus. Through NEXus, the institutions
have identified courses that are available at a distance and open for
enrollments from partner institutions.
Progression criteria
The following sequential elements are required for progression in the
doctoral program:
1. Area of concentration developed and approval of student's proposed
academic plan by the end of the first year of full-time study.
2. Complete all core, concentration, and methods courses.
3. Pass oral comprehensive examination.
4. Successful defense of research proposal.
5. Advancement to candidacy.
6. Successful defense of dissertation.
Refer to guidelines from the Faculty of Graduate Studies* and the Ph.D.
degree student handbook for dissertation format requirements.
The normal time to complete the program is three to seven years—(five [5]
years projected mean) based on less than full-time enrollment.
*The Ph.D. Program Oversight: Faculty of Graduate Studies
Admissions
In addition to Loma Linda University (p.24) admission requirements, the
applicant to the Doctor of Philosophy degree program in nursing must
also complete the following requirements:
1. Minimum of a baccalaureate degree in nursing from an accredited
program. Applicants with a prior master's degree in nursing are
eligible to receive up to 32 units of advanced standing.*
2. GPA of 3.3, both cumulative and in nursing courses
3. Current RN license before application*
4. Three electronic recommendations from recent professors or current
work supervisor
5. Interview by faculty members in the School of Nursing
6. Health Science Reasoning Test
7. Evidence of scholarly work as determined by faculty
Application deadlines
Applicants seeking graduate admission must have the application
process completed by the dates indicated in the followi
• Autumn Quarter—April 1
• Winter Quarter—August 1
• Spring Quarter—November 1
* Non-nurses who have completed health related Master’s degree may be
considered for admission on an individual basis.
Program requirements
Core
NGRD650 Advanced Role Development and Collaboration
1
4
Loma Linda University 2019-2020 349
NGRD651 Theoretical Foundations for Evidence-Based
Practice
1
4
NGRD652 Health-Care Systems Leadership
1
4
NGRD653 Health Systems Policy Development and Advocacy
1
4
NGRD657 Intermediate Statistics
2
4
NGRD658 Nursing Research and Translational Science
1
4
PhD Role
NGRD679 Writing for Professional Publication 4
NGRD680 Strategies for Advanced Theory Development in
Nursing
4
NGRD681 Philosophical Foundations of Nursing Science 4
NGRD688 Nursing Science Seminar 2
Concentration/Electives
Focused courses foundational to dissertation and/or the PhD role.
3
20
Cognates
RELR 5__ Graduate-level Relational 3
RELE 5__ Graduate-level Ethics 3
RELT 5__ Graduate-level Theological 3
Research and Statistics
NGRD664 Advanced Statistics 4
NGRD683 Mentored Research (2)
4
4
NGRD684 Quantitative Research Methods 4
NGRD685 Qualitative Research Methods 4
NGRD686 Applied Psychometrics for Health Care (Advanced
Methods Course)
5
4
orNGRD695 Advanced Qualitative Research
NGRD697 Dissertation Research (1-8) 20
Total Units 107
1
Advanced standing given for students with a prior masters degree in
nursing.
2
Advanced standing given for students with a prior masters degree in
nursing if the course has been taken within the last five years.
3
Advanced standing up to 8 units given for students with a prior
master's degree in nursing.
4
Advanced methods.
5
NGRD 686 if study design is quantitative; NGRD 695 if study design
is qualitative.
Normal time to complete the program
5.5 years based on less than full-time enrollment
350 School of Pharmacy
SCHOOL OF PHARMACY
Dean's welcome
The School of Pharmacy is delighted that you are interested in our
program. Pharmacists play an integral role in caring for patients in
a multidisciplinary approach within the health-care team. While the
traditional role for pharmacists is to dispense medications to patients,
the practice of pharmacy is extensive and has become a "hands-on"
practice. In the community setting, pharmacists administer vaccines
to patients and also conduct patient assessments of ailments such
as hypertension, hyperlipidemia, and seizures in outpatient disease-
based clinics. In the institutional setting, pharmacists work closely with
physicians, nurses, and allied professionals to ensure that patients are
receiving appropriate doses of medications per protocol. In order to
gain these skills, knowledge of pharmacy practice in drug information,
pharmaceutical care, clinical therapeutics, and experiential education is
vital; along with an understanding of biomedical, pharmaceutical, social,
and administrative science. This catalog will introduce you to the courses
and services available to help you reach your goals.
The aim of our faculty, staff, and administration is to provide an
environment that helps you develop into a caring, compassionate,
competent, and skillful pharmacist. We are committed to ensuring that
all students gain the knowledge and skills needed for the profession,
and a dedication of lifelong service to others. While a student at Loma
Linda University School of Pharmacy, you will have opportunities to
participate in community outreach, including programs to underserved
patient populations.
The University motto, "To make man whole," combined with the mission
to continue the teaching and healing ministry to Jesus Christ, is the
foundation on which all programs at Loma Linda University are built. It is
our desire to prepare all graduates to fulfill this mission. Welcome to the
school that will help you grow spiritually, mentally, physically, socially, and
professionally for a life of service to those in need.
Michael D. Hogue, Pharm.D., FAPhA, FNAP
Dean, School of Pharmacy
School foundations
History
In 1994, a school of pharmacy was proposed to the Loma Linda
University Board of Trustees; and in 1995, the board voted to continue
to approve, in principle, the establishment of a school of pharmacy.
The new School of Pharmacy's pioneering class of 2006 began on
September 19, 2002.In July 2007, the Accreditation Council for Pharmacy
Education granted full accreditation status to the School of Pharmacy.
In October 2012, the School of Pharmacy moved into Shryock Hall, a
historical building in the core of the LLU campus. The administrative
team, Department of Pharmacy Practice, and Department of Experiential
and Continuing Education now call Shryock Hall home. The Chan Shun
Pavilion houses the Department of Pharmaceutical and Administrative
Sciences and three research laboratories.
Mission, goals, and values
Our mission
In addition to the mission of Loma Linda University to continue the
teaching and healing ministry of Jesus Christ, the School of Pharmacy is
committed to:
• Educating competent, caring pharmacists who will serve as integral
members of the health-care team.
• Expanding—through research—the development of therapeutic
regimens that will advance the knowledge and technology available
for the treatment of disease.
• Providing high-quality pharmaceutical care to all those within the
global sphere of influence of Loma Linda University.
The School of Pharmacy educates pharmacists of the highest ethical
and professional standards to deliver competent and compassionate
pharmaceutical care. A diverse and dynamic educational environment
produces students who are practitioners, health professionals, and
providers of humanitarian service to a global community. Graduates will
be dedicated to lifelong learning; developing new knowledge; advancing
standards of practice; and integrating physical, mental, social, and
spiritual dimensions of health.
Our goals
The goals of Loma Linda University School of Pharmacy are to:
• Provide pharmaceutical care in a global community.
• Expand and disseminate pharmaceutical knowledge through research
and scholarly activities.
• Promote integrity and high ethical standards in conjunction with
empathic attitudes that contribute to the well-being of patients and
society.
Loma Linda University 2019-2020 351
• Engender and nurture the desire to serve humankind.
• Create an educational environment supportive of diverse populations
and learning styles.
• Demonstrate pharmacy leadership within the University and the
region.
• Encourage cultivation of self-education habits that foster lifelong
learning.
• Instill positive personal health lifestyles that promote wholeness,
wellness, and spiritual values.
• Incorporate educational techniques and technologies that best serve
student learning.
• Promote responsible management of health-care resources and the
environment.
Our values
The School of Pharmacy's academic and co-curricular activities focus on
the following seven values (J-CHIEFS):
• Justice—the commitment to equality and to treat others fairly,
renouncing all forms of discrimination. The God of the Bible is One
who calls people continually to justice. According to the prophets,
religious faith could be genuine only when it led the believers to "seek
justice, rescue the oppressed, defend the orphans, [and] plead for the
widow."
• Compassion—the sympathetic willingness to be engaged with
the needs and sufferings of others. Among the most memorable
depictions of compassion in Scripture is the story of the Good
Samaritan, which Loma Linda University has taken as a central
symbol of its work.
• Humility—the willingness to serve others in a sacrificial manner, and
the self-respect that renounces haughtiness or arrogance.
• Integrity—the quality of living a unified life in which one's
convictions are well-considered and match his/her actions. Integrity
encompasses honesty, authenticity, and trustworthiness.
• Excellence—the commitment to exceed minimum standards and
expectations.
• Freedom—the competency and privilege to make informed and
accountable choices and to respect the freedom of others. God has
called us not to slavery but to freedom.
• Purity/Self-Control—the commitment to be morally upright and
moderate in all things, with complete control over one's emotions,
desires, and actions.
Dean
Michael D. Hogue
Primary faculty
Olayemi Adeoye
Khaled Bahjri
Kristopher Boyle
Daniel Brown
Danielle L. Davis
Willie L. Davis
Ike delaPena
Alireza FakhriRavari
Paul Gavaza
Jody M. Gonzalez
Alireza Hayatshahi
Lisa Hong
Christopher Jacobson
Soo Min Jang
Nancy E. Kawahara
Justin M. Kinney
Kathryn T. Knecht
Jessa M. Koch
Richard Maskiewicz
Victoria Maskiewicz
Lee H. Nguyen
James Pinder
Wei-Xing Shi
Caroline M. Sierra
Noreen Chan Tompkins
Huyentran N. Tran
Farnoosh Zough
Secondary and adjunct faculty
Steven C. Forland
Antony Gobin
Norm Hamada
Christopher Hauschild
Michelle Spencer-Safier
General regulations
Students of the University are responsible for informing themselves
of and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation. Section III provides the general setting
for the programs of each school and outlines the subject and unit
requirements for admission to individual professional programs. It is
important to review specific program requirements in the context of the
general requirements applicable to all programs.
Transfer credit units
The School of Pharmacy does not accept students with advanced status
into the Pharmacy Program.
Computer competency
Students must have computer proficiency prior to enrollment,
which includes use of an e-mail system (including attaching a
document);familiarity with a learning management system (Canvas
352 School of Pharmacy
or Blackboard); basic knowledge of word processing program(s),
presentation program(s), and spreadsheet program(s). Students must
also be capable of searching the Internet and navigating their computers.
Technical standards for admission, promotion, and
graduation
Introduction
Pharmacy education requires that the accumulation of scientific
knowledge be accompanied by the simultaneous acquisition of
professional skills, attitudes, and behavior. The school's faculty members
have a responsibility to society to matriculate and graduate the best
possible pharmacists. Thus, admission to the School of Pharmacy is
offered only to those who present the highest qualifications for the
study and practice of pharmacy. Technical standards presented in this
document are requirements for admission to, promotion within, and
graduation from the Loma Linda University School of Pharmacy.
It is the policy of Loma Linda University School of Pharmacy that no
person shall be denied admission, promotion, or graduation on the basis
of any disability, provided that the individual demonstrates ability to
meet the minimum technical standards set forth herein. Standards
are developed as criteria to achieve the Doctor of Pharmacy degree in
preparation for licensure as a practicing pharmacist and for postgraduate
professional training and education in any of the varied fields of
pharmacy. Further, the safety of the patient must be guarded as the
final and ultimate consideration. Therefore, it is not only reasonable, but
also essential, for competent patient care to require minimum technical
standards for the education of pharmacists.
Graduates of schools of pharmacy must have the knowledge and skills
to function in a broad variety of clinical, administrative, and leadership
situations, and to render a wide spectrum of pharmaceutical care. The
School of Pharmacy acknowledges Section 504 of the 1973 Vocational
Rehabilitation Act and PL 11-336, the Americans with Disabilities Act
(ADA) 1993, but ascertains that certain minimum technical standards
must be present in prospective candidates. The Accreditation Council
for Pharmacy Education requires that the curriculum provides a general
professional education, enabling each student to eventually practice
as a pharmacist generalist. This requires the development of broad
knowledge, skills, behaviors, ongoing self-directed learning, and the
eventual ability to deliver competent pharmaceutical care within a
reasonable time frame and within the context of the legal and ethical
framework of the profession.
Technical standards
Technical standards specify those attributes the faculty considers
necessary for initiating, continuing, or completing a high-quality
pharmacy education program, thus enabling each graduate to enter
practice, residency, or fellowship training. Faculty members have the
responsibility to monitor the maintenance of these standards. Students
must be able to independently perform all described functions. A
candidate for the Doctor of Pharmacy degree must have aptitude,
abilities, and skills in the following areas: observation, communication,
motor coordination and function; intellectual-conceptual, integrative, and
quantitative abilities; behavioral and social attributes; and ethical values.
The School of Pharmacy will consider for admission any applicant who
demonstrates the ability to perform or to learn to perform the skills listed
in this document. Applicants are not required to disclose the nature of
their disability(ies) to the Admissions Committee. However, any applicant
with questions about these technical standards is strongly encouraged
to discuss his/her specific issue(s) with the associate dean for student
affairs and admissions prior to the interview process. If appropriate, and
upon the request of the applicant, reasonable accommodations will be
provided. This commitment also holds for current students whose health
or abilities change while enrolled in the program.
The School of Pharmacy recognizes that certain student disabilities can
be accommodated without compromising required standards and the
integrity of the curriculum. Technological compensation can be made
for some handicaps in these areas, but a candidate should be able to
perform in a reasonably independent manner. The school is committed
to the development of innovative and creative ways of opening the
curriculum to competitive and qualified disabled candidates while
protecting the care of patients. The use of a trained intermediary means
that a candidate's judgment must be mediated by someone else's power
of selection and observation. Therefore, third parties cannot be used to
assist students in accomplishing curricular requirements in the skill areas
specified above.
Observation
Students must be able to observe demonstrations and conduct exercises
in a variety of areas related to contemporary pharmacy practice, including
but not limited to monitoring of drug response and preparation of
specialty dosage forms and experiments in the basic sciences. A
student must be able to observe a patient accurately at a distance and
close at hand, noting nonverbal as well as verbal signals. The student
must be able to observe and interpret presented information. Specific
observation requirements include, but are not limited to the following
abilities: visualizing and discriminating findings on monitoring tests;
reading written and illustrated material; observing demonstrations in
the classroom or laboratory, including projected images; observing
and differentiating changes in body movement; observing anatomic
structures; discriminating numbers and patterns associated with
diagnostic and monitoring instruments and tests; observing a patient’s
environment; and competently using instruments for monitoring drug
response.
Communication
A student should be able to speak, hear, and listen to patients in order
to elicit information; describe changes in mood, activity, and posture;
and perceive verbal as well as nonverbal communications. Students
must be able to relate effectively and sensitively with patients and their
caregivers/partners, and convey a sense of compassion and empathy.
Students must be able to communicate effectively and sensitively with
patients, colleagues, and other personnel in the School of Pharmacy.
Communication includes speech, reading, writing, hearing, and computer
literacy. Students must be able to communicate quickly, effectively, and
efficiently in oral and written English with all members of the health-care
team.
Specific requirements include but are not limited to the following abilities:
communicating rapidly and clearly with members of the health-care
team individually and collectively; eliciting a thorough medication and
medical history; and communicating complex findings in appropriate
terms that are understood by patients and their caregivers, partners, and
members of the health-care team (fellow students, pharmacists, faculty
and staff members, physicians, nurses, aides, therapists, social workers,
and others). Students must be able to prepare and communicate concise
but complete summaries of individual activities, decisions, and complex,
prolonged encounters with patients. Students must be able to complete
forms or appropriately document activities according to directions in a
thorough and timely fashion.
Loma Linda University 2019-2020 353
Motor coordination and function
Students should have sufficient motor function and skills necessary to
perform basic tasks in the practice of pharmacy and to elicit information
from patients by various screening maneuvers. Students should be
able to execute motor movements reasonably required to participate
in the general care and emergency treatment of patients. They must
be able to respond promptly to emergencies within the practice setting
and must not hinder the ability of their co-workers to provide prompt
care. Examples of such emergency treatment reasonably required
of pharmacists include arriving quickly when called, administering
cardiopulmonary resuscitation, applying pressure to stop bleeding,
participating in the initiation of appropriate procedures, rapidly and
accurately preparing appropriate emergency medication, and preparing
sterile intravenous medications. Such actions require coordination of
both gross and fine muscular movements, equilibrium, and functional
use of the senses of touch and vision. Students must have sufficient
sensory and motor function to monitor drug responses and to prepare
and or dispense pharmaceuticals. A candidate should be able to perform
basic laboratory tests (e.g., blood glucose and lipid levels); administer
intramuscular and subcutaneous immunizations; compound sterile and
nonsterile dosage forms; use current technology for drug information
evaluation; and read EKGs, drug blood levels, and other laboratory results.
It is also necessary for the student to be able to access printed and
electronic disease information sources within a reasonable time and
record data correctly so that it is clearly understood by other health
professionals.
Intellectual--conceptual, integrative, and quantitative abilities
A student should possess sufficient intellectual, conceptual, integrative,
and quantitative abilities to complete a rigorous and intense didactic and
experiential curriculum. These abilities include measurement, calculation,
rational reasoning, problem analysis and solving, decision making,
judgment, numerical recognition, information integration, and solution
synthesis. In addition, the candidate should be able to comprehend three-
dimensional relationships and to understand the spatial relations of
structures. Especially important is the appropriate and rapid calculation
of dosages for a variety of patient-specific conditions, such as renal or
hepatic failure, obesity, and cardiac or respiratory arrest. Additionally,
calculations involving appropriate dilution or reconstitution of drug
products, such as electrolytes, must be made accurately and quickly.
Problem solving and critical skills demanded of all pharmacists require
all of the above-mentioned intellectual abilities and must be performed
quickly, especially in emergency situations. The ability to incorporate
new information from peers or teachers and to locate and evaluate new
information from the literature to be used appropriately in formulating
assessments and pharmaceutical care plans is essential, as is good
judgment in patient assessment and therapeutic planning for disease
management. Students must be able to identify and acknowledge the
limits of their knowledge to others when appropriate and be able to
recognize when the limits of their knowledge indicate that further study
or investigation is essential before participating in decision making. A
student must be fully alert and attentive at all times in clinical settings.
Behavioral and social attributes
Empathy, integrity, honesty, concern for others, kindness, patience, good
interpersonal skills, interest, and motivation are all required personal
qualities Students must possess the emotional and mental health
required for full use of their intellectual abilities, the exercise of good
judgment, the prompt completion of all responsibilities attendant to
the screening and care of patients, and the development of mature,
sensitive, and effective relationships with patients of differing cultures
and backgrounds. Students must also be able to develop mature,
sensitive, and effective relationships with patients and their caregivers
and partners—providing comfort and reassurance when appropriate.
Students must possess adequate endurance to be able to tolerate
physically, intellectually, and emotionally taxing workloads; and to
function effectively under stress or with distractions. At times, this
requires the ability to be aware of and appropriately react to one's own
immediate emotional responses and environment. For example, students
must maintain a professional demeanor and organization in the face
of long hours and personal fatigue, dissatisfied patients, and tired
colleagues.
Students must develop the skills necessary to instruct and supervise
technical personnel assisting with the delivery of pharmaceutical
services. Students are expected to accept appropriate suggestions
and criticism and, if necessary, respond quickly, appropriately, and
cooperatively by modification of behavior. Empathy, patience, integrity,
concern for others, interpersonal skills, interest, and motivation are
all personal qualities that should be assessed during admission and
education processes.
Ethical values
A student must demonstrate the highest level of professional demeanor
and behavior; and must perform in an ethical manner in all dealings with
peers, faculty members, staff, and patients. Students must also be able
to develop professional relationships with patients and their caregivers
and partners while protecting patient confidentiality. Students must
also meet the expected ethical standards set forth by the pharmacy
profession. Good moral character, decent values, and principled judgment
are paramount attributes for being a professional. In order to participate
in key components of the curriculum, a student must be able to obtain
and maintain a valid intern pharmacist license from the California State
Board of Pharmacy and pass requisite criminal background checks
and random illegal drug screens required by the Board of Pharmacy or
affiliated clinical institutions of Loma Linda University.
Applicable technical standards requirements
The candidate/student
1. observes demonstrations and participates in experiments in the basic
pharmaceutical sciences.
2. analyzes, synthesizes, extrapolates, solves problems, and reaches
therapeutic judgments and monitoring parameters.
3. sufficiently uses the senses of vision and hearing and the somatic
sensation necessary to perform a physical assessment. (For
example, the candidate/student performs palpation, auscultation, and
percussion.)
4. relates to patients of all cultures and backgrounds and establishes
sensitive, professional relationships with them.
5. communicates therapeutic options and decisions to the patient and
to colleagues with accuracy, clarity, and efficiency.
6. learns and performs routine laboratory tests and screening
procedures.
7. performs with precise, quick, and appropriate actions in emergency
situations.
8. displays good judgment in the assessment and treatment of patients.
9. possesses the perseverance, diligence, and consistency to complete
the pharmacy school curriculum and to enter the practice of
pharmacy.
10. accepts criticism and responds with the appropriate modification of
behavior.
354 School of Pharmacy
In summary
Candidates for the Doctor of Pharmacy degree must have somatic
sensation and functional use of the senses of vision and hearing.
Candidates must have sufficient use of senses (touch, pain, temperature,
position, pressure, movement, and vibration) and motor function to permit
them to carry out the activities described above. Students must be able
to consistently, quickly, and accurately integrate all information received
by whatever sense(s) employed; and must have the intellectual ability
to learn, integrate, analyze, and synthesize data. Finally, students must
have good moral character, decent values, and principled judgment; and
are expected to meet the ethical standards set forth by the pharmacy
profession.
Any faculty or administrative team member may question any enrolled
student’s or admission candidate’s ability to meet any technical standard.
A request for investigation of a specific individual must be made in
writing to the associate dean for student affairs and admissions, detailing
the reasons why such an evaluation is deemed necessary. The dean will
be notified if such a request is granted.
Student life
The information on student life contained in this CATALOG is brief. The
University Student Handbook more comprehensively addresses University
and school expectations, regulations, and policies; and is available to
each registered student. Students need to familiarize themselves with
the contents of the Student Handbook. Additional information regarding
policies specific to a particular school or program within the University is
available from the respective school.
The School of Pharmacy prepares a school-specific Policy and Procedure
Manual, which is provided to all pharmacy students. Regulations, policies,
procedures, and other program requirements are contained in this
manual.
Health check requirements
All new students are required to have the immunizations listed below
before their first registration. Students will not be allowed to register
without a valid and completed immunization record. It is strongly
recommended that all required immunizations and physical examinations
be obtained by the student before arrival on campus. All immunizations,
except the third hepatitis B, can be completed in one month. Many county
health departments offer these immunizations at a reduced cost.
Immunizations
• Measles, mumps, rubella (MMR)—Series of two injections must be
current after 1980 or show a positive MMR titer.
• Tetanus/diphtheria/pertussis (Tdap)—Must be current within
ten years. (Note: tetanus-only or Td vaccine does not meet the
requirement; must contain the pertussis component.)
• Hepatitis B—Series of three injections, recombinant form-Engerix-
B or Recombivax-HB; or series of two injections, intradermal
form Heplisav-B consistent with Centers for Disease Control and
Prevention current recommendations.
• Tuberculosis skin test (PPD Mantoux)—Must be current within six
months. (If student tests positive, a chest X-ray report done within the
past year is required.)
• Varicella (chickenpox)—Must show proof of a positive Varicella titer.
A completed immunization record form must be submitted to the School
of Pharmacy Office and must be uploaded to the E-Value program in
Experiential Education, as well as to Student Health Services. A valid
and completed immunization record is required before the student can
register.
Physical examination
Documentation of a physical examination is required for entrance into
the program. For additional information, please contact Student Health
Services directly at 909/558-8770.
Background check
Students are required to pass a background check prior to each Autumn
Quarter registration to comply with clinical site regulations. Applicants
receive detailed information through the applicant portal regarding the
process for obtaining the background check.
Pharmacy intern license
California law requires that all pharmacy students be licensed as interns
before participating in any pharmacy practice experience. Consequently,
all enrolled students must possess a valid, non-probationary intern
pharmacist license to participate in the experiential components of the
Pharm.D. program. Application for this license is part of the orientation
program scheduled prior to the start of the PY1 year.
Professional integrity
Loma Linda University seeks to educate ethical and proficient
pharmacists within a Christian paradigm. Fundamental core values of
compassion, integrity, freedom, excellence, justice, purity, and humility
are expected of each student attending the School of Pharmacy. Integrity
is important in upholding the standards of professional and personal
conduct and is consistent with the oath that is taken upon graduation. It
includes being accountable for one's own conduct, as well as assuming
responsibility for the professional behavior of one's colleagues within the
profession. Professionalism involves treating others with courtesy and
respect. It is expected that all School of Pharmacy students will exhibit
conduct that shows respect to others at all times.
Code of conduct
In harmony with the goals of Loma Linda University, students are
expected to demonstrate a pattern of personal discipline with lifestyle
expectations that are consistent with those of the Seventh-day Adventist
Church. Joining the Loma Linda University family is an honor and
requires each individual to uphold the policies, regulations, and guidelines
established for all members of the University team. The following are
expected of each member of the Loma Linda University family:
• To respect oneself.
• To respect the dignity, feelings, worth, and values of others.
• To respect the rights and property of others and to discourage
vandalism and theft.
• To prohibit discrimination while striving to learn from differences in
people, ideas, and opinions.
• To practice personal, professional, and academic integrity; and to
discourage all forms of dishonesty, plagiarism, deceit, and disloyalty
to the code of conduct.
• To foster a personal, professional work ethic within the Loma Linda
University family.
• To foster an open, fair, and caring environment.
• To be fully responsible for upholding the Loma Linda University code.
Specific policies are outlined in greater detail in the University Student
Handbook.
Loma Linda University 2019-2020 355
CPR and first aid certification
All students must be currently certified in cardiopulmonary resuscitation
and first aid during their enrollment in the School of Pharmacy.
Student organizations
Professional development
Professional development activities occur within the curriculum (for-
credit coursework) and as as part of the co-curricular (not-for-credit, but
required learning sessions/activities) program adopted by the faculty and
required for completion prior to graduation. Students will learn to develop
professional skills and abilities consistent with the expectations of the
Accreditation Council for Pharmacy Education accreditation standards 3
and 4, as well as programmatic expectations articulated by the faculty as
part of the curricular and co-curricular plans of study. We aim to graduate
pharmacists who practice their profession with the highest degree of
professionalism and with excellence.
Professional organizations
Involvement in professional organizations is an integral part of the
educational and professional experience within the School of Pharmacy.
The complete list of School of Pharmacy-recognized professional
organizations can be found in the Professional Organization Policies and
Procedure Manual. This manual is maintained by the Associate Dean for
Student Affairs and Admissions.
Organization membership by invitation
The School of Pharmacy endorses three organizations in which student
membership is by invitation only. Membership in these organizations is
seen as prestigious and indicative of superior academic achievement and
leadership.
• California Pharmacy Student Leadership
• Rho Chi Pharmaceutical Honor Society
• Phi Lambda Sigma National Pharmacy Leadership Society
Class leadership
Each class elects leaders to serve as student representatives to
administration and to guide the class in addressing student-related
issues. The Office of Student Affairs works closely with class leaders—
assisting with class issues, helping plan events, and facilitating a strong
communication link to and from students. Each class also elects a full-
time faculty member to serve as class advisor. The advisor's function
is to serve as mentor, keep abreast of class issues, and maintain an
open communication link with the associate dean for student affairs and
admissions.
Academic policies and procedures
Curriculum outcome objectives
On August 21, 2014, the faculty approved and adopted the following
outcomes, which are based on CAPE 2013 educational outcomes.
Domain 1—Foundational Knowledge
Subdomain 1.1. Learner (Learner)—Develop, integrate, and apply
knowledge from the foundational sciences (i.e., pharmaceutical, social/
behavioral/administrative, and clinical sciences) to evaluate the scientific
literature, explain drug action, solve therapeutic problems, and advance
population health and patient-centered care.
Learning objectives
By the end of the program, the graduate should be able to:
1.1.1. Develop and demonstrate depth and breadth of knowledge in
pharmaceutical, social/behavioral/administrative, and clinical sciences.
1.1.2. Articulate how knowledge in foundational sciences is integral to: 1)
clinical reasoning, 2) evaluation of future advances in pharmacotherapy,
3) supporting health and wellness initiatives, and 4) delivery of
contemporary pharmacy services.
1.1.3. Integrate knowledge from foundational sciences to explain how
specific drugs or drug classes work, and evaluate their potential value in
individuals and populations.
1.1.4. Apply knowledge in foundational sciences to solve therapeutic
problems and advance patient-centered care.
1.1.5. Analyze scientific literature related to drugs and disease to
enhance clinical decision making.
1.1.6. Identify and analyze emerging theories, information, and
technologies that may impact patient-centered and population-based
care.
Domain 2—Essentials for Practice and Care
Subdomain 2.1. Patient-centered care (Caregiver)—Provide patient-
centered care as the medication expert (collect and interpret evidence;
prioritize; formulate assessments and recommendations; implement,
monitor and adjust plans; and document activities).
Learning objectives
By the end of the program, the graduate should be able to:
2.1.1. Collect subjective and objective evidence related to patient,
medications, allergies/adverse reactions, and disease by performing
patient assessment (including physical assessment) from chart/
electronic health records, pharmacist records, and patient/family
interviews.
2.1.2. Interpret evidence and patient data.
2.1.3. Prioritize patient needs.
2.1.4. Formulate evidence-based care plans, assessments, and
recommendations.
2.1.5. Implement patient-care plans.
2.1.6. Monitor the patient and adjust care plan as needed.
2.1.7. Document patient care-related activities.
Subdomain 2.2. Medication-use systems management (Manager)
—Manage patient health-care needs using human, financial,
technological, and physical resources to optimize the safety and efficacy
of medication-use systems.
Learning objectives
By the end of the program, the graduate should be able to:
2.2.1. Compare and contrast the components of typical medication-use
systems in different pharmacy practice settings.
2.2.2. Describe the role of the pharmacist in impacting the safety
and efficacy of each component of a typical medication-use system
356 School of Pharmacy
(i.e., procurement, storage, prescribing, transcription, dispensing,
administration, monitoring, documentation, and outcomes).
2.2.3. Utilize technology to optimize the medication-use system.
2.2.4. Identify and utilize human, financial, and physical resources to
optimize the medication-use system.
2.2.5. Manage health-care needs of patients during transitions of care.
2.2.6. Apply standards, guidelines, best practices, and established
processes related to safe and effective medication use.
2.2.7. Utilize continuous quality improvement techniques in the
medication-use process.
Subdomain 2.3. Health and wellness (Promoter)—Design prevention,
intervention, and educational strategies for individuals and communities
to manage chronic disease and improve health and wellness.
Learning objectives
By the end of the program, the graduate should be able to:
2.3.1. Describe the use of risk assessment, risk reduction, screening,
education, and immunizations to provide systematic preventive care.
2.3.2. Provide prevention, intervention, and educational strategies for
individuals and communities to improve health and wellness.
2.3.3. Participate with interprofessionalhealth-careteam members in the
management of and health promotion for all patients.
2.3.4. Evaluate personal, social, behavioral, economic, and environmental
conditions to improve health and wellness.
Subdomain 2.4. Population-based care (Provider)—Describe how
population-based care influences patient-centered care, the development
of practice guidelines and evidence-based best practices.
Learning objectives
By the end of the program, the graduate should be able to:
2.4.1. Assess the health-care status and needs of a targeted patient
population.
2.4.2. Develop and provide an evidence-based approach that considers
items—including cost, care, access, satisfaction needs, and cultural
appropriateness of a targeted patient population.
2.4.3. Participate in population health management by evaluating,
recommending, and/or adjusting interventions to maximize health.
Domain 3—Approach to Practice and Care
Subdomain 3.1. Problem solving (Problem Solver)—Identify problems;
explore and prioritize potential strategies; and design, implement, and
evaluate a viable solution.
Learning objectives
By the end of the program, the graduate should be able to:
3.1.1. Identify and define the primary problem.
3.1.2. Define basic and alternative goals.
3.1.3. Explore multiple solutions by organizing, prioritizing, and defending
each possible solution.
3.1.4. Anticipate positive and negative outcomes by reviewing
assumptions, inconsistencies, and unintended consequences.
3.1.5. Implement the most viable solution, including monitoring
parameters, to measure intended and unintended consequences.
3.1.6. Reflect on the solution implemented and its effects to improve
future performance.
Subdomain 3.2. Educator (Educator)—Educate all audiences by
determining the most effective and enduring ways to impart information
and assess understanding.
Learning objectives
By the end of the program, the graduate should be able to:
3.2.1. Conduct a learning needs assessment of constituents who would
benefit from pharmacist-delivered education (e.g., patients/caregivers,
technicians and interns, pharmacy students, fellow pharmacists, other
health-care providers, legislators).
3.2.2. Select the most effective techniques/strategies to achieve learning
objectives.
3.2.3. Demonstrate the ability to coordinate educational efforts with
other health-care providers, when appropriate, to ensure a consistent,
comprehensive, and team-based encounter.
3.2.4. Ensure thatinstructional content contains the most current
information relevant for the intended audience.
3.2.5. Adapt instruction and delivery to the intended audience.
3.2.6. Assess audience comprehension.
Subdomain 3.3. Patient advocacy (Advocate)—Assure that patients’ best
interests are represented.
Learning objectives
By the end of the program, the graduate should be able to:
3.3.1. Incorporate elements of Loma Linda University’s wholeness
philosophy to empower patients to take responsibility for and control of
their health.
3.3.2. Assist patients in navigating the complex health-care system.
3.3.3. Ensure patients obtain the resources and care required in an
efficient and cost-effective manner (e.g., triage to social and/or other
health-care services).
Subdomain 3.4. Interprofessional collaboration (Collaborator)—Actively
participate and engage as a health-care team member by demonstrating
mutual respect, understanding, and values to meet patient-care needs.
Learning objectives
By the end of the program, the graduate should be able to:
3.4.1. Establish a climate of shared values and mutual respect necessary
to meet patient-care needs.
3.4.2. Define clear roles and responsibilities for team members to
optimize outcomes for specific patient-care encounters.
Loma Linda University 2019-2020 357
3.4.3. Communicate in a manner that values team-based decision making
and shows respect for contributions from other areas of expertise.
3.4.4. Foster accountability and leverage expertise to form a highly
functioning team (one that includes the patient, family, and community)
and promote shared patient-centered problem solving.
Subdomain 3.5. Cultural sensitivity (Includer)—Recognize social
determinants of health to diminish disparities and inequities in access to
quality care.
Learning objectives
By the end of the program, the graduate should be able to:
3.5.1. Recognize the collective identity and norms of different
cultures without overgeneralizing (i.e., recognize and avoid biases and
stereotyping).
3.5.2. Demonstrate an attitude that is respectful of different cultures.
3.5.3. Assess a patient’s health literacy and modify communication
strategies to meet the patient’s needs.
3.5.4. Safely and appropriately incorporate patients’ cultural beliefs and
practices into health and wellness care plans.
Subdomain 3.6. Communication (Communicator)—Effectively
communicate verbally and non-verbally when interacting with an
individual, group, or organization.
Learning objectives
By the end of the program, the graduate should be able to:
3.6.1. Interview patients using an organized structure, specific
questioning techniques, and medical terminology adapted for the
audience.
3.6.2. Actively listen and ask appropriate open- and closed-ended
questions to gather information.
3.6.3. Use available technology and other media to assist with
communication as appropriate.
3.6.4. Use effective interpersonal skills to establish rapport and build
trusting relationships.
3.6.5. Communicate responsibly with assertiveness, persuasiveness,
confidence, and clarity.
3.6.6. Demonstrate empathy when interacting with others.
3.6.7. Deliver and obtain feedback to assess learning and promote goal
setting and goal attainment.
3.6.8. Develop professional documents pertinent to organizational needs.
3.6.9. Document patient-care activities clearly, concisely, and accurately
using appropriate medical terminology.
Academic integrity policy
Academic dishonesty is an act of deliberate deceit in the fulfillment of a
student's obligations to the academic community. It includes, but is not
limited to, the failure to observe rules of fairness in taking examinations
or writing papers, plagiarism, fabrication and cheating. "Examinations"
are defined as regularly scheduled tests, quizzes (scheduled or
unscheduled), final examinations, comprehensive assessments, take-
home tests, open-book tests, and any other assignment given by an
instructor or preceptor whether for a grade, points toward a grade, or for
zero points (e.g., a learning exercise).
a. Plagiarism is the act of presenting the work of another as if it
were one's own. It includes quoting, paraphrasing, summarizing or
utilizing material from the Internet or from books, articles in periodicals,
magazines, or newspapers without appropriate citation. In addition,
any unacknowledged use of another's ideas constitutes plagiarism,
including the use of papers written by other students, interviews, radio
or TV broadcasts, or any published or unpublished materials (e.g. letters,
pamphlets, leaflets, notes or documents).
b. Fabrication is the act of contriving or making up material, data or other
information (e.g. research data, patient test results) and submitting such
as fact.
c. Cheating is the act of deceiving, which includes such acts as looking at
another's examination during the examination, using unauthorized aids
(e.g. notes, electronic equipment) to retrieve or communicate information
during examinations, or whatever else is deemed contrary to the rules of
fairness including violation of specific rules designated by the instructor
of the course.
d. Facilitation of academic dishonesty is the act of attempting to help
someone engage in plagiarism, fabrication, cheating or any other type of
academic dishonesty.
Disciplinary action for violation of the academic integrity policy may
include receiving a failing grade on the examination or assignment, a
failing grade in the course, suspension, or dismissal from the program.
e. School of Pharmacy procedures
(1) If any faculty member, employee or student of the School has reason
to believe that academic dishonesty or unethical conduct may have
occurred, the incident may be reported immediately (verbal or written).
If the incident is not reported immediately, it must be reported in writing
to the course coordinator within 48 hours. The course coordinator
must report the incident to the Office of Academic Affairs. Failure to
report breaches of integrity is considered a failure of academic and/
or professional responsibility—and thus, may be subject to disciplinary
action by the School or University. An instructor may take immediate
action during an examination or other point generating activity in order to
maintain the integrity of the academic process.
(2) When allegations of misconduct are made, the Office of Academic
Affairs is responsible to ensure that an inquiry is made. This central
reporting system allows patterns of behavior to be considered in
determining the appropriate course of action. A discussion with
the accused student will take place before formal action is taken.
The student will have the opportunity to submit a written response
concerning the specific incident.
(3) The Office of Academic Affairs will inform the student in writing if
formal disciplinary action is taken. The student has the right to appeal the
decision.
HIPAA violations
It is illegal for anyone to access any medical record that they have not
been given specific permission to access including their own profile.
HIPAA (protected health information) violations are reported directly to
the dean. The dean will meet with the student to review the compliance
358 School of Pharmacy
report. The Dean may seek counsel on appropriate disciplinary action
from academic, institutional and/or other agency personnel. The dean
will determine the appropriate disciplinary action, and communicate the
actions(s) taken to the student and corporate compliance officer. In all
cases, the action of the dean is final. The student may only follow through
with a University-level procedural appeal as related to the procedures
contained in this section (i.e., HIPAA Violations).
Interprofessional education
LLUSP provides interprofessional education (IPE) experiences for
pharmacy students to develop their professional communication skills
and to use their knowledge and experience to provide a team-based
approach and patient-centered care.
It is required for all pharmacy students to participate in scheduled IPE
related courses and events throughout their didactic education and
clinical training.
Student progression/remediation
1. Any student who fails to achieve a minimum cumulative GPA of 2.0 in
all courses at the conclusion of the academic year (PY1-PY3) will be
dismissed from the Pharm.D program.
A minimum grade of C is required to pass all pharmacy courses (required
and elective).
1. Upon failing a required course, and after completing all required
courses which are in-progress, a PY1 student will be placed on
a leave-of-absence and the intern license will be cancelled until
she/he returns to retake the failed course work.
2. Upon failing a required course, and after completing all required
courses which are in-progress, a PY2 and PY3 student may
choose to enroll in elective courses for which she/he is
qualified. This permits the student to maintain his/her intern
license. The student is permitted to participate in campus
activities and student organizations (no leadership roles or
competitions), and maintain his/her intern license.Alternatively,
the student may go on academic leave of absence and
surrender his/her intern license, until she/he returns to re-take
the failed coursework.
3. Upon return, the student must repeat the course(s) failed
initially. Returning students are able to take elective courses
for which they are qualified at their own discretion. Repeated
courses are posted as actual grade earned (per LLU policy),
however both grades remain on the transcript.Only the latter
grade is used for G.P.A. calculations.
4. Failing more than nine credit hours of required course work,
whether accumulated in a single academic term or throughout
the entire academic program, will result in dismissal from the
program. A student will have a maximum of six academic years
to complete the Doctor of Pharmacy degree, beginning with the
initial date of matriculation.
5. Students must complete nine units of elective courses by the
end of the PY3 year.
6. Withdrawing from individual required courses (as a full-time
student) is not permitted and will result in an automatic
withdrawal from all enrolled courses for that term. Withdrawing
from an entire block of courses requires administrative approval
and requires the student to return and retake the entire block
the next academic year.
7. Withdrawing from elective courses incurs no penalty as it
pertains to the progression policy.
Progression/remediation policy for PY4
1. All APPE courses must be passed with a grade of "S" (satisfactory).
Any student who receives a "U" (unsatisfactory) will have to repeat
the APPE course.
2. Any student who fails one (1) APPE course during the PY4 year will
be allowed to participate in the commencement ceremonies only if
he or she does not have more than nine (9) credit hours of failed or
withdrawn (see section “e”) required courses since the start of the
program. However, the student’s degree will not be awarded until he
or she successfully passes the previously failed rotation when it is
offered in the following academic year.
3. Students failing two APPE courses will be dismissed from the
program because they will have failed more than nine (9) credit hours
of required courses.
Good academic standing
To remain in good academic standing, Pharmacy students must maintain
a minimum cumulative grade point average of 2.0.
Academic monitoring
Each student’s academic status will be reviewed by the Academic
Standing Committee at the end of each academic term including each
student’s cumulative G.P.A. as reported by University Records.Each
student being monitored by the Academic Standing Committee must
follow the protocol from the Office of Academic Affairs and the Office of
Student Affairs.
Academic dismissal
The progression policy addresses most elements of academic dismissal.
The following two paragraphs address additional elements relating to
academic dismissal. Required courses may not be attempted more than
twice (i.e., a course may be repeated only once). Grades of D, F, and U are
considered to be attempts to complete degree program courses. Failure
to complete any course in the program within these limits will result in
dismissal from the program. A dismissed student will receive written
notification from the associate dean for academic affairs in person.
The notice will include procedures for appeal. Dismissed students are
required to turn in any LLU identification badges and will have their
electronic and parking privileges revoked. The school will also notify
the California Board of Pharmacy for termination of the student’s intern
pharmacist license.
Readmission of dismissed students
A dismissed student may appeal his/her dismissal from the program
directly with the Office of the Dean within five business days.
Withdrawal from the program
If, after having been registered, a student finds it necessary to withdraw
during the course of a term, the associate dean of student affairs
and admissions must be notified in writing. Arrangements for formal
withdrawal must then be made by electronic submission. An exit
interview with a member of the School of Pharmacy administration is
required.
Graduation
A candidate for the degree of Doctor of Pharmacy at Loma Linda
University shall meet all of the following requirements:
Loma Linda University 2019-2020 359
1. Satisfactory completion of all requirements for admission.
2. Satisfactory completion of all requirements of the curriculum,
including:
a. specified attendance in Chapel
b. total number of credit units
c. all specified didactic and experiential course work
d. passing applicable qualifying and comprehensive assessment
examinations
3. A cumulative grade point average of 2.0 or higher for the total degree
program requirements.
4. Evidence of moral character, with due regard for Christian citizenship,
and consistent responsiveness to the established aims of the
University and of the school.
5. Evidence of good professional behavior through organizational
activities, outreach involvement, and personal conduct.
6. Completion of an exit interview with School of Pharmacy
administration.
A student failing to meet any of these requirements may not graduate
until such time as all requirements are met.
Students may not participate in commencement exercises until all course
work has been satisfactorily completed. Students with a maximum of
one APPE to complete after the commencement date will be allowed to
participate. Receipt of degree and certification of completion will occur
only when all course work is done and degree requirements are met.
ACPE complaint policy
The accreditation standards and guidelines for the professional program
in pharmacy leading to the Doctor of Pharmacy Degree states in Standard
No. 20: Student Complaints Policy that “the college or school must
produce and make available to students a complaints policy that includes
procedures to be followed in the event of a written complaint related to
one of the accreditation standards, students rights to due process, and
appeal mechanisms. Students must receive information on how they can
submit a complaint to the ACPE for unresolved issues on a complaint
related to the accreditation standards.”
The ACPE complaints policy with instructions on how to file a complaint
can be found at<http://www.acpe-accredit.org/complaints/default.asp>.
(http://www.acpe-accredit.org/complaints/default.asp)
Experiential education
While enrolled in the Doctor of Pharmacy program, students are required
to complete a supervised series of practice-based courses to prepare
them for licensure as pharmacists. To qualify for licensure as a
pharmacist, students must graduate from the School of Pharmacy with
a Doctor of Pharmacy degree, complete required internship hours, and
achieve passing scores on the North American Pharmacist Licensure
Examination (NAPLEX) and the law examination for the state where they
plan to practice.
The experiential program consists of both introductory (IPPE) and
advanced (APPE) pharmacy practice experiences designed to meet the
required structured, supervised, professional experience for a Doctor of
Pharmacy degree. Students and their supervising preceptors are guided
by the Loma Linda University School of PharmacyExperiential Program
Manual, which contains guidelines and policies for successful completion
of the program.
The School of Pharmacy requires participation in introductory pharmacy
practice experiences (IPPE) each year during PY1 through PY3 to
enhance practice skills and prepare students to function as members
of a health-care team. Advanced pharmacy practice experiences (APPE)
comprise the entire PY4 curriculum and are designed to help students
integrate and refine skills learned in the first three years of pharmacy
(didactic and experiential) course work.
The purpose of the experiential education program is to apply knowledge
from classroom and laboratory courses to patient care (pharmacy
practice). The ultimate goal of the experiential program is to produce
well-rounded, competent, caring, and responsible pharmacists who
can deliver exemplary pharmaceutical care, as well as communicate
effectively with diverse patients and other health-care professionals.
Experiential education requirements
During experiential courses, students are assigned to both hospital-
based and community-based pharmacy practice settings under the
direct supervision of a School of Pharmacy preceptor. Participation in
the IPPE/APPE courses requires a valid California intern pharmacist
license issued by the California Board of Pharmacy. Students completing
IPPE/APPE experiences at sites outside of California must be licensed
in the applicable state. When a student is participating in an IPPE
or APPE rotation, Loma Linda University's code of conduct and the
guidelines found in theSchool of Pharmacy Student Policies and Procedures
Manualare still in effect throughout the completion of this experience.
If experiential site regulations and policies differ from University
policies, the site policies supersede. In addition to the above-mentioned
guidelines, the following regulations are to be followed by all professional
pharmacy students assigned to experiential sites or rotations.
· Attendance is mandatory. Punctuality is expected, and tardiness will not
be tolerated.
· Students must maintain their University e-mail accounts and check
them at least daily to keep apprised of important information or
announcements.
· All experiential educational assignments are made through the
Department of Experiential and Continuing Education and are the
responsibility of the chair of the Department of Experiential and
Continuing Education.
· Students are not to function as agents or employees of the site. They
must identify themselves as pharmacy students from Loma Linda
University School of Pharmacy. While participating in this graded
experience, students shall not, under any circumstances, receive financial
remuneration from the experiential site. Failure to adhere to this policy
will result in suspension and removal from the rotation and receipt of a
failing grade in the course.
The student is responsible for all financial obligations associated with
his/her pharmacy education. He/She is also responsible for fulfilling all
site requirements prior to each rotation within the time frame requested.
These responsibilities include transportation, food, lodging, and any other
incidental costs related to practice assignments. Concurrent employment
during the experiential experience does not exclude or excuse students
from any responsibilities associated with course requirements. The
student must possess a valid driver's license and is responsible for
transportation to and from sites. IPPE rotations can be up to 70 miles
from campus.
Loma Linda University School of Pharmacy students are required to
dress and act professionally at all times. This expectation extends
to experiential educational activities where the student is not on the
360 School of Pharmacy
campus but receives instruction and guidance through a School of
Pharmacy preceptor.
The Department of Experiential and Continuing Education requires
all students to adhere to the School of Pharmacy dress code and to
wear their Loma Linda University identification cards and short white
laboratory coats at all times while at the experiential site. The laboratory
coat must be white, clean, and freshly pressed. Students who attend out
of dress code will be considered absent by the preceptor and sent home
to fulfill dress code requirementsprior to returningto the practice site.
In addition to the general school requirements, other rules may apply
for students who are off site. If the experiential site implements special
attire or dress code requirements, the more stringent of the dress code
requirements prevails, whether that of Loma Linda University or of the off-
site institution.
Pharmacy practice experience
The chair of the Department of Experiential and Continuing Education
coordinates both introductory pharmacy practice experience (IPPE) and
advanced pharmacy practice experience (APPE). Participation in the
practice-based experiences requires:
·Immunizations:Students must safeguard themselves and be sure
that all University-required immunizations are up to date. Students
are responsible for keeping the records of their own immunizations
accessible. For the protection of patients and the students themselves,
it is highly recommended that students receive the influenza vaccine
in September during their PY4 year. Some sites may require this
immunization.
·HIPAA certificate:All students are required to complete HIPAA training
and obtain a certificate of completion annually.
·Bloodborne pathogentraining: All students are required to complete
training and obtain a certificate of completion annually.
·Medicare fraud and abuse training: Students must complete training and
obtain a certificate of training annually.
·Tuberculosis screening:Students must be screened and cleared for
tuberculosis annually during their enrollment (complete a one- or two-
step PPD test, depending on the practice site requirement). A chest X-
ray may also be required when medically indicated. Students shall follow
specific instructions provided by the Department of Experiential and
Continuing Education. A record of tuberculosis screening clearance must
be on file with student health.
·Background check:Loma Linda University School of Pharmacy and
practice facilities require background checks of all personnel, including
students who are placed on site for experiential education. Some
institutions may require the student to sign a confidentiality agreement
or disclosure statement. Annual review and update is required during the
program.
·Random drug screening:Random drug screening may be required for
some practice settings. This screening may be above and beyond school-
mandated screening.
·Intern license:Students must hold valid, nonprobationary California
pharmacist intern licenses throughout the advanced pharmacy practice
experiences.
·CPR/First aid:Students must hold valid CPR and first aid certificates.
Effective dates must be current through the completion of PY4.
·Student health card:Students must carry the Loma Linda University
student health insurance card with them at all times.
Requirements for participation in the IPPE/APPE program are subject
to modification based on the requirements for licensure and the
requirements for placement in the participating practice settings.
Introductory pharmacy practice experience (IPPE)
The goals of the introductory pharmacy practice experience are to
sharpen students' clinical skills through direct patient-care activities in
community, institutional, and ambulatory care settings; to introduce the
student to different career opportunities in pharmacy; and to assist them
in determining their career choices. Under the supervision of a School
of Pharmacy preceptor, who is also a licensed pharmacist, the student
will be provided opportunities to apply didactic knowledge to patient care
in community, institutional, and ambulatory care settings early in the
program. These experiences enhance communication, problem-solving,
critical-thinking, and decision-making skills through direct patient-care
activities.
Advanced pharmacy practice experience (APPE)
Students are required to complete a total of six advanced pharmacy
practice experiences in specific clinical areas. Four experiences
(each lasting six weeks) will be in required fields of hospital practice,
ambulatory care, internal medicine, and clinical community practice.
Two experiences will be in elective fields. All APPE must be completed
under the supervision of a School of Pharmacy preceptor who is also
a licensed pharmacist. In order to progress to the advanced pharmacy
practice experiences, a student must achieve PY4 standing as defined by
the School of Pharmacy.
Licensing
Pharmacy intern license
All School of Pharmacy students must have a current nonprobationary
California intern pharmacist licenses. Students will be guided through
the licensure application process during the first-year orientation. The
intern licensure is required for the introductory pharmacy practice
experiences (IPPE) and advanced pharmacy practice experiences (APPE).
Information about the pharmacy intern license can be found online at
<http://www.pharmacy.ca.gov/forms/intern_app_pkt.pdf>.
It is the student's responsibility to keep his/her pharmacy intern license
current and valid. The Board of Pharmacy must be notified of address,
enrollment status, or name changes within thirty days of the change. A
photocopy of the student's valid pharmacy intern license must be on file
in the school's Department of Experiential and Continuing Education.
Pharmacy intern hours
In order to be licensed as a pharmacist in California, the California
State Board of Pharmacy requires each applicant to have completed a
minimum of 1,500 hours of supervised pharmacy practice experience.
As of January 1, 2016, an applicant for the pharmacist examination who
has graduated on or after January 1, 2016, from an ACPE-accredited
college of pharmacy or school of pharmacy recognized by the board
shall be deemed to have satisfied those pharmacy practice experience
requirements.
Loma Linda University 2019-2020 361
Financial information
The Office of the Dean is the final authority on all financial matters and is
charged with the interpretation of all financial policies. Any exceptions to
published policy in regard to reduction or reimbursement of tuition must
be approved by the dean. Any statement by individual faculty members,
program directors, or department chairs in regard to these matters is not
binding on the school or the University unless approved by the dean.
Registration is not complete until tuition and fees on the required
installment are paid; therefore, the student should be prepared to make
these payments during scheduled registration for each academic year.
There may be adjustments in tuition and fees as economic conditions
warrant.
General financial practices
The student is expected to arrange for financial resources to cover all
expenses before the beginning of each school year. Previous accounts
with other schools or with this University must have been settled.
Deposits
Upon notification of acceptance, the applicant must deposit $500 to hold
a place in the class. This amount is deducted from the tuition and fees
due at registration and is nonrefundable should an applicant decide not
to register.
International student deposit
Students who are not U.S. citizens or permanent residents entering Loma
Linda University School of Pharmacy must deposit funds in the amount
of the first full year of tuition. This deposit will be applied to the student's
account for education costs during his/her last term of enrollment. An
international student's deposit will be refunded if a student visa is not
obtained.
Schedule of charges
The following charges are subject to change without notice.
Tuition
$45,000 Annual block tuition
Fees
$3,292 University enrollment fee (health-care insurance, Drayson
Center membership, student activities, and publications)
Miscellaneous
$75 Application fee
$500 Acceptance deposit; nonrefundable, applicable to tuition
$1,500 Estimated books and supplies
$25 Returned check processing fee
$100-200 Late fee
Other charges
$90 California Board of Pharmacy internship license (application,
examination, interim practice permit); plus Live Scan
fingerprinting fee (cost varies).
On- and off-campus student housing
Students may go to <llu.edu/central/housing> for housing information
and a housing application form.
Additional requirements
For additional policies governing Loma Linda University students, see
Section II of this CATALOG, as well as the University Student Handbook.
Students are responsible for informing themselves of and satisfactorily
meeting all regulations pertinent to registration, matriculation, and
graduation.
Pharmacy — Pharm.D.
The curriculum at Loma Linda University School of Pharmacy is intensive
and dynamic to that ensure students are prepared for life-long learning
and prepared to serve as the health-care system's medication expert.
The school reserves the right to make changes to the curriculum upon
recommendation of the curriculum committee and adoption by the
faculty. Students will be notified of any necessary changes.
Admissions
General entrance information
Applicants to the School of Pharmacy must fulfill the prerequisite
course requirements listed below. For a course to fulfill the biology,
chemistry, organic chemistry, and physics prerequisites, it must be
taken at the level of those required for a science major in the field.
Introductory courses are not acceptable. Courses accepted to fulfill
the prerequisites for biochemistry may be taken at any level as long as
the unit requirements are fulfilled. The minimum cumulative G.P.A. and
cumulative mathematics/science G.P.A. considered for acceptance to the
School of Pharmacy is 2.75 on a 4.00 scale.
Required courses (semester/quarter units)
• General biology, with laboratory* (8/12)
• General chemistry, with laboratory* (8/12)
• Organic chemistry, with laboratory* (8/12)
• General physics (one quarter or/semester), lecture and laboratory
(4/4) Must include mechanics or Newtonian physics. Survey course
is acceptable.
• General biochemistry (3/4) (or molecular biology or cell biology)
Decisions regarding the final determination of acceptable courses as
prerequisites reside with the School of Pharmacy Admissions Committee
in collaboration with the Office of University Records.
*
A full sequence of course work is required for general biology, general
chemistry and organic chemistry. The semester and quarter units
listed in the table above are a general guideline for the minimum
number of units that must be completed to fulfill the prerequisite
requirements. These minimum units may not be the same in all
universities/colleges.
In rare circumstances, an applicant who has not completed a bachelor's
degree may be considered for admission into the School of Pharmacy.
An applicant without a bachelor's degree must complete an additional
12 semester or 16 quarter units of coursework in Social and Behavioral
sciences, an additional 12 semester or 16 quarter units of coursework in
humanities and fine arts, and an additional six semester or nine quarter
units of English composition.
Recommended courses
Cellular and molecular biology
Genomics
Histology
362 Pharmacy — Pharm.D.
Human Genetics
Immunology
Microbiology
Physiology
Recommended experience
It is highly recommended that applicants obtain volunteer or pharmacy
work experience.
Application and acceptance requirements
Application process
The School of Pharmacy only accepts online applications through the
central application service PharmCAS. The link to PharmCAS and other
required forms are available online at <llu.edu/central/apply>.
Procedure
The application procedure is as follows:
• Online submission of Doctor of Pharmacy application through
PharmCAS.
• When the PharmCAS application is received, Loma Linda University
School of Pharmacy will request completion of an LLU secondary
application.
• Three online letters of recommendation from previous instructors,
employers (pharmacist employer, if possible), and a spiritual advisor
(required). Letters of recommendation are now accepted only through
the online application. Instructions for online letters are given once
an application has been started. Committee letters are accepted from
Seventh-day Adventist colleges/universities only and will fulfill the
requirement for recommendation letters.
• Written personal statement (answer all questions in two pages or
less).
• Projected College Work form (if applicable).
• Completed Academic Prerequisite Record form (available after the
LLU secondary application is submitted).
• Payment of the $75 application fee by check or credit card, submitted
with the online LLU secondary application.
• After the secondary application and letters of reference have been
submitted and reviewed, the applicant may be invited for an interview.
All application documents are evaluated by the School of Pharmacy
Admissions Committee to determine if the applicant is accepted,
placed on an alternate list, or denied. All applicants are notified of the
final committee decision. Admission into the School of Pharmacy
continues until the class is filled.
Acceptance process
The accepted applicant is sent an e-mail acceptance letter that includes
a link to the online confirmation process and deadline. At this link, the
accepted applicant can confirm and pay the $500 class-holding fee
electronically. The class-holding fee can also be paid by check for an
additional processing fee of $25. The class-holding fee is applied to the
student's financial account at the time of matriculation. Class-holding
fees are nonrefundable. A follow-up acceptance letter is also mailed to
the applicant's home address.
International applicants
International applicants must have their transcripts reviewed by one of
the following evaluation services prior to applying:
• Educational Credential Evaluators, Inc. (ECE) <http://www.ece.org/>
• World Education Services (WES) <http://www.wes.org/>
If the applicant's native language is not English, or if most education
was completed in a non-English program, a score of at least 79 (Internet
based) on the Test of English as a Foreign Language (TOEFL) is required.
Some consideration is given to applicants who have earned a college
degree in an English-speaking country. Please visit <http://www.ets.org/
toefl> for more information.
Rolling admission
The School of Pharmacy has a rolling admission policy in which
completed applications are reviewed and students are accepted on
a continual basis within the period from the time PharmCAS begins
verifying applications for our program (typically September) through the
end of March.
Admission deadline
The School of Pharmacy accepts applications through PharmCAS as
soon as the PharmCAS application portal goes live (typically in July)
through March (dates may vary; late applications are accepted by
contacting the admissions office directly) for entry in September of the
following year.
Transcripts, evaluation of international transcripts (if applicable), and
TOEFL scores (if applicable) should be mailed to the following address:
Admissions Processing
Loma Linda University
11139 Anderson Street
Loma Linda, CA 92350
Degree requirements
First Year Units
RELT706 Adventist Beliefs and Life 2
RXEE580 Introductory Pharmacy Practice Experience—
Community I
3
RXPC561 Pharmaceutical Care I 4
RXPS511 Pharmaceutics I 2
RXPS512 Pharmaceutics II 4
RXPS513 Pharmaceutics III 3
RXPS515 Pharmaceutics Laboratory I 0.5
RXPS516 Pharmaceutics Laboratory II 0.5
RXPS524 Physiology I 4
RXPS525 Physiology II 3
RXPS580 Immunology 2
RXPS584 Biochemistry 4
RXRX500A Professional Development 1.5
RXRX500B Professional Development 1.5
RXSA547 Pharmacy Law 2
RXSA555 Epidemiology and Public Health 3
RXSA650 Biostatistics 3
RXTH560 Pharmacist-Guided Self Care 5
RXTH570 Introduction to Disease Management 2.5
Second Year
RELE705 Ethics in Pharmacy Practice 3
RELR709 Christian Perspectives on Death and Dying 2
RXEE680 Introductory Pharmacy Practice Experience—
Community II
2
RXEE690 Introduction to Hospital Pharmacy Practice 2
Loma Linda University 2019-2020 363
RXDI664 Drug Information and Literature Evaluation 3
RXPS610 Pharmacokinetics 4
RXPS661 Medicinal Chemistry and Pharmacology I 5
RXPS662 Medicinal Chemistry and Pharmacology II 5
RXRX600A Professional Development 1.5
RXRX600B Professional Development 1.5
RXSA646 Principles of Management 3
RXSA751 Social-Behavioral Aspects of Pharmacy Practice 3
RXTH671 Fluids and Electrolytes 2
RXTH674 Renal and Respiratory Diseases 3.5
RXTH683 Endocrine 3.5
RXTH684 Cardiovascular I 3.5
RXTH685 Cardiovascular II 3.5
Third Year
RELE706 Advanced Ethics in Pharmacy Practice 2
RELT740 World Religions and Human Health 3
RXEE790 Introduction to Clinical Pharmacy Practice 2
RXPC761 Pharmacy Practice I 2
RXPC762 Pharmacy Practice II 2
RXPC763 Pharmacy Practice III 3
RXRX700A Professional Development 1.5
RXRX700B Professional Development 1.5
RXSA743 Health Systems, Reimbursement, and
Pharmacoeconomics
3
RXTH704 Special Populations 3
RXTH770 Infectious Diseases I 3.5
RXTH771 Central Nervous System II 3.5
RXTH772 Infectious Diseases II 3.5
RXTH773 Central Nervous System I 3.5
RXTH774 Gastrointestinal Disorders 2.5
RXTH775 Oncology 2.5
Electives
1
9
Fourth Year
Six (6) of the following eight (8) APPE courses required:
RXEE821 Advanced Pharmacy Practice Experience I 6
RXEE822 Advanced Pharmacy Practice Experience II 6
RXEE823 Advanced Pharmacy Practice Experience III 6
RXEE824 Advanced Pharmacy Practice Experience IV 6
RXEE825 Advanced Pharmacy Practice Experience V 6
RXEE826 Advanced Pharmacy Practice Experience VI 6
RXEE827 Advanced Pharmacy Practice Experience VII 6
RXEE828 Advanced Pharmacy Practice Experience VIII 6
Total Units: 188.5
1
To be completed by the end of the third year (no more than 4 units of
independent study can be applied to this requirement). Choose from
the electives listed below. Elective courses are subject to change.
Electives
RXPS616 Neuropsychopharmacology 3
RXPS630 Biochemical Aspects of the Obesity and Metabolic
Syndrome
2
RXPS782 Special Topics in Pharmaceutical Sciences 1-4
RXPS783 Special Topics in Pharmaceutical Sciences 1-4
RXPS784 Special Topics in Pharmaceutical Sciences 1-4
RXRX506 Introduction to Pharmacy Leadership 1
RXRX798 Independent Study with Faculty 1-4
RXSA618 Writing for Publication 3
RXSA748 Advanced Topics in Pharmacy Law 1
RXTH606 Antimicrobial Stewardship 1
RXTH610 Introduction to Pharmacy Informatics 1
RXTH703 Advanced Topics in Critical Care 2
RXTH757 Advanced Cardiovascular Life Support 3
RXTH782 Special Topics in Pharmacy Practice 1-4
RXTH783 Special Topics in Pharmacy Practice 1-4
RXTH784 Special Topics in Pharmacy Practice 1-4
RXPS710 Dietary Supplements 2
RXPS719 Nutrition and Metabolic Syndrome 2
RXTH529 Strategies for Achieving a Successful Career in
Pharmacy
2
RXTH605 Advanced Diabetes Management 2
RXTH608 Viral Infections Evidence-Based Therapy 2
RXTH609 Advanced Literature Evaluation 1
RXTH611 Introduction to Nuclear Pharmacy 2
RXTH619 Clinical Pharmacokinetic Dosing and Monitoring 3
RXTH701 Pediatric Pharmacotherapy 2
RXTH702 Advanced Topics in Neurology and Therapeutics 2
RXTH708 Mental Health in the Movies 2
Normal time to complete the program
Four (4) years (12 academic quarters) — full-time enrollment required
364 School of Public Health
SCHOOL OF PUBLIC HEALTH
Dean's welcome
In 1967, the Loma Linda University School of Public Health became the
13th accredited school of public health in the United States. From our
inception, we understood the importance of teaching relevant public
health, from a faith-based perspective.
Whether online or on campus, our students reflect the culture and
values of our school. Every quarter, when students share their practicum
experiences during their poster presentations, I marvel at and appreciate
the diversity of our students. A wealth of perspectives leading to relevant
and innovative ideas, which students continue to display through their
work in and out of the classroom.
I want to personally welcome and thank you for choosing to be a part
of our legacy. We are proud of our more than 50 years of research
and practice aimed at a vision of healthy people living in resilient
communities, supported by equitable systems of health. Now, we stay
true to our legacy through our mission of creating learning experiences
for each generation.
I want you to know that we are listening to what you have to say. We want
to hear your experiences in the classroom, on campus, in your practicums
and beyond. Our success is measured by the opportunities you have to
succeed as a student and later, as a professional. All of you are on your
way to becoming our alumni. Just as we are proud of you, we want you to
be proud of us, your future alma mater.
As you browse through these pages, I encourage you to take advantage
of the many ways you can reach your professional goals—mainly,
a degree in public health that will enable you to serve individuals,
communities and systems of health in an increasingly global and
connected community.
I would like to leave you with one final thought.
My mission in public health is underlined by a personal purpose. At this
school of public health, a belief in a power greater than ourselves is what
drives us.The actions of Jesus Christ inspire us and that inspiration
informs our work. It is the reason we choose to teach, research, practice,
study, and play at Loma Linda University School of Public Health. We
believe that everyone has value and that value is connected to a greater
purpose. During your time as a student, along with all the other exciting
opportunities you’ll experience, I encourage you to focus on your spiritual
journey.
Welcome to the Loma Linda University School of Public Health.
Helen Hopp Marshak, Ph.D.
Dean, School of Public Health
Mission, vision, values, and goals
Mission
We create learning experiences for each generation. We translate
scientific discovery into action, improve health, spread hope and promote
wholeness from our neighborhood to yours.
Vision
Healthy people living in resilient communities supported by equitable
systems of health.
Values
Accountability—Our actions match our words. We take ownership of our
roles within the school. Our customers are best served when each of us
works in a timely and responsive manner. We accept responsibility for
our actions with transparency and respect for others. Always striving for
the best outcomes, we are proactive and committed to working together
for the common good. As stewards of our resources, accountability is
fundamental to fulfilling our mission and living our core values every day.
Relevance—We are listening.Our students merit the most advanced
teaching methods. Our communities deserve practical health solutions
backed by research. For this reason, we are always asking, "Do we
matter?" We know the answer to why we matter when we meet our
customer’s needs.
Diversity—Eyes at every angle piece together a complete picture.Diversity
is not only about equality. It's about perspective—one that is intentional.
We respect our differences and value openness. It's our belief that a
wealth of perspectives leads to relevant and innovative ideas. Beyond
informing thought, a culture of openness and respect embodies the
spirit of our work in public health. Our geographic location allows us to
capitalize on a wealth of viewpoints. We attribute our success to a wealth
of experiences.
Innovation—We kindle an informed sense of wonder.We flourish under a
mentality of continuous creativity and exploration of thought. We insist
Loma Linda University 2019-2020 365
that in order to make public health a success, we must work across
disciplines. Responsible innovation requires flexibility and evaluation. It
ensures growth and determines the impact of new ideas. We are willing
to take calculated risks and continue moving our best ideas forward. At
every level of our operation we are looking to make improvements; from
improving how our students register for classes to defining new areas of
study. Indeed, our innovation is one way we remain relevant.
Wholeness—We strive for progress over perfection.Wholeness is a
perspective of the world that recognizes all facets of what it means to
be human. It encompasses the integration of our spiritual, physical,
intellectual components; our families, work, play. Despite its many
facets, we continually consider our potential in relation to our reality.
This translates into how we live each day; with humility, gratitude, and
compassion. It keeps us grounded in what matters most.
Faith-Inspired—Belief in a power greater than ourselves is what drives us.
As a school of public health founded in Christianity, the actions of Jesus
Christ inspire us. Our faith informs our work. It's the reason we're at Loma
Linda. We believe that everyone has value and that value is connected to
a greater purpose. Wholeness is underlined by the relationship between
health and faith. Behind our professional mission, we each have a
personal purpose.
Goals
1. Constantly improve the quality of instruction in support of
exceptional educational value.
2. Develop reciprocal and sustainable community-academic
partnerships that lead to research, practice, and teaching that are
responsive to societal needs.
3. Enhance the school's visibility in support of efforts to maximize
enrollment.
4. Enhance the school's visibility in public health issues.
5. Enhance the school's operating resources through increased external
(nontuition) sources.
6. Strengthen infrastructure supporting excellence in grant writing.
7. Recruit and retain a student body that reflects the diversity of the
population served.
Educational goals
Loma Linda University School of Public Health, a Seventh-day Adventist
Christian institution, seeks to further the healing and teaching ministry of
Jesus Christ “to make man whole” by:
• Educating ethical and proficient scholars through instruction,
example, and the pursuit of truth.
• Expanding and providing advanced knowledge through research in
various fields related to human health and disease.
• Providing advanced skills and competencies for professionals who
plan to pursue a practice or research career.
School foundations
History
The school's foundation was laid in 1948 with the organization of the
School of Tropical and Preventive Medicine, the purpose of which
was to provide a base for research and teaching. In 1964, plans
were laid for faculty and facilities to meet the requirements of the
Committee on Professional Education of the American Public Health
Association (APHA). Three years later, the School of Nutrition and
Dietetics (established in 1922) and the Division of Public Health and
Tropical Medicine were accredited by APHA and organized under the
name Loma Linda University School of Public Health. This name was
changed to School of Health in October 1970 to reflect more clearly
the school's emphasis on lifestyle. In response to changing societal
perceptions and definitions of "public health," the original name, School
of Public Health, was readopted in August 1987. The Center for Health
Promotion, the Department of Preventive Medicine, and the Preventive
Medicine Group were merged into the School of Public Health in 1990.
The expanded resources realized by this merger stimulated further
growth and development of the school to provide a dynamic learning and
research environment for its students and faculty.
The school has maintained continuous accreditation since it was
accredited at its inception in 1967 by the American Public Health
Association. It is currently accredited by the Council on Education for
Public Health (CEPH): 1010 Wayne Avenue, Suite 220, Silver Spring, MD
20910; and is also a member of the Association of Schools and Programs
of Public Health (ASPPH). CEPH may be contacted at 202/789-1050.
Master's degree programs
Master of Public Health (M.P.H.), Master of Health-Care Administration
(M.H.A.), and Master of Science (M.S.)degree programs are designed for
those with appropriate backgrounds who are seeking to acquire graduate-
level competencies in public health,health-care administration, and
nutrition.
Onlineprograms
The School of Public Health offers master's degree programs in an online
format in two majorsto meet the needs of qualified individuals who seek
to develop graduate-level competencies in public health but who for a
variety of reasons choose not to be full-time, on-campus students.
The School of Public Health has considerable experience offering
distance learning programs at the master's degree level. For more than
thirty years, the School of Public Health has adapted its program delivery
style to meet the needs of busy professionals. Currently the school offers
an online postbaccalaureate certificate in health geoinformatics, and
an online M.P.H. degree in two areas: population medicine and health
education and wellness coaching. The Dr.P.H. degree in health education
is also offered in a technology-mediated format. These programs cater to
students in the U.S. and internationally.
General degree requirements
All applicants to theonline programsmust meet the general admissions
requirements found in Section II of this CATALOG.
Online program financial information
Financial policies
Tuition for the online M.P.H. degree programs courses is the same as
the on-campus tuition rate. Tuition must be paid in full at the time of
registration.
Financial clearance
The student is expected to maintain a clear financial status at all times.
Financial clearance must be obtained:
• before registering for any class;
• before receiving a diploma; or
366 School of Public Health
• before requesting a transcript, statement of completion, or other
certification to be issued to any person, organization, or professional
board.
Loans
Inquiry about loans should be directed to the University Office of
Financial Aid. Only students who are accepted into a degree program or
federal financial aid-approved certificate program are eligible to apply.
For loan purposes, online students registered for 4 units per quarter are
considered to be enrolled half time.
Checks
Checks should be made payable to Loma Linda University and should
show the student's name and social security or LLU ID student number to
ensure that the correct account is credited.
Online Master of Public Health
The Online Master of Public Health Program is offered with majors in
population medicine and in health education and wellness coaching.
Each is a three-year, online program with online orientation, community,
and courses. Students begin their program in any of the four quarters of
the academic year.
The program includes an applied practice and integrative learning
experiences.
Course load
A full-time graduate course load consists of eight units, and a half-
time graduate course load is 4 units. Students in the distance learning
program who need to qualify for financial aid must take a minimum of
four units per quarter to establish and maintain eligibility.
Proctors
Some courses require a proctored examination. Each student is required
to have on file a signed proctor contract with the name of a person who
will serve as his/her permanent proctor. A proctored examination is
automatically sent to this person. The proctor may not be a relative or
someone living in the same house as the student. The registrar of a local
college or university or a librarian is considered an appropriate proctor.
Residence requirement
There is no residence requirement for the online M.P.H. degree program.
Students complete this program online.
Additional requirements
For additional policies governing Loma Linda University students, see
Section II of this CATALOG, as well as the University Student Handbook.
Students are responsible for informing themselves of and satisfactorily
meeting all regulations pertinent to registration, matriculation, and
graduation.
Dean
Helen Hopp Marshak
Executive Associate Dean
Dwight Barrett
Associate Dean, Academic Administration
Donna L. Gurule
Associate Dean, Strategy
Karl McCleary
Assistant Dean, Student Support
Wendy M. Saravia-Genovez
Core faculty, Center for Health Strategy and Innovation
Jim E. Banta, Jr.
Dwight Barrett
Juan Carlos Belliard
Ronald H. Mataya
Karl J. McCleary
Wendy Shih
Rhonda Spencer-Hwang
Seth Wiafe
Core faculty, Center for Teaching and Learning
Monita Baba-Djara
Megan Daly
Hildemar Dos Santos
Leonard Gashugi
Albin Grohar
Donna Gurule
Michelle Hamilton
R. Patti Herring
Celine Heskey
Katherine Jones-Debay
Jerry Lee
Ernesto Medina
Anna Nelson
Jisoo Oh
Michael Paalani
Huma Shah
Gina Siapco
Lori Wilber
Core faculty, Center for Nutrition, Healthy Lifestyle, and Disease
Prevention
Gary E. Fraser
Ella H. Haddad
Karen Jaceldo-Siegl
Fayth Miles
Graciela O. Molina
Keiji Oda
Loma Linda University 2019-2020 367
Michael Orlich
Sujatha Rajaram
Joan Sabaté
Ryan Sinclair
Pramil Singh
Other faculty
Godwin Nwadibia Aja
Yen Ang
Khaled Bahjri
Mohan Balagopalan
Dora J. Barilla
Yessenia T. Bartley
Richard Blanco
Dianne L. Butler
Terrence L. Butler
Jesus J. Cazares
Sherma Charlemagne
Jerry E. Daly
Barbara F. Dickinson
Harvey A. Elder
Linda H. Ferry
Elaine H. Fleming
Thelma Gamboa-Maldonado
Bryan L. Haddock
Susan L. Hall
Linda G. Halstead
Kenneth W. Hart
Richard H. Hart
Gordon Hewes
Liane H. Hewitt
Wesley James
Christian W. Johnston
Robert I. Krieger
Susan K. Lewis
Harold J. Marlow, Jr.
Edward H. Martin
Olivia Moses
Makram A. Murad-Al-Shaikh
James O. Neergaard
Joyce B. Neergaard
Tricia Penniecook
Corwin Porter
Thomas J. Prendergast, Jr.
Brenda L. Rea
Susan E. Reische
Obed Rutebuka
Jeanne F. Silberstein
Bruce E. Smith
Larry L. Thomas
Calvin J. Thomsen
Serena Tonstad
Padma Uppala
Maryellen Westerberg
Jerald W. Whitehouse
Wesley S. Youngberg
Janice R. Zumwalt
Emeritus faculty
P. William Dysinger
Joyce W. Hopp
Patricia K. Johnston
Naomi N. Modeste
Accreditation
The school has maintained continuous accreditation since it was
accredited at its inception in 1967 by the American Public Health
Association. It is currently accredited by the Council on Education for
Public Health (CEPH): 1010 Wayne Avenue, Suite 220, Silver Spring, MD
20910; and is also a member of the Association of Schools and Programs
of Public Health (ASPPH). CEPH may be contacted at 202/789-1050.
Centers
Center for Health Strategy and Innovation
Executive Director, Karl J. McCleary
Public health has gone through several eras where the focus of attention
or paradigm has guided the actions of the field. At present, the concept
of population health has emerged as a broader, more encompassing
concept of public health that incorporates a range of factors that interact
and affect the health of individuals, communities, and the population as a
368 School of Public Health
whole. Unfortunately, these health outcomes frequently reflect inequities
across the population. The Center for Health Strategy and Innovation
seeks to identify and deploy successful strategies—evidence-based
interventions, once adopted and implemented in practice and policy, help
achieve desired improvements in population health. We accomplish this
vital work through scholarship in dissemination and implementation
science, which primarily focuses on organizations, communities, and
systems.
Center for Teaching and Learning
Executive Director, Donna Gurule
The Center for Teaching and Learning houses the degree programs for
the School of Public Health. It has the responsibilities of identifying ways
to transform public health education, reporting assessment results for
student learning outcomes, engaging and training faculty in pedagogy,
course design, and faculty delivery, and providing excellent learning
opportunities for our students utilizing technology and innovation. These
are accomplished through scholarship in teaching and learning.
Center for Nutrition, Healthy Lifestyle, and Disease Prevention
Executive Director, Joan Sabaté
Cardiovascular disease, diabetes, chronic respiratory disease, and
cancers account for 60% of all deaths worldwide, with an estimated 80%
of these deaths occurring in low and middle income countries. These
conditions are largely preventable through the adoption of healthy diets,
physical activity, and avoidance of smoking. The center focuses on
elucidating key dietary and other behavioral factors for the prevention
of chronic diseases. Also, the center is compelled to focus effort on
effective health education programs to improve diet quality and recover a
healthy lifestyle in the US and globally.
Researchers at the center are leaders in the study of the health effects
of plant foods, and the home of the world-renowned Adventist Health
Study, providing the global community with strong evidence for healthy
outcomes, and the prevention of chronic diseases when adopting a plant-
based diet. Building on the Adventist Health Study’s unique 50 plus years
of research in lifestyle and plant-based diets, the center pioneers new
knowledge and aims to develop innovative, interdisciplinary, translational,
and interventional research directed at reducing the risk, morbidity
and mortality of unhealthy diets, sedentarism, and tobacco use related
chronic diseases in the US and globally.
Admissions
Applicants must meetLoma Linda University (p.24)and school-
specificadmissions requirements.Theschool's admissions office
andprogram directorensure that applicants are qualified for the
proposed curriculum and are capable of profiting from the educational
experience offered by this University. This isaccomplished by examining
evidence of scholastic competence, moral and ethical standards, and
significant character and personality qualities. Applicants are considered
for admission only upon recommendation of the program in which
study is desired.Those who meet the requirements as well as published
deadlines may enroll.
In selecting students, theadmissions office and program directorlook for
evidence of self-discipline, personal integrity, and intellectual rigor. They
also look for evidence that applicants possess the capabilities required to
complete the full curriculum in the allotted time and to achieve the levels
of competence required.
Where to write
Correspondence about admissions to all programs and requests for
application information should be addressed to the Office of Admissions,
School of Public Health, Loma Linda, CA 92350; or via e-mail to
Application review process
All completed applications are first reviewed by the admissions office. A
recommendation on each application is then submitted to the appropriate
program director, who makes the final decision regarding acceptance.
Procedure
The procedure for application and acceptance is given below.
1. Application. Submit a complete application and accompanying
documents to SOPHAS (<www.sophas.org (http://
www.sophas.org)>).
2. Transcripts. Official transcripts from all postsecondary institutions
attended must be sent to SOPHAS. If accepted, official transcripts
will then need to be sent to Loma Linda University, Admissions
Processing, 11139 Anderson Street, Loma Linda, CA 92350.
3. International evaluations. All international (non-U.S.) transcripts must
be submitted to one of the LLU-approved evaluation services. See
<llu.edu/central/apply/intltrans.page> for a list of the approved
companies. Copies of transcripts forwarded from evaluation services
do not meet the requirement of official transcripts. They must be sent
directly to LLU from the issuing institution. SOPHAS will only accept
internationaltranscripts submitted through World Education Services
(<www.wes.org (http://www.wes.org)>). Please note: Transcript
copies included only in official WES evaluation reports will also
satisfy the requirement for official transcripts.
4. References. The applicant is asked to supply a minimum of three
personal references. It is recommended that these include an
academic reference, a reference from an employer, and a character or
religious reference.
5. Pre-entrance examination. All official pre-entrance test scores (e.g.,
TOEFL [international applicants only], GRE or equivalent [e.g., MCAT])
as required by each program must be sent directly toSOPHAS by the
testing organization.
6. Interview. The applicant's records will be screened when the
supplementary application is submitted and the file is complete. The
file will then be forwarded forprogram review; and, if necessary, the
applicant may be invited for a personal interview.
7. Acceptance. The accepted student receives an acceptance letter
and a link that will prompt payment of the class-holding fee and
confirmation of acceptance. Official transcripts will need to be
submitted to Admissions Processing prior to registration for first
term.
8. Pre-entrance health requirements/Immunizations. New students are
required to have certain immunizations and tests before registration.
In order to avoid having a hold placed on registration, the student is
encouraged to provide documentation to the Student Health Service
prior to the start of regular registration. For further information,
contact the Student Health Service office at 909/558-8770.
9. Financial aid. Application for financial aid should be submitted early,
even before the student is admitted into the program. For further
information, visit <http://www.llu.edu/students/financial-aid/>.
10. Financial requirement. Non-U.S. citizens are required by U.S.
immigration regulation to secure sufficient funds and pay for their
first year tuition and fees before they can register. In addition, they
Loma Linda University 2019-2020 369
must provide documentary evidence of sufficient funds for their
second year. International students will receive the necessary visa
applications and registration clearance after they have submitted
their deposits and payment plans.
Admissions decisions
The Admissions Office and program director considers the following
qualifications in making admission decisions:
Personal statement, letters of recommendation, overall G.P.A., GRE
examination scores or equivalent, professional potential, and personal
interview. Admission decisions are in one of two categories: regular
admission or denial of admission.
Admissions requirements
Specific requirements—which vary from program to program—should be
determined based on the student's area of interest. Requirements for
admission into degree programs are specified in the next section.
Prerequisite courses
A grade of B or higher is required for all prerequisite courses.
Prerequisites must be completed prior to acceptance.
Entrance tests
Scores from the Graduate Record Examination (GRE) or equivalent
are required with the application. Application forms for the GRE and
information regarding examination times and places are furnished by
the Educational Testing Service, GRE-ETS, P.O. Box 6000, Princeton, NJ
08541-6000, U.S.A.; and at<http://www.ets.org>. Applicants for the
M.H.A. degree in health care administration are required to submit scores
from the Graduate Management Admission Test (GMAT) or equivalent,
such as the GRE. Application for the GMAT are available at <http://
www.mba.com/us>.
General regulations
Students are responsible for informing themselves of and satisfactorily
meeting all regulations pertinent to registration, matriculation, and
graduation. Section III of this CATALOG provides the general setting for
the programs of each school and outlines subject and unit requirements
for admission to individual professional programs. It is important to
review specific program requirements in the context of the general
requirements applicable to all programs.
University e-mail accounts
The University accepts its moral, ethical, and legal responsibility
for informing and reminding students of deadlines, regulations,
and processes by issuing an e-mail account to every student and
communicating with students by e-mail. It is the students' responsibility
to read and respond to their e-mail messages from the University.
Learning environment
Technology facilities
Technology-mediated and fully online courses are part of the school's
curricula. Students should be prepared to use e-mail, electronic library
resources, online survey tools, course management tools, and other
Internet communication tools while engaged in the School of Public
Health learning environment. Through the online M.P.H., the technology-
mediated Dr.P.H. degree programs, and the online post-baccalaureate
certificate programs, the School of Public Health demonstrates its
commitment to moving forward with a technology-supported and
technology-facilitated learning environment.
Tutorials are available to assist members of this learning community in
using the school's various tools.
Campus facilities
Facilities for the School of Public Health--offices, lecture and seminar
rooms, teaching and research laboratories, work and storage areas--
are located mainly in and adjacent to Francis Nichol Hall. Additional
offices and research facilities are located in the Parkland Building and
the Centennial Complex.
Academic policies
Students are responsible for informing themselves of and satisfactorily
complying with the policies and meeting the regulations pertinent to
registration, matriculation, and graduation.
Advanced standing
Graduate students with previous course work in areas of public health
may apply for limited units of advanced standing. If approved by the
program director and the assistant dean for admission and records of
the school, degree requirements may be reduced. Courses taken during
the past five years are considered in an evaluation of the student's
qualification for advanced standing. Competency in courses taken more
than five years previously may be considered if the content has been
used professionally on a regular basis. No advanced standing is granted
for life experience that is not in conjunction with previous course work.
Religion course work requirement
Registration and completion of graduate-level religion course work
is mandatory for completion of degree requirements. The religion
requirement is designed to provide a spiritual dimension to the
professional training of public health students, opportunities to further
develop their skills in dealing with life's challenges, and for personal
spiritual growth. Transfer of course units from other universities and
institutions is not allowed; nor is a waiver option available, regardless of
educational background. Traditional letter grading is required.
Selection of religion courses to fulfill requirements for the various
degrees should be made in consultation with the advisor, using the
course schedule published online at <llu.edu/central/ssweb>. Master's
degree students are required to complete a three-unit, 500-level religion
course per degree sought; and doctoral students are required to complete
three 500-level religion courses in each of the religion content areas:
ethical, relational, and theological studies. Only courses with REL_ code
prefixes may be used to satisfy the religion course requirement. The
religion requirement may not be waived by registering for a religion
course at a university other than Loma Linda University.
Student classification
Students enrolled in courses prior to receiving official acceptance into
the School of Public Health are classified as "nondegree" students by
the University. Students may retain this status only by permission of the
assistant dean for academic support for a maximum of 12 units of credit
before official acceptance into the school.
Convocation attendance
Attendance at weekly University and quarterly school convocations is
required. Unexcused absences are reported to the dean. Persistent failure
to attend may jeopardize a student's regular standing.
370 School of Public Health
Course attendance
Only duly registered students may attend classes. Students are expected
to attend all required contact elements in a course. Absences in excess of
15 percent may be sufficient cause for a failing or unsatisfactory grade to
be recorded.
Adding an additional M.P.H. major
Students who wish to add another major to their M.P.H. programs must
complete a written petition to revise or make a changes in their programs.
This request will be reviewed by the relevant departmental committee for
approval to add the major. After approval, the student must work with the
assigned advisor in the secondary department to determine the course
work and other requirements that must be fulfilled for the additional
major. These requirements must be specified on the Degree Compliance
Report for the student within one quarter of acceptance into the added
major; otherwise the student will be administratively withdrawn from the
added major. Because each combination of majors is unique, there is no
guaranteed timeline for completion of the requirements for the additional
major. Adding another major may also impact financial aid. Additional
majors require a minimum of 18 specified units from the major core
course work beyond those required for the primary major, with a grade
point average of at least 3.0 for those added units. Coordination of the
field practicum experience between the two majors is also required. All
successfully completed majors will be listed on the student’s transcript.
Time limit
The time lapse from first enrollment in courses applied to a master's
degree curriculum to the conferring of the degree may not exceed three
years. For a doctoral degree, the maximum time allowed for advancement
to candidacy is three years, and five years for completion of the degree
program. Students who show evidence of appropriate academic progress
may be granted up to two, one-year extensions for master's and two,
one-year extensions for doctoral degrees. They may not exceed the
University maximum allowable time for degree completion of five years
for a master's degree and seven years for a doctoral degree. These
extensions are not automatic but must be initiated by student request
and be approved by the program director and the assistant dean for
academic support. Exceeding the time limit requirements may have
financial aid implications.
Academic probation
Students who are not making satisfactory academic progress, as
defined elsewhere in this Catalog,will be placed on academic probation.
Students with two quarters of unsatisfactory performance jeopardize
their standing in a degree or certificate program.
Residency requirements
Residency requirements may be met by a student taking, through the
School of Public Health, the minimum number of units specified for the
appropriate degree.
The minimum didactic unit residency requirement for a single M.P.H.
degree is 56 units (including up to nine units of transfer credit) and for
a single Dr.P.H. degree is 54 units (plus applied practice experience and
integrated learning experience) and for a single Ph.D. degree is 47 units
(plus research/dissertation units). Advanced standing can be considered
for previous course work relative to these requirements, but does not alter
the minimum unit requirements for the degree.
Graduation requirements
A candidate for a degree shall have met the following conditions:
• Completed all requirements for admission.
• Satisfactorily completed all requirements of the curriculum, including
specified attendance; number of credit units; specific course and field
instruction; applicable qualifying and comprehensive examinations
and culminating activities; and have a cumulative grade point average
of 3.0 for graduate students, computed separately for the total degree
program and for courses in the major area.
• Completed a field practicum or internship (if required by the program).
• Completed the culminating experience.
• Completed an online exit survey (at the conclusion of the program).
• Submitted a graduation petition two-to-four quarters before
graduation, as specified by the University.
• Given evidence of responsiveness to the established aims of the
University and of the school.
• Discharged financial obligations to the University and completed the
exit interview with the Office of Student Finance.
The candidate who has completed the requirements at the end of the
Spring Quarter is encouraged to be present at the conferring of degrees.
Students desiring to participate in commencement ceremonies must do
so at the spring (June) exercise immediately following completion of their
assigned curricula.
The University reserves the right to prohibit participation in
commencement exercises by a candidate who has not satisfactorily
complied with all requirements.
Grievance policy
Grievances related to sexual harassment, racial harassment, or
discrimination against the disabled shall be pursued in accordance with
University policies specifically relating to these items. Grievances related
to academic matters or other issues covered by specific school policies
shall be made pursuant to the policies of the school in which the student
is enrolled. A student who questions whether the process provided by the
school has followed its policy in regard to his/her grievance may request
the Office of the Provost to conduct a review of the process used by the
school in responding to his/her academic grievance. For more detailed
information, please see the University Student Handbook for School of
Public Health grievance policy and procedures.
Academic advisement
It is the responsibility of students to know and fulfill all academic and
graduation requirements and to make every reasonable effort to obtain
adequate academic advisement. Frequent advisor contact helps to
ensure that students have current academic information and are making
adequate progress toward educational goals.
Continuing education
The school offers non-degree short courses and workshops at various
locations in the United States and overseas to meet the continuing
educationneeds of School of Public Health alumni, other health
professionals, and lay persons in the church and community. In addition,
most degree courses are approved for continuing education credit.
Financial information
The Office of the Dean is the final authority in all financial matters and is
charged with the interpretation of all financial policies. Any exceptions to
Loma Linda University 2019-2020 371
published policy in regard to reduction or reimbursement of tuition must
be approved by the dean. Any statement by individual faculty members,
program directors, or center directors in regard to these matters is not
binding on the school or the University unless approved by the dean.
Registration is not complete until tuition and fees on the required
installment are paid; therefore, the student should be prepared to make
these payments during scheduled registration for each academic year.
There may be adjustments in tuition and fees as economic conditions
warrant.
The student is expected to arrange for financial resources to cover all
expenses before the beginning of each school year. Previous accounts
with other schools or with this University must be settled prior to
registration.
Traineeships
United States Public Health Service traineeships provide grant money
in support of public health training to citizens of the United States or to
persons having in their possession a visa granting permanent residence
in the United States. Allocation is made by the school to those who
demonstrate financial need and who undertake specified programs of
study. Further availability is contingent upon congressional funding.
Applications are available from the School of Public Health Office of
Financial Administration.
Assistantships
A limited number of teaching and research assistantships are available
through the academic programs and individual researchers. It is
understood that the student will perform such duties as may be required
by the one to whom the student is responsible, but such duties are not
to exceed the equivalent of half-time employment. Students will be
considered after they demonstrate knowledge and proficiency in the area
in which they would work.
Application for financial aid
Before a fellowship, traineeship, or assistantship is awarded, the student
must have secured regular admission to the school. The student’s
academic record, financial need, and potential productivity are among the
factors considered in the awarding of financial aid. Preference is given to
complete applications received by March 2. Early application is advised.
Loans
Loan funds may be available to School of Public Health students who
show need as determined by a federal formula. Loans are restricted to
citizens of the United States and eligible noncitizens. Certain funds are
interest free while a student is enrolled at least half time. Inquiries about
loans should be made to the Office of Financial Aid.
Schedule of charges
Effective Summer Quarter 2019 (subject to change by trustee action):
Tuition
$895 Master's students per unit: credit (on campus and online)
$448 Master's students per unit: audit (on campus and online)
$975 Doctoral students per unit: credit (on campus or online)
Special tuition charges
$895 Field practicum and internship (100 hours/2units)
Enrollment fee
$885 Enrollment fee
Special charges
$50 Application (nonrefundable)
$100 Acceptance deposit for master's degree students
(nonrefundable)
$250 Acceptance deposit for doctoral degree students
(nonrefundable)
$100 Late payment fee
$25 Returned check fee
$200 Late registration fee
$50 Examination, other than regularly scheduled
$50 Equivalency examination
Miscellaneous expenses
cost Health-care items not covered by insurance
cost Breakage, damage, loss of University equipment
International student deposit
$8,000 Master's student
$8,000 Doctoral student
Refund policy
Tuition refunds are calculated on a prorated basis for up to 60 percent of
the quarter, with no refund after that point. This calculation is based on
the day a withdrawal from a course or program is processed by University
Records. Students who drop a course from a block program of courses
receive no refund.
If a student drops a course after completing 10 percent of a course, the
student will receive a 90 percent refund. Because refunds are based on a
percentage of the course completed, the days on which these percentage
refunds will change are determined by the length of the term in which the
course is scheduled.
Awards and honors
Students demonstrating superior scholarship, professionalism, and
promise of future contribution to the field of public health may be
nominated for recognition. Faculty members and staff are also eligible for
certain awards.
The BECKY BUSHMAN AWARD, established by Mary and Bliss Bushman,
is given to individuals who best demonstrate healthy lifestyles, academic
achievement, and contributions to society.
The CALLICOTT-REGISTER AWARD is given as a tuition assistance award
to qualified nutrition students.
The PRESIDENT'S AWARD is given annually to a student who has
demonstrated superior or excellent scholarship, actively participated in
the affairs of the student and church communities, actively participated
in general community service, and shown evidence of commitment to the
highest ideals of the University.
The CHARLIE LIU AWARD is given by the student association to an
outstanding student, faculty, or staff member who reflects the life of
Christ through a caring spirit, a listening heart, and a commitment to
peace.
372 Certificates
The DEAN'S AWARD is given annually to a student who has demonstrated
superior or excellent scholarship, actively participated in the affairs of
the student and church communities, actively participated in general
community service, and shown evidence of commitment to the highest
ideals of the School of Public Health.
Nomination is made annually for membership in DELTA OMEGA, the
national honor society for public health. Nominees must be from the
top 25 percent of their class and demonstrate promise of significant
contribution to the field of public health.
The GLEN BLIX AWARD is given annually to the graduating doctoral
student in preventive care who best exemplifies excellence and
leadership in preventive care.
The HALVERSON AWARD is presented to a graduating student
who exemplifies excellence and promise of leadership in health
administration.
The HULDA CROOKS AWARD is the Loma Linda University School of
Public Health's premier student award acknowledging whole person
excellence. The purpose of this endowment is to provide Loma Linda
University School of Public Health funds for student awards for
excellence, student-initiated research, and public health practice grants.
The grants are designed to encourage Loma Linda University School of
Public Health students to become involved in the practical application of
their educational experience through research and public health practice.
To receive a grant, students are required to submit proposals that will be
competitively judged by the Awards and Traineeship Committee. Grant
application will be considered once each academic school year, with up to
two awards given each year.
Each year the School of Public Health presents cash awards of $2000
to two students in honor of Hulda Crooks. In addition, there are $1000-
$3000 research and public health practice grants available to currently
registered School of Public Health students.
The JEANNE WEISSMAN RESEARCH AWARD is granted annually during
the Spring Quarter to a Doctor of Public Health degree student who has
maintained a G.P.A. of 3.2 or above and who has demonstrated financial
need.
The P. WILLIAM DYSINGER EXCELLENCE IN TEACHING AWARD is given
annually by the student association to a faculty member who exemplifies
excellence in teaching, Christian commitment, and support for cultural
diversity.
The RUTH WHITE AWARD is given to an outstanding student at
commencement each year who exemplifies a spirit of cooperation and
leadership, helpfulness in scholastic efforts, and sensitivity to students
from diverse cultures.
The SELMA ANDREWS SCHOLARSHIP provides funding for international
health majors to attend Global Health Council.
The WILLARD AND IRENE HUMPAL AWARD recognizes students who
have gone the extra mile to give service to their church, their school,
and their community; who are enthusiastic learners; and who have
demonstrated financial need.
Program and area-specific scholarships and awards may be viewed on the
SPH Web site.
Programs
Master's degrees
• Epidemiology—M.P.H. (p.378)
• Global Health—M.P.H. (p.378)
• Health-Care Administration—M.H.A. (p.379)
• Health Education and Wellness Coaching—M.P.H. (p.381)
(traditional, online)
• Nutrition—M.P.H. (p.385), M.S. (p.386)
• Nutrition with coordinated program in dietetics — M.P.H. (p.384)
• Population Medicine—M.P.H. (p.387) (traditional, online)
Doctoral degrees
• Epidemiology— Ph.D. (p.391)
• Health Education— Dr.P.H. (p.392) (traditional, technology
mediated)
• Health Policy and Leadership—Dr.P.H. (p.393)
• Nutrition—Ph.D. (p.394)
• Preventive Care—Dr.P.H. (p.396)
Cognate Areas
1
Health-Care Administration
HADM534 Health-Care Law 3
HADM555 Health-Care Delivery Systems 3
HADM601 Quantitative Methods in Health-Care Management 3
HADM605 Health-Care Quality Management 3
Total Units 12
Health Geoinformatics
HGIS522 Principles of Geographic Information Systems and
Science
2
HGIS524 GIS Software Applications and Methods 3
HGIS535 Integration of Geospatial Data in GIS 2
HGIS536 Spatial Analytic Techniques and GIS 3
HGIS547 GIS for Public Health Practice 2
Total Units 12
Maternal Child Health
MNCH520 Maternal/Child Health: Policy and Programs 3
MNCH567 Reproductive Health 3
MNCH614 Seminar in Maternal and Child Health Practice 3
NUTR534 Maternal and Child Nutrition 3
Total Units 12
1
Availability subject to demand.
Certificates
The School of Public Health offers certificates in various programs to
meet the needs of qualified individuals seeking to develop competencies
in specialties in public health. Instruction for certificate programs is
primarily provided by regular School of Public Health faculty members
during regular quarter terms. Students are responsible for following
required registration procedures during regularly scheduled time periods.
A minimum of12 units, plus one (1) unit of religionis required for a
certificate. Units may not be shared with a concurrent degree program.
Loma Linda University 2019-2020 373
General certificate information
Course work
Course sessions are conducted during regular term sessions. Certificate
courses offered are required School of Public Health courses that carry
the same credit units as courses applicable toward degree programs.
Certificate courses are taught on a quarter-term system, although
selected courses may be offered by special arrangements.
Religion course requirement
Registration and completion of a one-unit, graduate-level religion
course is mandatory for completion of each certificate program.
Religion courses must have an REL_ prefix and be offered through
Loma Linda University. The purpose of the religion requirement is to
provide a spiritual dimension to the professional training of public health
students, to provide students with an opportunity to further develop
their skills in dealing with life's challenges, and to provide opportunity
for personal spiritual growth. Course units will not be transferred from
other universities or institutions; nor is waiver of this requirement an
option, regardless of educational background. Traditional letter grading is
required.
General certificate requirements
All applicants to the certificate programs must meet the general
admissions requirements found in Section II of this CATALOG. Course
work is graduate level; therefore, students must demonstrate eligibility for
application to a graduate-level program.
Course format
In general, courses are taught in the same format as regularly scheduled
on-campus courses. However, in addition, Web-based courses and/or
intensive format courses may be utilized. These courses are tailored to
the adult learner, with clear application and examples from the public
health professional world. These courses represent the same course
requirements and credit units as those applicable to graduate degree
programs.
Grade point average
A grade point average of 3.0 (B) must be maintained.
Programs
• Health-care Administration– Certificate (p.373)
• Health Geoinformatics– Certificate (p.373)
• Maternal and Child Health– Certificate (p.375)
Health-Care Administration —
Certificate
Program director
Huma Shah
Closed to admissions for the 2019-2020 academic year.
With the development of the Affordable Care Act and the ever-changing
world of health care, there is more need for people at all levels of
management to have a broad understanding of how health-care delivery
functions. This certificate will add a breadth of knowledge and key skills
to persons with an interest in health-care administration, giving them an
edge to fill health-care leadership roles.
Learner outcomes
1. Demonstrate an understanding of the health-care system in the
United States.
2. Apply management skills to health-care settings, ensuring quality and
efficient operations utilizing various theories and models.
3. Assess health system gaps and develop effective solutions that
provide a competitive advantage by critical analysis that considers
organizational competencies, capabilities, and resources.
Admissions requirements
• Bachelor’s degree from an accredited school
• G.P.A. of 3.0
Program requirements
Required
HADM534 Health-Care Law 3
HADM555 Health-Care Delivery Systems 3
HADM601 Quantitative Methods in Health-Care Management 3
HADM605 Health-Care Quality Management 3
RELT518 Adventist Heritage and Health 1
Total Units 13
Normal time to complete the program
One (1) year based on less than half-time enrollment
Health Geoinformatics — Certificate
Program director
Seth Wiafe
The purpose of thehealth geoinformatics certificate is to prepare
participants to apply geospatial information science and technologies
to public health practice, research, and learning. These skills are highly
desired today as an integral part of health informatics competencies
that are needed by health professionals—according to the 2011 RAND
Corporation report, "Mapping the Gaps."
The Health Geoinformatics Program certificate is designed primarily
for health professionals and students who have completed a bachelor's
degree (or equivalent) from an accredited college or university with a
cumulative G.P.A. of at least 3.0. Qualified candidates must demonstrate
computer proficiency, although no previous experience with geographic
information systems (GIS) technology is required. Advanced placement
can be considered for applicants with previous GIS experience/training.
In addition, interested Loma Linda University students, staff, and faculty
who would like to learn about GIS applications in health may also apply.
Program learning outcomes
Upon successful completion of this program, students will be able to:
1. Apply principles of geospatial information science to health research
and practice.
2. Use state-of-the-art GIS software and techniques for accessing the
spatially defined health information for building useful geodatabases.
3. Use effective geospatial data while producing and publishing
customized maps and other visual displays of health data.
4. Employ GIS-based methods and techniques of spatial analysis that
support health research and decision making in public health practice
and policy.
5. Competently apply geospatial technology and methods in at least one
key area of health geographics, such as disease mapping, tracking
and assessment of environmental hazards exposure, health planning
374 Health Geoinformatics — Certificate
and policy, population health, health education and communication,
and analysis of access to health services.
6. Implement and manage health GIS projects in government,
nongovernment, and community settings.
Indicators of educational effectiveness
1. Class project (course specific, at the discretion of the instructor).
2. Oral presentation (course specific, at the discretion of the instructor).
3. Portfolio (course specific, at the discretion of the instructor).
4. Participation in a qualifying examination offered annually by
SkillsUSA, an organization that has partnered with the geospatial
industry to develop a competition program that provides universities,
colleges, and their students a way of validating their geospatial
programs and measuring them against national standards.
Note: Indicators 1, 2, and 3 are course-specific at the discretion of the
instructor.
The program is open to health professionals, current Loma Linda
University students enrolled in a master's or doctoral degree program,
Loma Linda University faculty and staff (tuition benefits may apply), and
anyone interested in GIS applications in the health field.
Admissions requirements
• A bachelor's degree (or equivalent), with a cumulative G.P.A. of at
least 3.0
Loma Linda University 2019-2020 375
Program requirements
Required
HGIS522 Principles of Geographic Information Systems and
Science
2
HGIS524 GIS Software Applications and Methods 3
HGIS535 Integration of Geospatial Data in GIS 2
HGIS536 Spatial Analytic Techniques and GIS 3
HGIS547 GIS for Public Health Practice 2
RELT518 Adventist Heritage and Health 1
Total Units 13
Normal time to complete the program
One (1) year based on less than full-time enrollment
Maternal and Child Health —
Certificate
Closed to admissions for the 2019-2020 academic year.
Program director
Patti Herring
The purpose of this certificate is to familiarize students with the complex
issues associated with planning, implementing, and evaluating maternal
and child health programs for men and women.
Learner outcomes
Upon completion of this certificate program, students will be able to:
• Describe key public health issues in the field of maternal and child
health.
• Utilize principles of behavior change in the promotion of maternal and
child health.
• Plan, implement, and evaluate public health programs addressing
multifaceted, integrated programs in maternal and child health based
on current operational models.
• Write competitive proposals for grants and contracts in the field of
maternal and child health.
Indicators of educational effectiveness
1. Appropriate course assignments and projects.
2. At least a bachelor's degree (or equivalent), with a cumulative G.P.A.
of at least 3.0.
3. Completion of certificate requirements.
Admissions requirements
This certificate program, primarily designed for M.P.H. degree or doctoral
degree students whose focus is not maternal and child health, is offered
in conjunction with such programs. Health professionals who have
completed a bachelor's degree (or equivalent) from an accredited college
or university with a cumulative G.P.A. of 3.0 or higher may also be
admitted into the program. Students from other schools and departments
are encouraged to add a certificate in maternal and child health to their
existing programs.
Program requirements
Required
MNCH520 Maternal/Child Health: Policy and Programs 3
MNCH567 Reproductive Health 3
MNCH614 Seminar in Maternal and Child Health Practice 3
NUTR534 Maternal and Child Nutrition 3
RELT518 Adventist Heritage and Health 1
Total Units 13
Normal time to complete the program
One (1) year based on less than full-time enrollment
Master's degrees
The Master of Public Health (M.P.H.), Master of Health-Care
Administration (M.H.A.), and Master of Science (M.S.) degree programs
are designed for those with appropriate backgrounds who are seeking
to acquire graduate-level competencies in public health, health-care
administration, and nutrition.
• Epidemiology — M.P.H. (p.378)
• Global Health — M.P.H. (p.378)
• Health-Care Administration — M.H.A. (p.379)
• Health Education and Wellness Coaching — M.P.H. (p.381)
(traditional, online), Comparison (p.384)
• Nutrition — M.P.H. (p.385), M.S. (p.386)
• Nutrition with coordinated program in dietetics — M.P.H. (p.384)
• Population Medicine — M.P.H. (p.387) (traditional, online)
Admissions
The admissions requirements described below are in addition to the
University admissions requirements (p.24)and program requirements.
The minimum eligibility requirements for admission to a master’s degree
program include the following:
• A baccalaureate degree or equivalent from a regionally accredited
institution, with a G.P.A. of 3.0 or above.
• Satisfactory performance in the Graduate Record Examination
(G.R.E.) or equivalent; scores must have been attained within the last
five years. Other scores are acceptable. G.R.E. may be waived for
students with a cumulative G.P.A of 3.2 or higher. Please contact the
admissions office for details.
• Applicant may be interviewed by program director and/or faculty.
• Religious affiliation is not a requirement; but students are expected to
adhere to on-campus requirements of modest dress, abstinence from
alcohol and smoking, and attendance at weekly chapel.
Applicants must satisfy the program-specific admission requirements,
including but not limited to pre-requisite courses, license requirements
and years of experience. Admissions decisions are based on a review of
applicant’s transcripts, written statement, letters of recommendation,
G.R.E. or equivalent scores, and interview (if necessary). Satisfying
minimum requirements does not guarantee admission.
376 Master's degrees
M.H.A.
Master of Health-Care Administration
The program leading to the Master of Health-Care Administration (M.H.A.)
degree is designed to develop the management and administrative skills
of those involved in the public and private health-care industries.
The Master of Health-Care Administration (M.H.A.) degree provides
a broad understanding of health-care management and hands-on
experience in applying learned principles. The M.H.A. degree is designed
for those whose professional objective is a career in health-care
management. The residency period provides experience in a health-care
organization. Graduates are prepared for careers at administrative levels
in health-care organizations—including hospitals, public agencies, health-
care networks, group practices, long-term care, and managed care.
M.P.H.
Master of Public Health
The program leading to the Master of Public Health (M.P.H.) degree
is designed to provide broad preparation in the fundamentals of
public health, while at the same time offering opportunity for some
specialization in areas of interest.
The degree is offered with major concentrations in the areas of
epidemiology, global health, health education and wellness coaching,
nutrition, and population medicine. Second major concentrations can be
added in addition to the primary major.
Public health core requirements
All M.P.H. students are expected to develop skills and knowledge
foundational to public health. This is accomplished by completing the
following integrated, interdisciplinary public health core courses:
PCOR501 Public Health for Community Resilience 5
PCOR502 Public Health for a Healthy Lifestyle 5
PCOR503 Public Health and Health Systems 5
Students are expected to identify a specific area of concentration or
major. They may opt to add additional course work leading to a second
major or area of emphasis.
Applied practice experience
In accordance with Loma Linda University's mission—"To make
man whole"—the School of Public Health provides students with
rich experiences, as well as training opportunities that include all
dimensions of public health: physical, mental, spiritual, intellectual, and
environmental. Part of this training occurs during the applied practice
(AP) experience—which may be completed as a field practicum, applied
research, or course-based activities, depending on the major. The applied
practice experience at the School of Public Health is an opportunity for
students to apply the knowledge they learn in the classroom, enhance
their understanding of public health, and contribute to the health of the
community in which they are engaged. The experience allows students
to demonstrate their ability to synthesize and integrate prior learning into
real-life, public health settings.
Integrative learning experience
The Integrative Learning Experience (ILE) gives the students an
opportunity to demonstrate proficiency in the professional competencies
required of public health professionals. This degree requirement occurs
at the end of the of the program and is designed to enhance the student's
professional knowledge and skills by developing a professional product
and demonstrating proficiency in the specific program competencies.
This process involves collaboration with and mentoring by the program
faculty and the advisor. In consultation with the advisor and program
faculty, the student selects the program learning outcomes for which they
will be assessed to determine if they have met the degree requirements
for synthesis and application of learning. This product may include a
practice-based project, essay-based comprehensive exam, capstone
course or another experience that culminates with a high-quality written
deliverable for assessment purposes.
E-Portfolios
In addition to the AP Experience and ILE, some programs may require
students to complete a professional portfolio.
Residencies for physicians
Residency training in the specialties of general preventive medicine
and public health and in occupational medicine, as well as a combined
residency in family and preventive medicine, are offered by the School of
Public Health for qualified physicians. Each residency training program is
accredited by the Accreditation Council for Graduate Medical Education
(ACGME) and prepare residents for certification by the American Board of
Preventive Medicine (ABPM). Both preventive and occupational medicine
specialties require the successful completion of an accredited M.P.H.
degree.
Those interested in applying to these training programs should contact
the residency office by calling 909/ 558-4918 or by visiting the following
web address: <http://www.prevmedresidencies.com
Preventive medicine residency
The three-year program consists of an internship year followed by two
years of integrated academic and practicum experiences. One internship
position is offered through the National Residency Matching Program
(NRMP) each year. Additional positions are offered for PGY-2 applicants,
if they have already completed an internship year.
The program combines the academic and practicum experience over two
years. During this time, residents will complete their M.P.H. degree and
rotate at the various training sites. Practice sites include Loma Linda
University, the Loma Linda Veterans Affairs Healthcare System, Kaiser
Permanente, Riverside County Department of Public Health, and the
Inland Empire Health Plan.
Under the guidance of the residency and faculty members at the School
of Public Health, each resident completes a scholarly activity on a topic
of choice during their residency.
Family and preventive medicine residency
The Family and Preventive Medicine Residency Program combines
curricular elements of a three-year family medicine residency and a three-
year preventive medicine residency into an efficient training program of
four years. During the first year, residents complete a family medicine
internship. The remaining years include both family and preventive
medicine rotations and M.P.H. degree course work. Practice sites include
Loma Linda University, SAC Healthcare System, the Loma Linda Veterans
Affairs Healthcare System, Kaiser Permanente, San Bernardino County
Department of Public Health, and the Inland Empire Health Plan.
Occupational medicine residency
The three-year program consists of an internship year followed by two
years of integrated academic and practicum experiences. One internship
position is offered through the National Residency Matching Program
(NRMP) each year. Additional positions are offered for PGY-2 applicants,
if they have already completed an internship year.
Loma Linda University 2019-2020 377
The program emphasizes the clinical and applied aspects of occupational
and environmental medicine. The program combines the academic and
practicum experience over two years. During this time, residents will
complete their M.P.H. degree and rotate at the various training sites.
The major clinical site is the Occupational Medicine Clinic at Loma
Linda University. This residency program focuses on the health of
individuals and groups in relationship to work, hazards in the workplace,
and environmental issues. The program emphasizes the assessment
of individual health hazards and the identification and promotion of
practices that help to reduce risk and prevent or postpone disease and
injury.
Under the guidance of the residency and faculty members at the School
of Public Health, each resident completes a scholarly activity on a topic
of choice during their residency.
M.S.
Master of Science
The Master of Science (M.S.) degree in nutrition is offered to meet the
specific needs of those who desire advanced training in nutritional
sciences and is a bridge to the P.h.D. in nutrition program offered by
SPH. The Master of Science degree in nutrition prepares students with
graduate-level research in plant-based nutrition science.
More information aboutthese areas of specialization is found in the
Nutrition Program section ofthis CATALOG.
378 Epidemiology — M.P.H.
Epidemiology — M.P.H.
Program director
David Shavlik
The M.P.H. degree in epidemiology is designed to give theoretical and
practical training in how to study and control factors that influence
health-related problems. This degree prepares students to work in federal,
state, and local health departments/agencies, academic and research
institutions, health maintenance organizations, and hospitals.
Program learning outcomes
Upon completion of this program, the graduate should be able to:
• Assist in design and implementation of epidemiologic studies.
• Analyze epidemiologic data using appropriate statistical methods
and software.
• Report epidemiologic research results through oral and written
reports.
• Critically review relevant health literature.
• Use and interpret principles of public health screening and
surveillance programs.
Educational effectiveness indicators
Program learning outcomes as evidenced by:
• Signature assignments linked to course and noncourse requirements
• Field practicum report
• Culminating experience (http://llucatalog.llu.edu/public-health/
masters-degrees/#mphtext)
Prerequisite
In addition to the entrance requirements for all M.P.H. degrees (http://
llucatalog.llu.edu/public-health/masters-degrees/#admissionstext),
applicants to the M.P.H. degree program in epidemiology must have
taken:
• College algebra or equivalent (calculus preferred)
• Three semester or four quarter undergraduate courses in the
biological sciences
Program requirements
Public health core
PCOR501 Public Health for Community Resilience 5
PCOR502 Public Health for a Healthy Lifestyle 5
PCOR503 Public Health and Health Systems 5
Major
EPDM509 Principles of Epidemiology 3
EPDM510 Epidemiologic Methods I 3
EPDM511 Epidemiologic Methods II 3
EPDM512 Epidemiologic Methods III 3
EPDM520 Data Collection Methods 3
EPDM530 Disease Distributions and Determinants I 3
EPDM531 Disease Distributions and Determinants II 3
STAT515 Grant- and Contract-Proposal Writing 3
STAT521 Biostatistics I 4
STAT522 Biostatistics II 4
STAT548 Analytical Applications of SAS and R 2
Religion
RELE534 Ethical Issues in Public Health (or REL_) 3
Cognates/Electives
Choose from defined cognates or select from electives (reduced to 3
units for clinical doctorates)
1, 2
9
Research project
EPDM699A Applied Research 1
Total Units 62
Applied practice experience
Practicum units are in addition to the minimum didactic units
required for the degree
PHCJ798B Public Health Practicum (200 hours) 4
orPHCJ798A Public Health Practicum
1
Total units reduced to 56 units for clinical doctorates.
2
Chosen in consultation with advisor
EPDM/STAT forums
During their program, students are required to attend a minimum of
fifteen forums in epidemiology, biostatistics, and/or in the Adventist
Health Study.
Integrative learning experience
See standard integrative learning experiencerequirements (p.376).
*
*
For two of the three options (Demonstrating Proficiency and Service
to the Profession), students in the Epidemiology MPHprogramwill be
required to deliver an oral presentation and prepare a manuscript.
Normal time to complete the program
1.75 years (seven [7] academic quarters) based on full-time enrollment;
part time permitted
Global Health — M.P.H.
Program director
Monita Baba-Djara
Program description
The M.P.H. degree earned in the Global Health Program prepares a
graduate to practice public health with a transformational development
worldview—seeking positive change in the whole of human life materially,
physically, socially, psychologically and spiritually. The M.P.H. degree in
global health prepares graduates with technical competence and cross-
cultural skills to create and manage sustainable health and development
programs in diverse settings and populations worldwide.
Graduates of the global health program work in nongovernmental, civil-
society, faith-based, and community-based organizations; county and
state health departments; private foundations; public health enterprises;
and public health practice organizations. Graduates also find positions
in UN, international, and multilateral organizations, such as the World
Health Organization, UNICEF, and the World Bank; and U.S. government
organizations like the Centers for Disease Control and Prevention (CDC)
and the United States Agency for International Development (USAID).
Those with prior field experience and additional language/s proficiency
Loma Linda University 2019-2020 379
(for example, French or Spanish) generally have advantages for these
positions.
The curriculum is organized around principles of:
• a Christian, faith-based worldview that respects and includes all
faiths, as faith plays a major role in how communities address
adversity and make decisions about health;
• transformational development and the social, cultural, economic, and
environmental determinants of health;
• social justice, human rights, and equity among vulnerable
populations;
• support for and empowerment of communities, families, and
individuals in their efforts to attain optimal health and development.
The program is designed to build capacity in global health through:
• a series of knowledge-based courses for broad, comprehensive
knowledge of the major concepts and issues in global health, the
structure and governance of global health, and analytical and
program skills to design global, national, and local health programs.
• a series of skills-based courses building competencies in program
planning, management, resource management and evaluation,
project-proposal preparation, partnership relationships, teamwork,
communication, collection and use of community data, quantitative
and qualitative research, advocacy, and leadership through
community partnerships and projects in the local and global
environments.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Assess global burden of disease and health status of populations.
2. Implement community health interventions across the project cycle.
3. Describe how diversity of populations and individuals influences
policies, programs, services and the health of a population.
4. Collaborate with community partners and stakeholders to improve
health of communities.
5. Analyze health systems in high, medium and low income countries.
6. Demonstrate leadership, professionalism, and the ability to work in
teams.
Educational effectiveness indicators
Program learner outcomes as evidenced by:
• Signature assignments linked to course and non-course requirements
• Field practicum report
• Culminating experience (p.376)
Prerequisite
See entrance requirements for all M.P.H. degrees (p.375).
Program requirements
Public health core
PCOR501 Public Health for Community Resilience 5
PCOR502 Public Health for a Healthy Lifestyle 5
PCOR503 Public Health and Health Systems 5
Major
GLBH517 Cultural Issues in Health Care 3
GLBH545 Integrated Community Development
1
4
GLBH564 Fundamentals of Global Health I 3
GLBH565 Interventions in Community Health and
Development I
3
GLBH566 Fundamentals of Global Health II 3
GLBH567 Interventions in Community Health and
Development II
3
GLBH568 Fundamentals of Global Health III 3
GLBH569 Interventions in Community Health and
Development III
3
GLBH605 Seminar in Global Health 1
Religion
RELE534 Ethical Issues in Public Health (or REL_) 3
Cognates/Electives
2
12
Total Units 56
Applied practice experience
Practicum units are in addition to the minimum graduate units
required for the degree
PHCJ798D Public Health Practicum ((Minimum of 8 units/400
hours))
8
orPHCJ798A Public Health Practicum
orPHCJ798B Public Health Practicum
orPHCJ798C Public Health Practicum
1
This field-based course involves international travel and fulfillment of
required prerequisites. A separate laboratory fee must be paid at the
time of registration into this course (subject to change, if needed).
2
Choose from defined cognates (p.372) or select from electives, in
consultation with advisor.
Integrative learning experience
See standard integrative learning experience requirements (p.376).
Normal time to complete the program
Two (2) years (six [6] academic quarters) based on full-time enrollment;
part time permitted
Health-Care Administration — M.H.A.
The School of Public Health offers a Master of Health-Care
Administration (M.H.A.) degree. The degree provides students with a
broad understanding of health-care management in line with appropriate
and relevant industry-leading competencies. In addition, students will
engage in practical experience to apply the principles learned through
an 800-hour practicum in the health sector. Graduates are prepared for
administrative careers in health service organizations—including medical
centers, health plans, physician groups and dental practices, and long-
term and managed-care settings, among others.
This degree program provides students with the knowledge, skills, and
practice necessary to further their administrative careers in the health-
care sector.
Health professionals who are currently employed and have at least five
years of professional work experience in health-care administration are
eligible to apply for a waiver of up to nine units.
380 Health-Care Administration — M.H.A.
Program learning outcomes
Upon completion of this degree, the graduate should be able to:
• Describe key aspects of the health-care environment.
• Demonstrate leadership skills and accountability aptitude.
• Integrate strategic awareness and innovative thinking.
• Apply business management skills and stewardship principles.
• Demonstrate awareness of public health issues and policies.
Vision statement
The M.H.A. degree program in the School of Public Health aims to
be globally recognized as a provider of excellent, quality health-care
management education with an emphasis on service, using a values-
based approach to confront health-care issues. Students will be prepared
to confront and solve complex problems in health-care delivery using
evidence-based analytics, theory, and practice.
Mission statement
The mission of the M.H.A. degree program in the School of Public Health
is to provide quality education to new and mid-career professionals
locally, nationally, and globally who are interested in health-care
management. The program fully integrates a health-care perspective in
all course work, which is guided by theoretical frameworks, scholarship,
and informed practice. Faculty practice holistic Christian principles and
seek to develop students into conscientious and ethical leaders who will
integrate innovative solutions to health-care challenges.
Values
In addition to the seven values held by Loma Linda University, the M.H.A.
degree program also upholds the following:
Professionalism—The demonstration of ethics, sound professional
practice, social accountability, and community stewardship. The desire
to act in a way that is consistent with one's values and what one says is
important.
Initiative—Identifying a problem, obstacle, or opportunity; and taking
action in light of this identification to address current or future problems
or opportunities. Initiative should be seen in the context of proactively
doing things and not simply thinking about future actions.
Collaboration—The ability to work cooperatively with others, to be part of
a team. Collaboration applies when a person is a member of a group of
people functioning as a team.
Accountability—The ability to hold people accountable to standards of
performance or to ensure compliance using the power of one's position or
force of personality appropriately and effectively, with the long-term good
of the organization in mind.
Educational effectiveness
Educational effectiveness will be determined bypapers,presentations,
experiential exercises, tests, field practicum projects/papers, and an exit
interview. There will also be a competency inventory survey conducted
two times during the student's program of study at Loma Linda University
—upon starting the M.H.A. degree program and at the end—upon
completion of all classes and the practicum experience.
Educational effectiveness indicators
Program learner outcomes as evidenced by:
• Signature assignments linked to course requirements and program
learning outcomes
• Field practicum report
• Culminating experience
Prerequisites
The following undergraduate-level courses are required and may be taken
as a MOOC or other online course where a certificate is received.
• Micro-economics (one course)
• Accounting (one course)
Health-care administration practicum
The M.H.A. includes supervised practical opportunities for emerging
and experienced administrative health-care professionals. Students
from this program with little-to-no health-care leadership experience
will engage in an 800-hour practicum in a health-care setting—such as
a hospital, long-term care facility, community clinic, or other health-care
related organization. Students who enter the program with five years
or more of health-care leadership experience will complete a project
based on practical experience in which they will work with a health-care
organization and assist or lead a current project in consultation with the
faculty and the organizations leaders.
The purpose of the practical experience is to provide students with
the opportunity to apply academic learning in an interdisciplinary
environment and to integrate public health concepts and skills from their
program of study. The depth and breadth of the experience varies by site
location and project availability. This is done in the context of carefully
planned and implemented field-based, real-world experience. The
practical experience is participatory in nature rather than observational;
and is designed to address students’ program competencies and career
interests, while also making contributions to the site or organization
where they are placed.
While the assigned hours will be spent at the organization, the student’s
work will be guided and evaluated through a course he or she has
registered for on Canvas/LiveText. The number of units for which a
student will need to register will vary according to the hours or projects
the student will complete each quarter. The practicum coordinator and/
or program director will work closely with students and their mentors
in monitoring student progress. Students will present their experiences
to the program faculty and site supervisors in final papers and oral
presentations.
Students who are accepted into the program with five years or more
of health-care management experience will complete a consulting
project focusing on identified weak areas within the program learning
outcomes. These students will work with the program faculty to meet
these requirements in a directed study course.
Students who are accepted into the program from a clinical background,
or who are enrolled in a professional clinical program concurrent with
enrollment in the M.H.A. degree program, are required to complete 400
hours in their practicum—with their clinical education being counted as
exposure to practical and professional development.
Loma Linda University 2019-2020 381
Individuals who may benefit from the
program
Individuals and organizations interested in management and
administrative careers in health service organizations—including
hospitals, health plans, physician groups and dental practices, and
long-term,managed-care settings,among others, may benefit from the
program.
Program requirements
Public health core
HADM505 Managerial Statistics and Epidemiology for
Healthcare
4
PHCJ606 Public Health Fundamentals 3
Major
HADM506 Fundamentals of Health-Care Finance 3
HADM507 Principles of Accounting in Health Care 3
HADM514 Health-Care Economics 3
HADM528 Organizational Behavior in Health Care 3
HADM529 Applied Leadership Concepts in Health-Care
Organizations
3
HADM534 Health-Care Law 3
HADM542 Managerial Accounting for Health-Care
Organizations
3
HADM555 Health-Care Delivery Systems 3
HADM559 Health-Care Marketing 3
HADM564 Health-Care Finance 3
HADM574 Managing Human Resources in Health-Care
Organizations
3
HADM575 Management Information Systems in Health Care 3
HADM601 Quantitative Methods in Health-Care Management 3
HADM604 Health Systems Strategic Planning 3
HADM605 Health-Care Quality Management 3
HADM607 Orientation to Professionalism Seminar 1
HADM690 Health-Care Management Capstone 3
Religion
RELE535 Ethical Issues in Health-Care Management 3
Electives
1
3
Total Units 62
Practical experience
Practicum units are in addition to the minimum didactic units
required for the degree
16
HADM724A Health-Care Administration Practicum (Total of 16
units/800 hours)
2
2-8
orHADM724B Health-Care Administration Practicum
orHADM724C Health-Care Administration Practicum
orHADM724D Health-Care Administration Practicum
1
Choose a course in consultation with advisor
2
May substitute with HADM594 Applied Health-Care Management
Project for 2-4 units per approval of practicum director.
Noncourse requirements
Culminating experience.M.H.A. degree students are required to produce
a final report at the end of the practicum experience and to present the
findings at a formal presentation arranged as part of the grade for the
practicum course. They will also complete a final project and portfolio
as part of the Integrated Capstone (HADM690 Health-Care Management
Capstone).
Professional membership. During their first quarter, students are required
to secure and maintain membership in the American College of
Healthcare Executives (ACHE) for the duration of the M.H.A. degree
program.
Colloquia. Participation in 10 hours of noncredit colloquia designed to
acquaint students with various aspects of the health-care industry is
required of all students.
Normal time to complete the program
Two (2) years (seven [7] academic quarters) based on full-time
enrollment; part time permitted
Health Education and Wellness
Coaching — M.P.H.
Program director
Anna Nelson
Program formats
Course work for the health education and wellness coaching program
may be pursued in the following formats:
• a traditional, on-campus program (combination of on-campus and
online coursework)
• an online program (combination of synchronous and asynchronous
coursework)
The program leading to M.P.H. degree in health education and wellness
coaching allows students to achieve the competencies necessary to
promote health and wellness to individuals and communities alike. The
integration of health education and wellness coaching courses will
provide students with a combination of cutting-edge skills in health and
wellness, health education, health coaching, and whole-person care.
The health education component of the program focuses on educational,
interpersonal, community, and legislative factors that promote positive
health behaviors. The curriculum emphasizes interventions based
on scientific data and established behavioral and learning theories
that promote public health through the processes of education and
community organization.
Along with the knowledge of lifestyle-related diseases, health, nutrition,
and fitness, the wellness coaching component of the curriculum delivers
motivational and behavioral skills needed to enable graduates to become
a part of the rapidly growing field helping individuals achieve optimal
wellness.
Students who complete the curriculum may function as workplace
wellness coordinators, health educators, and health coaches in a
variety of public and private settings. They are academically prepared
to conduct community assessments; design, implement, and evaluate
health education interventions; organize health promotion efforts; and
382 Health Education and Wellness Coaching — M.P.H.
assist individuals and communities to better utilize techniques of health
behavior change.
Professional practice is addressed during the laboratory and field
experience portions of the curriculum. Students may develop skills
while working in community agencies, health care, school, and worksite
settings.
Upon completion of the program, graduates are eligible to sit for the
following credentialing examinations
• CPH—offered by the National Board of Public Health Examiners,
https://www.nbphe.org.
• National Board Certified Health & Wellness Coach (NBC-HWC)—
offered by National Board of Medical Examiners (NBME) and the
International Consortium for Health & Wellness Coaching (ICHWC).
• Certified Health Education Specialist (CHES) or MCHES—offered by
the National Commission for Health Education Credentialing, Inc.,
<http://www.nchec.org/> (http://www.nchec.org).
• Certified Personal Trainer (ACSM-CPT)—offered by American College
of Sports Medicine, <https://acsm.org/>.
Program learning outcomes
By the end of the program , graduates of this program should be able to:
1. Accurately assess individual lifestyle-related risk factors for chronic
diseases in culturally diverse populations.
2. Administer and manage health education.
3. Plan, implement, and evaluate health intervention programs.
4. Demonstrate empathetic coaching skills when delivering wellness
counseling to clients.
5. Conduct culturally competent wellness coaching assessment,
counseling, and evaluation for individuals and groups.
Educational effectiveness indicators
Achievement of program learning outcomes will be evidenced by:
• Signature assignments linked to course and non-course requirements
• Comprehensive examination
Prerequisite
• Behavioral science
Web site information
For more information, please see our website at <llu.edu/public-health/
online>.
Program requirements
On Campus
Public health core
PCOR501 Public Health for Community Resilience 5
PCOR502 Public Health for a Healthy Lifestyle 5
PCOR503 Public Health and Health Systems 5
Major
HPRO526 Lifestyle Diseases and Risk Reduction 3
HPRO530 Fundamentals of Research in Health Behavior and
Health Education
3
HPRO535 Health Education Administration and Leadership 3
HPRO537A Community Programs Laboratory—A
1, 3
2
HPRO537B Community Programs Laboratory—B
2, 3
1
HPRO537C Community Programs Laboratory—C
3
1
HPRO538 Health Education Program Development and
Evaluation
2
3
HPRO539 Policy and Issues in Health Education 3
HPRO568 Wellness Coaching I 3
HPRO569 Wellness Coaching II 3
HPRO570 Wellness Coaching Lab 1
HPRO573 Exercise Physiology I 3
HPRO589 Qualitative Research Methods
1
3
NUTR529 Health Aspects of Vegetarian Eating 3
STAT515 Grant- and Contract-Proposal Writing 3
Religion
RELR540 Wholeness and Health 3
Total Units 56
1
HPRO 537A and HPRO 589 to be taken concurrently.
2
HPRO 537B and HPRO 538 to be taken concurrently.
3
HPRO 537 A, B, and C must be taken during the same year
Online
Public health core
PCOR501 Public Health for Community Resilience 5
PCOR502 Public Health for a Healthy Lifestyle 5
PCOR503 Public Health and Health Systems 5
Major
HPRO526 Lifestyle Diseases and Risk Reduction 3
HPRO530 Fundamentals of Research in Health Behavior and
Health Education
3
HPRO535 Health Education Administration and Leadership 3
HPRO538 Health Education Program Development and
Evaluation
3
HPRO539 Policy and Issues in Health Education 3
HPRO568 Wellness Coaching I 3
HPRO569 Wellness Coaching II 3
HPRO570 Wellness Coaching Lab 1
HPRO573 Exercise Physiology I 3
HPRO589 Qualitative Research Methods 3
HPRO595 Community Project 4
NUTR529 Health Aspects of Vegetarian Eating 3
STAT515 Grant- and Contract-Proposal Writing 3
Religion
RELR540 Wholeness and Health 3
Total Units 56
Integrative learning experience
In addition to the standard integrative learning experience requirements
(p.376), students will be required to pass a comprehensive exam.
Normal time to complete the program
1.67 (five [5] academic quarters) based on full-time enrollment
Loma Linda University 2019-2020 383
Comparison
See the comparison (p.384) of the on-campus and online tracks of this
program.
384 Health Education and Wellness Coaching M.P.H. — On Campus, Online Comparison
Health Education and Wellness Coaching M.P.H. — On Campus, Online
Comparison
Course Title On Campus Online
Public Health Core
PCOR501 Public Health for Community Resilience 5.0 5.0
PCOR502 Public Health for a Healthy Lifestyle 5.0 5.0
PCOR503 Public Health and Health Systems 5.0 5.0
Totals 15.0 15.0
Course Title On Campus Online
Major
HPRO526 Lifestyle Diseases and Risk Reduction 3.0 3.0
HPRO530 Fundamentals of Research in Health Behavior and Health Education 3.0 3.0
HPRO535 Health Education Administration and Leadership 3.0 3.0
HPRO538 Health Education Program Development and Evaluation (taken
concurrently with HPRO537B)
3.0 3.0
HPRO539 Policy and Issues in Health Education 3.0 3.0
HPRO573 Exercise Physiology I 3.0 3.0
HPRO568 Wellness Coaching I 3.0 3.0
HPRO569 Wellness Coaching II 3.0 3.0
HPRO570 Wellness Coaching Lab 1.0 1.0
HPRO589 Qualitative Research Methods (taken concurrently with HPRO537A) 3.0 3.0
NUTR529 Health Aspects of Vegetarian Eating 3.0 3.0
STAT515 Grant- and Contract-Proposal Writing 3.0 3.0
HPRO537A Community Programs Laboratory—A 2.0
HPRO537B Community Programs Laboratory—B 1.0
HPRO537C Community Programs Laboratory—C 1.0
HPRO595 Community Project 4.0
Totals 38.0 38.0
Course Title On Campus Online
Religion
RELR540 Wholeness and Health 3.0 3.0
Totals 3.0 3.0
Overall Totals 56.0 56.0
Nutrition with coordinated program in
dietetics — M.P.H.
Program director
Celine Heskey
The Master of Public Health (M.P.H.) degree curriculum in nutrition and
dietetics enables students to meet the didactic and supervised practice
requirements for registration eligibility in nutrition and dietetics. The
purpose of registration is to protect the health, safety, and welfare of
the public by encouraging high standards of performance by persons
practicing in nutrition and dietetics.
Students in the M.P.H. degree curriculum may establish eligibility to write
the registration examination to become registered dietitian nutritionists
(RDN) by completing this program. The program is accredited by
the Accreditation Council for Education in Nutrition and Dietetics
(ACEND) of the Academy of Nutrition and Dietetics (AND), <>https://
www.eatrightpro.org/acend>
Program learning outcomes
The curriculum integrates the requirements of the M.P.H. degree in
nutrition with the competency requirements, foundation, knowledge,
and skills to practice dietetics, as defined by ACEND. By the end of the
program graduates should be able to:
• Describe the integration of biological mechanisms underlying the
effect of food and nutrients on individual and population health
outcomes.
• Function independently and collaboratively as a leader or member
of a team, to plan, manage, and evaluate public health nutrition
interventions.
• Critically analyze studies and nutrition and dietetics evidence-based
guidelines for public health prevention, nutrition interventions, and
research.
Loma Linda University 2019-2020 385
• Scrutinize public policies and processes related to food and nutrition
and explore their impact on health outcomes.
• Examine the role of vegetarian dietary practices on human health, the
environment and
• Demonstrate effectiveness in applying the nutritional care process
consistent with competencies defined by the ACEND.
• Apply systems management and use of resources to the provision of
nutritional services.
Educational effectiveness indicators
Program learner outcomes as evidenced by:
• Signature assignments linked to course and non-course requirements
• Field practicum report
• Integrative Learning Experience (p.376)
Prerequisites
• General chemistry
• Organic chemistry
• Microbiology
• Anatomy and physiology
• Human nutrition or equivalent
Individuals who may benefit from the
program
Graduates with bachelor's degrees or higher who seek credentialing as
RDNs.
Program requirements
Corequisites
DTCS544 Medical Nutrition Therapy II 5
DTCS554 Advanced Medical Nutrition Therapy 3
DTCS566 Food Chemistry and Experimental Foods 4
DTCS575 Food Systems Management 4
NUTR490 Topics in Foods and Food Preparation 1
NUTR526 Nutrition Counseling and Education 2
NUTR557 Nutrition Care Process for Diabetes and Heart
Disease
2
Total Units 21
Public health core
PCOR501 Public Health for Community Resilience 5
PCOR502 Public Health for a Healthy Lifestyle 5
PCOR503 Public Health and Health Systems 5
Major
NUTR504 Nutritional Metabolism 5
NUTR510 Advanced Public Health Nutrition 3
NUTR517 Advanced Nutrition I: Carbohydrates and Lipids 4
NUTR518 Advanced Nutrition II: Proteins, Vitamins, and
Minerals
4
NUTR519 Phytochemicals 2
NUTR525 Nutrition Policy, Programs, and Services 3
NUTR527 Assessment of Nutritional Status 3
NUTR531 Community Nutrition Intervention I 2
NUTR532 Community Nutrition Intervention II 1
NUTR534 Maternal and Child Nutrition 3
NUTR535 Research Applications in Nutrition 3
NUTR564 Contemporary Issues of Vegetarian Diets 2
NUTR605 Seminar in Nutrition 1
Religion
RELE534 Ethical Issues in Public Health (or REL_) 3
Electives 3
choose in consultation with advisor
Total Units 57
Field experience
Corequisites
DTCS777 Food Systems Management Affiliation 6
DTCS778 Clinical Nutrition Affiliation 12
Applied Practice Experience
PHCJ798D Public Health Practicum (400 hours) 8
orPHCJ798A Public Health Practicum
orPHCJ798B Public Health Practicum
orPHCJ798C Public Health Practicum
Total Units 26
Integrative learning experience
In addition to the standard integrative learning experience requirements
(p.376), students are expected to complete a written comprehensive
exam, field practicum report, and E-portfolio (including 100 hours of
community service).
Normal time to complete the program
2.66 years (nine [9] academic quarters) based on full-time enrollment;
part time permitted
Nutrition — M.P.H.
Closed to admission for the 2019-2020 academic year.
Program director
Celine Heskey
The Master of Public Health (M.P.H.) degree program in nutrition provides
specialized training in community nutrition within the multidisciplinary
public health programs offered by the School of Public Health (SPH).
The program is designed to train professionals to assume leadership
positions in assessing community nutrition needs; and in planning,
directing, and evaluating the nutrition component of health-promotion
and disease-prevention efforts.
Public health nutritionists work in a variety of settings in government
and voluntary agencies, public and private community health centers,
ambulatory care clinics, schools, industries, private practice, and
specialized community health projects. They function as directors and
administrators of nutrition programs, nutrition care providers, advocates,
educators, counselors, consultants, and researchers.
The curriculum of the M.P.H. degree in nutrition prepares students for
careers in public health and community nutrition. It is appropriate for
individuals with professional credentials, such as medicine, dentistry,
386 Nutrition — M.S.
dietetics, or nursing. Students may optto complete a research project
with publication potential in lieu of a field practicum.
Program learning outcomes
Upon completion of the program, graduates should be able to:
• Integrate their knowledge of biological mechanisms underlying the
effect of food and nutrients on health to the solution of public health
problems.
• Function independently and collaboratively as leader or member of
a team to plan, manage, and evaluate community-based nutrition-
promotion activities.
• Critically analyze studies and apply findings to nutrition interventions.
• Scrutinize public policies and processes related to food and nutrition
and explore their impact on health outcomes.
• Articulate the role of vegetarian dietary practices on human health,
the environment, and ecology.
Educational effectiveness indicators
Program learner outcomes as evidenced by:
• Signature assignments linked to course and non-course requirements
• Field practicum report
• Culminating experience (p.376)
Prerequisites
• General chemistry
• Organic chemistry
• Microbiology
• Physiology
• Human nutrition or equivalent
Individuals who may benefit from the
program
• Graduates of bachelor's degree programs in chemistry, biology, and
the social sciences, who seek advanced degrees in nutrition or the
health professions.
• Health professionals, such as physicians, nurses, dentists, allied
health professionals, and registered dietitians.
Program requirements
Corequisites
NUTR490 Topics in Foods and Food Preparation 1
Public health core
PCOR501 Public Health for Community Resilience 5
PCOR502 Public Health for a Healthy Lifestyle 5
PCOR503 Public Health and Health Systems 5
Major
NUTR504 Nutritional Metabolism 5
NUTR510 Advanced Public Health Nutrition 3
NUTR517 Advanced Nutrition I: Carbohydrates and Lipids 4
NUTR518 Advanced Nutrition II: Proteins, Vitamins, and
Minerals
4
NUTR519 Phytochemicals 2
NUTR525 Nutrition Policy, Programs, and Services 3
NUTR527 Assessment of Nutritional Status 3
NUTR564 Contemporary Issues of Vegetarian Diets 2
NUTR605 Seminar in Nutrition 1
Religion
RELE534 Ethical Issues in Public Health (or REL_) 3
Cognates/Electives 12
Choose in consultation with advisor
1
Total Units 57
Field experience
Practicum units are in addition to the minimum didactic units
required for the degree
PHCJ798D Public Health Practicum (400 hours x 2 quarters) 8
orPHCJ798A Public Health Practicum
orPHCJ798B Public Health Practicum
orPHCJ798C Public Health Practicum
1
Choose from defined cognates (p.372).
Culminating experience
In addition to standard culminating experience requirements (p.376),
students in the Nutrition MPH program will be required tocomplete
awritten comprehensive examination.
Normal time to complete the program
Two (2) years (eight [8] academic quarters) based on full-time enrollment;
part time permitted
Nutrition — M.S.
Program director
Ella Haddad
The Master of Science (M.S.) degree Nutrition Program is suitable for
persons planning to pursue a doctoral degree in nutrition or other related
areas and for persons preparing to teach at the secondary or university
level. The program provides effective investigative experiences and
training for those interested in research careers in academic or industry
settings. In addition, the program provides training in basic and applied
nutrition for health professionals seeking skills for promoting healthful
plant-based diets.
The M.S. degree requires a minimum of 48 units and includes research
and a thesis or publishable paper. A written comprehensive examination
is required.
The M.S.degree in nutrition program is offered to meet the specific needs
of those who desire advanced training in nutritional sciences.
Program learning outcomes
By the end of the program, the graduate should be able to:
1. Explain physiological and biochemical mechanisms influencing
human systems and how food and nutrients impact function.
2. Critically evaluate nutritional information based on scientific
reasoning.
3. Demonstrate the role of vegetarian dietary practices in human health
and environmental sustainability.
Loma Linda University 2019-2020 387
4. Communicate nutritional concepts appropriately to individuals and
groups.
5. Design, conduct, and interpret research in nutrition.
Educational effectiveness indicators
Indicators of educational effectiveness include successful completion of
a comprehensive examination, oral defense of a thesis and submission of
the written thesis or, a publishable paper.
Prerequisite
• Human nutrition
• General chemistry through organic chemistry
• Microbiology
• Physiology
Individuals who may benefit from the
program
Persons who hold a baccalaureate degree in science, or physicians and
other heath professionals who desire to pursue teaching or a doctoral
degree, may benefit from the program; as well as persons who desire
training in nutritional sciences to prepare them for conducting and
publishing applied nutrition research.
Program requirements
Public Health
EPDM509 Principles of Epidemiology 3
PHCJ606 Public Health Fundamentals 3
Major
NUTR504 Nutritional Metabolism 5
NUTR510 Advanced Public Health Nutrition 3
NUTR517 Advanced Nutrition I: Carbohydrates and Lipids 4
NUTR518 Advanced Nutrition II: Proteins, Vitamins, and
Minerals
4
NUTR519 Phytochemicals 2
NUTR564 Contemporary Issues of Vegetarian Diets 2
NUTR605 Seminar in Nutrition 1
Religion
RELE534 Ethical Issues in Public Health (or REL_) 3
Electives
Choose from the following or in consultation with advisor: 6
HPRO527 Obesity and Disordered Eating
NUTR578 Exercise Nutrition
NUTR585 Topics in Global Nutrition
Statistics and research
NUTR639 Research Methods in Nutrition 2
NUTR694 Research 2-5
STAT521 Biostatistics I 4
STAT548 Analytical Applications of SAS and R 2
Thesis
NUTR695 Thesis 2
Total Units 48-51
Culminating experience
Included in the culminating experience are a written comprehensive
examination an oral research project defense, and a written thesis or
publishable paper.
Normal time to complete the program
1.33 year (five [5] academic quarters) based on full-time enrollment; part
time permitted.
Population Medicine — M.P.H.
Program director
Karen Studer
The Population Medicine Program is designed to meet the needs of
practicing health professionals who have experience in direct patient care
and wish to augment their current careers with additional information
and skills in the health of populations. The students will be competent in
analyzing the health of a patient population and understanding the social,
environmental, and biological determinants of health in that population.
Individuals who may benefit from this program are practicing health
professionals, such as physicians, dentists, pharmacists, nurses, social
workers, physical therapists, and psychologists; and students who are
currently enrolled in clinical practice-related doctoral degrees (e.g., M.D.,
D.O., D.D.S., Pharm.D.). This degree will provide clinicians with cutting-
edge knowledge and a skill set to integrate population-based, health-care
approaches into their everyday clinical practice.
Program learning outcomes
Upon completion of this degree, the graduate should be able to:
• Characterize the health of a community.
• Design and conduct an epidemiologic study.
• Investigate and respond to a cluster or outbreak.
• Analyzes and evaluates surveillance data.
• Develop or analyze a guideline for a proposed preventive service.
• Apply evidence-based guidelines for preventive services.
• Monitor and interpret a health status indicator for a community.
• Analyze data using statistical methods.
Educational effectiveness indicators
Program learner outcomes as evidenced by:
• Signature assignments linked to course and noncourse requirements
• Applied practice experience products
• Integrative learning experience product
Prerequisites
In addition to the entrance requirements for all M.P.H. degrees (p.375),
applicants to the M.P.H. degree program in population medicine must
have:
• A health-care-related degree
• Bachelor's or master's degree with two years of postgraduate,
direct patient-care experience (e.g., nursing, social work, dental
hygiene, physical therapy, occupational therapy, psychology).
• Acceptance into or completion of clinical practice-related
doctoral degree program (e.g., M.D., D.O., D.D.S., D.N.P., D.P.T.,
388 Doctoral degrees
Pharm.D.). Must have completed at least two years in a clinical
program.
• GRE examination
• May be waived with either completion of a clinical practice-
related doctoral degree (e.g., M.D., D.O., D.D.S., D.N.P., D.P.T.,
Pharm.D., or Ph.D.) or by entrance examination for a clinical
practice-related doctoral degree (e.g., MCAT, DAT)
• Anatomy and/or physiology (one course)
• Behavioral science (one course)
Program requirements
Public health core
PCOR501 Public Health for Community Resilience 5
PCOR502 Public Health for a Healthy Lifestyle 5
PCOR503 Public Health and Health Systems 5
Population medicine major
PMED521 Population Medicine I 4
PMED522 Population Medicine II 4
PMED523 Population Medicine III 4
Religion
RELE534 Ethical Issues in Public Health (or REL_) 3
Cognates/Electives
1
26
Total Units 56
Applied practice experience
2
Practicum units are in addition to the minimum didactic units
required for the degree
PHCJ798D Public Health Practicum (400 hours) 8
orPHCJ798A Public Health Practicum
orPHCJ798B Public Health Practicum
orPHCJ798C Public Health Practicum
1
Choose from defined cognates (p.372) or select from electives in
consultation with advisor.
2
For population medicine students who are medical residents in an
Accreditation Council for Graduate Medical Education (ACGME)
accredited residency program in preventive medicine, occupational
medicine, aerospace medicine, or public health and general
preventive medicine, may count their residency practice experience
as the non-course applied practice experience requirement for the
M.P.H. program.
Integrative learning experience
See standard integrative learning experience requirements (p.376).
Normal time to complete the program
Two (2) years (eight [8] academic quarters) based on full-time enrollment;
part time permitted
Doctoral degrees
Admissions
Admissions requirements for doctoral degree programs described below
are in addition to the University admissions requirements (p.24)and
program requirements.The minimum eligibility requirements for
admission to a doctoral degree program include the following:
• An M.P.H. degree or master’s degree in a related field from a regionally
accredited institution, with a G.P.A. of 3.5 or above.Applicants with a
master’s degree in another field may indicate their relevant training,
research and/or practice experience, or educational background
comparable to the M.P.H or the M.S. degrees. Dr.P.H. degree
applicants who are admitted without an M.P.H. degree will be required
to take PHCJ606 Public Health Fundamentals, EPDM509 Principles
of Epidemiology, STAT509 General Statistics or the equivalent
courses to fulfill the public health fundamental learning outcomes
described in section D.1 of the 2016 CEPH criteria.
• Satisfactory performance on GRE or equivalent is required; scores
must have been attained within the past five years. Although there is
no minimum GRE score requirement, 40
th
percentile or higher in each
of the three sections of the GRE (verbal, quantitative, and writing) is
considered competitive.
• Religious affiliation is not a requirement; but students are expected to
adhere to on-campus requirements of modest dress, abstinence from
alcohol and smoking, and attendance at weekly chapel, as applicable.
Applicants must satisfy the program-specific admission requirements,
including but not limited to prerequisite courses and years of experience.
Admissions decisions are based on review of applicant’s transcripts,
written statement, research and/or practice interest, letters of
recommendation, GRE scores or equivalent, and interview. Satisfying
minimum requirements does not guarantee admission.
Dr.P.H. degree
The Doctor of Public Health (Dr.P.H.) programs prepare individuals for
leadership positions in public health practice in health-care systems,
governmental agencies, non-profit organizations, and community
setting. The competency-based curriculum delivers advanced public
health education with specific focus within concentrations, and applied
practice and integrated learning experiences that address the doctoral
foundational and concentration specific competencies. Students may
enroll on a full- or part-time basis; however, they must advance to
candidacy within three years of entering the program, and complete the
program within five years. Majors are available in:
• Health Education – on campus and technology mediated
• Preventive Care
• Health Policy and Leadership
Dr.P.H. degree programs offer preparation for careers in which advanced
expertise in program planning, implementation, evaluation and policy
analysis are required. Students’ doctoral projects (integrated learning
experiences) and applied practice experiences are key components in the
development of critical thinking and leadership skills.
A minimum of two years is generally required to complete course work,
for full-time students. Program plans are described under individual
majors. The number of units of course work required to complete the
program may be reduced but is not to be fewer than 54 units plus applied
practice experience and integrated learning experience units at Loma
Linda University.
The overall Dr.P.H. curriculum is designed using a faith-based lens to
accurately reflect the mission and vision of Loma Linda University and
the School of Public Health. Additionally, nine units of courses offered
by the LLU School of Religion are included in the curriculum to allow
Loma Linda University 2019-2020 389
the students to enhance personal spiritual development as well as
application of faith-based values to professional practice.
Dr.P.H. Foundational Competencies
The common core curriculum is based on the doctoral foundational
competencies from 2016 CEPH criteria. These include:
Critical Analysis: Ability to synthesize and apply evidence based research
and theory from a broad range of public health disciplines and health
related data sources to advance programs, policies, and systems
promoting population health.
Competencies:
1. Analyze quantitative, qualitative, mixed methods and policy analysis
research and evaluation methods to address health issues at multiple
levels (individual, group, organization, community and population).
2. Design a quantitative, qualitative, mixed methods, policy analysis or
evaluation project to address a public health issue.
3. Explain the use and limitations of surveillance systems and national
surveys in assessing, monitoring and evaluating policies and
programs and to address a population’s health.
Leadership, Management and Governance: Ability to create,
communicate and apply shared vision, inspire trust and motivate others,
build capacity and strategies, and identify and analyze ethical issues in
addressing public health problems.
Competencies:
4. Propose strategies for health improvement and elimination of
health inequities by organizing stakeholders, including researchers,
practitioners, community leaders and other partners.
5. Propose strategies to promote inclusion and equity within public
health programs, policies and systems.
6. Create a strategic plan
7. Create organizational change strategies
8. Propose human, fiscal and other resources to achieve a strategic
goal.
9. Cultivate new resources and revenue streams to achieve a strategic
goal.
10. Assess one’s own strengths and weaknesses in leadership capacities
including cultural proficiency.
11. Facilitate shared decision making through negotiation and consensus
building methods.
12. Integrate knowledge, approaches, methods, values and potential
contributions from multiple professions and systems in addressing
public health problems.
13. Communicate public health science recognizing different
communication styles and tools to diverse stakeholders including
individuals at all levels of health literacy, for purposes of influencing
behavior and policies.
Policy, Advocacy and Programs: Ability to design system-level
interventions that influences population health outcomes in
transdisciplinary team approaches that promote health equity and
disease prevention across diverse communities and cultures.
Competencies:
14. Design a system-level intervention to address a public health issue.
15. Integrate knowledge of cultural values and practices in the design of
public health policies and programs.
16. Integrate scientific information, legal and regulatory approaches,
ethical frameworks and varied stakeholder interests in policy
development and analysis.
17. Propose inter professional team approaches to improving public
health.
Education and Workforce development: Ability to develop and apply
pedagogical principles and skills to identify learning needs of a
population and promote learning in academia, organizational and
community settings.
Competencies:
18. Assess a population’s knowledge and learning needs.
19. Use best practice modalities in pedagogical practices.
20. Deliver training or educational experiences that promote learning in
academic, organizational or community settings.
Applied practice and integrated learning experience
All Dr.P.H. students will engage in an applied practice experience (AP) that
results in a final product that is relevant to public health organizations.
The culminating activity is an integrated learning experience (ILE) that
includes a field-based project emphasizing advanced practice. Both AP
and ILE will demonstrate integration of foundational and concentration-
specific competencies.
Dr.P.H. degree corequisites
Students must have an M.P.H. from an accredited institution or complete
courses in PHCJ606 Public Health Fundamentals, EPDM509 Principles
of Epidemiology, STAT509 General Statistics, andSTAT548 Analytical
Applications of SAS and R or STAT549 Analytical Applications of SPSS
prior to taking doctoral level public health core courses.
Advancement to candidacy
Advancement to candidacy is granted by the Academic Dean. When
the doctoral foundational course work is completed, the student must
successfully pass a written comprehensive examination. The next step
is the qualifying examination. The student is required to submit a concept
paper describing the proposed doctoral project, and proposed Doctoral
Project Guidance Committee. Students are advanced to candidacy when
they successfully present their doctoral project proposals that include the
rationale and significance to the field, approach and tools, and outcomes
(deliverables). Successful completion of the doctoral project also requires
a high quality written document (guidelines outlined in the SPH doctoral
handbook).
Teaching experience
Each doctoral student is required to serve as a teaching assistant for
a minimum of one quarter. Additional information is detailed in the
school'sDoctoral Handbook.
Professional Development
All doctoral students are required to present their work (applied
practice experience or integrated learning experience) at a scientific or
professional conference either as a poster or as a short oral presentation.
Ph.D. degree
The Doctor of Philosophy (Ph.D.) programs prepare individuals for careers
in scientific research and/or teaching at universities, in governmental
agencies, industry and private organizations. The Ph.D. curriculum
390 Doctoral degrees
provides advanced didactic training in a specific discipline, develops
students’ critical thinking and research skills to conduct independent
research, and enhances written and oral communication to the scientific
community to advance the field through dissertation and peer-reviewed
publications. Students may enroll on a full- or part-time basis; however,
they must advance to candidacy within three years of entering the
program, and complete the program within five years. Majors are
available in:
• Epidemiology
• Nutrition
Ph.D. degree programs offer preparation for careers in which advanced
expertise in research and the discipline are required. Students’ doctoral
dissertation and peer-reviewed manuscripts are key components in the
development of critical thinking, research and scientific communication
skills.
A minimum of two years is generally required to complete course work,
if full time. Program plans are described under individual majors. The
number of units of course work required to complete the program may be
reduced but is not to be fewer than 47 units plus 12 research/dissertation
units at Loma Linda University. Students whose academic backgrounds
include substantial graduate study in a cognate field may be granted
advanced standing.
The overall Ph.D. curriculum is designed using a faith-based lens to
accurately reflect the mission and vision of Loma Linda University and
the School of Public Health. Additionally, nine units of courses offered
by the LLU School of Religion are included in the curriculum to allow
the students to enhance personal spiritual development as well as
application of faith-based values to professional practice.
Learner outcomes
Please see the individual program descriptions for the specific program
learning outcomes. Program learning outcomes tied to scientific
communication, both oral and written, educational pedagogy, and
professional and scientific ethics are shared across all doctoral programs
(both Dr.P.H. and Ph.D.).
Comprehensive and qualifying examinations
Students are required to demonstrate ability and readiness to
proceed with doctoral study and research by successfully passing
the comprehensive examination. Degree specific descriptions of the
comprehensive examination can be found in the Doctoral Handbook.
Advancement to candidacy
Advancement to candidacy is granted by the Academic Dean. When
the required discipline specific and research methods courses are
completed, the student must successfully pass a written comprehensive
examination. The next step is the qualifying examination. The student
is required to submit a concept paper describing the proposed
dissertation research, and members of the proposed Dissertation
Guidance Committee (DGC). Students are advanced to candidacy
when they successfully defend (oral examination) their dissertation
proposals. Proposals include background and introduction, rationale and
significance of the proposed research, research methods, data collection
and analyses, results and discussion (as peer-reviewed journal articles),
summary, and conclusion. The details of this process are described in the
school'sDoctoral (Ph.D.) Handbook.
Teaching experience
All doctoral students are required to serve as a teaching assistant for
a minimum of one quarter. Additional information is detailed in the
school'sDoctoral (Ph.D.) Handbook.
Professional development
All doctoral students are required to present their research work at a
scientific conference either as a poster or as short oral presentation.
Programs
• Epidemiology— Ph.D. (p.391)
• Health Education— Dr.P.H. (p.392)
• Health Policy and Leadership— Dr.P.H. (p.393)
• Nutrition— Ph.D. (p.394)
• Preventive Care— Dr.P.H. (p.396)
Loma Linda University 2019-2020 391
Epidemiology — Ph.D.
Interim program director
Michael Orlich
The aim of the Doctor of Philosophy (Ph.D.) degree program in
epidemiology is to prepare students to effectively conduct epidemiologic
research, apply epidemiologic principles and methods to address public
health problems, and teach the discipline to others. The major research
focus of the faculty in the program has been the epidemiology of chronic
diseases linked to exposures such as tobacco use, air pollution, and diet.
Studying the effects of diet on health and disease risk in populations
is a particular strength of our program. The curriculum is designed to
establish competence in classical and modern epidemiologic methods,
to promote successful learning and application of emerging methods,
and to prepare the graduate for successful interdisciplinary research
collaboration with public health and medical professionals, nutritionists,
biostatisticians, bioinformaticians, and biological scientists.
Program learning outcoms
Upon completion of the program, graduates will be able to:
• Apply advanced knowledge of the principles and methods of
epidemiology to interpret and critically evaluate the results of
epidemiologic analyses.
• Apply epidemiologic principles to design appropriate studies to
evaluate exposure-disease hypotheses; communicate these study
designs in a research grant proposal.
• Demonstrate proficiency in the principles and methods of data
collection and management; obtain epidemiologic data and prepare it
for analysis.
• Analyze complex data using appropriate statistical methods
and computer programming resources to answer epidemiologic
questions.
• Effectively communicate epidemiologic science, orally and in writing,
to the scientific community and the public, to advance the field and to
promote public health.
• Use best-practice modalities in pedagogy to deliver educational
experiences in an academic setting.
• Apply the principles of scientific and professional ethics in research,
teaching, and practice.
Educational effectiveness indicators
• Assessments from required courses
• Comprehensive examination
• Dissertation proposal defense (qualifying examination)
• Dissertation manuscript
• Submission of three manuscripts from the dissertation to peer-
reviewed journals, one of which must be published or accepted for
publication
• Oral defense of dissertation
• Teaching assistantship
• Presentation at a scientific conference
Prerequisites
Doctoral-level health professional degree or master's degree in
epidemiology or in a related field
or
Master's degree in a related field and the following courses:
• Anatomy and physiology
• Pathology
• Microbiology
• Biochemistry
• Genetics or molecular biology
• G.P.A. of 3.5 or higher preferred
• GRE or equivalent (above the 40
th
percentile in each section is
favorable)
Individuals who may benefit from the program
Those who may benefit from the program include individuals seeking
careers in:
• Academic epidemiology (research and teaching)
• Research in private industry, governmental agencies, or nonprofit
organizations
• Public health epidemiology with a research focus
Program requirements
Co-requisites
EPDM509 Principles of Epidemiology 3
EPDM510 Epidemiologic Methods I 3
EPDM520 Data Collection Methods 3
STAT515 Grant- and Contract-Proposal Writing 3
STAT521 Biostatistics I 4
STAT548 Analytical Applications of SAS and R 2
Total Units 18
Advanced standing from previous degrees considered.
Public health core
PHCJ606 Public Health Fundamentals 3
PHCJ608A Doctoral Seminar for Public Health 1
PHCJ608B Doctoral Seminar for Public Health 1
PHCJ608C Doctoral Seminar for Public Health 1
PHCJ614 Pedagogy: The Art and Science of Teaching 2
PHCJ618 Transformative Communication 2
Epidemiologic methods
EPDM610 Advanced Epidemiologic Methods 4
STAT522 Biostatistics II 4
STAT523 Biostatistics III 3
Applied epidemiology
EPDM635 Epidemiological Studies of Adventists 1
EPDM645 Epidemiology of Tobacco Use and Control 2
EPDM664 Epidemiology of Cardiovasular Disease 2
EPDM665 Epidemiology of Cancer 2
EPDM668 Molecular Epidemiology 2
NUTR634 Concepts of Nutritional Epidemiology 3
Religion
RELE525 Ethics for Scientists 3
RELR540 Wholeness and Health 3
RELT617 Seminar in Religion and the Sciences (or approved
alternate course)
3
Electives
392 Health Education — Dr.P.H.
Select from the following recommended electives or in consultation
with advisor
13
BCHM515 Introduction to Bioinformatics
EPDM512 Epidemiologic Methods III
EPDM544 Epidemiology of Infectious Disease
HADM587 Health Policy Analysis and Research
HGIS524 GIS Software Applications and Methods
HGIS536 Spatial Analytic Techniques and GIS
HPRO588 Health Behavior Theory and Research
HPRO589 Qualitative Research Methods
NUTR620 Advanced Topics in Nutrition
NUTR643 Advanced Applications in Nutritional Epidemiology
NUTR664 Vegetarian Nutrition: Person, Population, Planet
PHCJ600 Overview of Research Methodologies
PHCJ630 Concepts and Practical Issues of Secondary Data
Research and dissertation
EPDM685 Preliminary Research Experience 2
EPDM698 Dissertation 12
PHCJ624A Scientist Forum 1
PHCJ624B Scientist Forum 1
PHCJ624C Scientist Forum 1
Total Units 72
Additional requirements
Further details regarding non-course degree requirements are found in
the SPH Doctoral Handbook.
Teaching assistantship
Ph.D. students areexpected to assist faculty members with the teaching
of epidemiology and/or biostatistics courses. It is the responsibility of
doctoral students to obtain documentation from faculty members they
have assisted.
Comprehensive examination
Doctoral students must pass a comprehensive examination prior to
advancement to candidacy.
Dissertation proposal and proposal defense
After passing the comprehensive examination, each student will prepare
a formal dissertation proposal. Successful defense of this proposal will
lead to advancement to candidacy for the degree.
Presentation at scientific conference
The student must present one research project in poster or oral form at
an appropriate professional conference.
Culminating experience
As a part of the culminating experience, the student must submit three
manuscripts from the dissertation research to appropriate peer-reviewed
journals, successfully defend the dissertation, and submit a committee-
approved dissertation manuscript.
Scientific publication
The student must submit and have accepted for publication one of the
three dissertation papers in an appropriate peer-reviewed journal prior
to graduation. The two remaining dissertation papers must have been
submitted to peer-reviewed journals prior to graduation.
Normal time to complete the program
Three to five (3-5) years based on full-time enrollment
Health Education — Dr.P.H.
Program director
Anna Nelson
The Dr.P.H. degree in health education is designed for individuals
who desire to add depth to their health education specialization and
develop research and leadership capabilities. The emphasison health
education offers advanced knowledge and competencies in the health
education process and includes advocacy, critical analysis, leadership,
professionalism, and ethics; as well as other health education domains.
The Dr.P.H.degree in health education is offered in two formats: on-
campus and online.
The online technology-mediated format is designed to meet the needs of
working professionals. The curriculum consists of online asynchronous
and synchronous courses (where online and on-campus students meet
simultaneously for class via teleconference). Specific hardware and
software requirements for the program must be met. Online students
are required to comply with the online attendance requirements per LLU
Distance Education Policy.
Graduates are eligible to sit for the credentialing examination in health
education—CHES or MCHES—offered by the National Commission of
Health Education Credentialing, Inc. <http://www.nchec.org/>.
Program learning outcomes
Upon completion of this program, the graduate should be able to:
• Synthesize assessment results to determine and prioritize health
problems.
• Apply theoretical concepts and models in developing health
interventions.
• Evaluate effectiveness of health education interventions.
• Provide mentorship and consultation on health education-related
issues.
• Apply evidence-based research to develop advocacy efforts for
policies and programs promoting health.
Educational effectiveness indicators
• Comprehensive examination
• Publishable research paper
• Doctoral project presentation
Prerequisite
In addition to the entrance requirements for all Dr.P.H. degrees
(p.388),each applicant to the Dr.P.H. degree program in health education
must have:
• M.P.H. degree in health education, health behavior, or health
promotion; or a master's degree in a health-related field preferred
• Postmaster's degree work experience preferred
Loma Linda University 2019-2020 393
• Social science (two courses, which may include psychology,
sociology, or cultural anthropology)
Program requirements
Corequisites
See standard DrPH corequisites (p.388).
Dr.P.H. public health core
Critical analysis
PHCJ600 Overview of Research Methodologies 3
PHCJ615 Intermediate Biostatistics 3
Electives (choose from following) 3
HADM587 Health Policy Analysis and Research
PHCJ630 Concepts and Practical Issues of Secondary Data
STAT568 Data Analysis
Leadership, management, and governance
PHCJ607 Professional Leadership 3
PHCJ616 Administrative Systems in Agency Management 3
PHCJ617 Building Healthy Systems 3
Education and workforce development
PHCJ618 Transformative Communication 2
PHCJ614 Pedagogy: The Art and Science of Teaching 2
Policy, advocacy and programs
PHCJ609 Building Healthy Individuals 3
PHCJ610 Building Healthy Communities 3
Doctoral seminar
PHCJ608A Doctoral Seminar for Public Health 1
PHCJ608B Doctoral Seminar for Public Health 1
PHCJ608C Doctoral Seminar for Public Health 1
Health education major
HPRO544 Health Education Evaluation and Measurement 3
HPRO588 Health Behavior Theory and Research 4
HPRO589 Qualitative Research Methods 3
HPRO604 Research Seminar 2
HPRO608 Advanced Seminar in Health Education (2) 4
Electives 2-5
Religion
RELE 5__ Graduate-level ethics 3
RELR 5__ Graduate-level relational 3
RELT 5__ Graduate-level theological 3
Integrated learning experience
PHCJ698 Doctoral Project 4
Total Units 62-65
Practicum
Practicum units are in addition to the minimum didactic units
required for the degree
PHCJ795 Applied Practice 2
Applied practice experience and integrated learning
experience
All Dr.P.H. students will engage in an applied practice experience that
results in a product that is relevant to public health organizations. The
culminating activity is an integrated learning experience that includes
a field-based project emphasizing advanced practice. Both applied
practice experience and integrated learning experience will demonstrate
integration of foundational and concentration specific competencies.
Normal time to complete the program
Three (3) years based on full-time enrollment
Health Policy and Leadership —
Dr.P.H.
Program director
Jim Banta
The Dr.P.H. degree curriculum inhealth policy and leadership emphasizes
a blend of professional and academic skills, such as leadership and
management, finance and philanthropy, community engagement
and advocacy, policy analysis and development, ethics, and research
methods. The current, rapidly changing health and health-care
landscapes—marked by significant health disparities and varied
challenges—demands a diversity of leadership talents. Moreover, creative
approaches are needed to meet these challenges. The Doctor of Public
Health degree in health policy and leadership at Loma Linda University
provides a unique and wonderful opportunity to serve at the very heart
of the intersection of leadership and policy. The goal is preparing
participants for success in leadership positions that have major influence
on policies, programs, and the public health system.
Program learning outcomes
Upon completion of this program, the graduate should be able to:
1. Engage in reflective leadership and analyze a broad range of
management and leadership issues, including governance, valuing
diversity, planning, conflict resolution, and change management.
2. Demonstrate ability to evaluate the health policy development
process, including problem identification, policy formulation, and
implementation.
3. Demonstrate commitment to ethical choices and values of justice
and equity by formulating strategies for policy advocacy.
4. Analyze community-building principles and develop strategies to
address social determinants of health, including the delivery, quality,
and costs of health and health care for individuals and populations.
5. Develop skills in evaluating, conducting, and reporting research.
Educational effectiveness indicators
• Comprehensive examination
• Applied project presentation
• Publishable paper
• Doctoral project presentation
Individuals who may benefit from the
program
Participants could be mid-to-senior-level managers in public health,
health care, public and government agencies, higher education, social
welfare organizations, nongovernmental organizations (NGOs), faith-
based organizations, community-based organizations (CBOs), and
other related groups. Consistent with the program's focus on social
determinants of health to promote health equity, individuals from non-
health sectors are encouraged to apply. It is highly encouraged that those
394 Nutrition — Ph.D.
admitted into the program: (a) will have had sufficient experience in the
workplace (three or more years), and (b) be currently employed in an
organization that is supportive of their degree program and the unique
requirement to develop a “learning environment” at the workplace.
Prerequisite
See entrance requirements for all Dr.P.H. degrees. (p.388)
Program requirements
Corequisites
See standard DrPH corequisites (p.388).
Dr.P.H. public health core
Critical analysis
PHCJ600 Overview of Research Methodologies 3
PHCJ615 Intermediate Biostatistics 3
Selectives (choose from following) 3
HPRO589 Qualitative Research Methods
PHCJ630 Concepts and Practical Issues of Secondary Data
STAT568 Data Analysis
Leadership, management, and governance
PHCJ607 Professional Leadership 3
PHCJ616 Administrative Systems in Agency Management 3
PHCJ617 Building Healthy Systems 3
Education and workforce development
PHCJ614 Pedagogy: The Art and Science of Teaching 2
PHCJ618 Transformative Communication 2
Policy, advocacy and programs
PHCJ609 Building Healthy Individuals 3
PHCJ610 Building Healthy Communities 3
Doctoral seminar
PHCJ608A Doctoral Seminar for Public Health 1
PHCJ608B Doctoral Seminar for Public Health 1
PHCJ608C Doctoral Seminar for Public Health 1
Health policy and leadership major
HADM585 Policy Development for a Twenty-First Century
Health System
3
HADM587 Health Policy Analysis and Research 3
HADM589 Advanced Practice in Leadership 3
HADM595 Leadership—Past, Present, and Future 3
HADM620 Health Policy Theories and Concepts 3
HADM625 Health Policy Advocacy and Civic Engagement 3
Electives
Elective (Choose in consultation with advisor) 0-3
Religion
RELE 5__ Graduate-level ethics 3
RELR508 Religion, Health-Care Policy, and Advocacy 3
RELT 5__ Graduate-level theological 3
Integrated learning experience
PHCJ698 Doctoral Project 4
Total Units 62-65
Practicum
Practicum units are in addition to the minimum didactic units
required for the degree
PHCJ795 Applied Practice 2
Applied practice experience and integrated learning
experience
All Dr.P.H. students will engage in an applied practice experience that
results in a product that is relevant to public health organizations. The
culminating activity is an integrated learning experience that includes
a field-based project emphasizing advanced practice. Both applied
practice experience and integrated learning experience will demonstrate
integration of foundational and concentration specific competencies.
Normal time to complete the program
Three (3) years based on full-time enrollment
Nutrition — Ph.D.
Program director
Sujatha Rajaram
The aim of the Doctor of Philosophy (Ph.D.) degree in nutrition is
to prepare students to effectively conduct nutrition research, apply
nutritional science knowledge and appropriate research methods to
address public health problems. The program is designed to provide an
advanced curriculum in nutrition, professional skills, and competencies
required to support careers in teaching and research. This program is
unique in that it is situated in the School of Public Health in a health
sciences university. Students enrolled in this program are able to
concurrently complete coursework and practice experience necessary
to sit for the registered dietitian nutritionist (RDN) exam if not already an
RDN. The program engages in interdisciplinary research that encourages
collaboration across public health disciplines and the basic sciences.
The program promotes and builds on its core legacy of vegetarian and
plant-based nutrition. Areas of curricular strength and research emphasis
include plant-based diets and the health of the individual, populations
and the planet, nutritional epidemiology, diet and chronic disease risk
reduction, and community nutrition.
Program learning outcomes
Upon graduation from the Ph.D. in Nutrition program, the graduates
should be able to:
• Evaluate advanced knowledge in nutritional science and explain the
biological mechanism underlying the relationship between nutrients,
foods, and diet pattern and health.
• Critically evaluate the evidence base and advocate for the role of
plant-based diets in promoting health of the individual, population
groups, and the planet.
• Apply analytical and fundamental concepts in nutritional
epidemiology.
• Conduct a research study that addresses a nutrition problem, collect/
abstract, analyze, and interpret the data and report findings.
• Effectively communicate nutritional science, orally and in writing, to
the scientific community and the public, to advance the field and to
promote public health.
• Use best-practice modalities in pedagogy to deliver educational
experiences in an academic setting.
Loma Linda University 2019-2020 395
• Apply the principles of scientific and professional ethics in research,
teaching, and practice.
Educational effectiveness indicators
• Assessment from required courses
• Comprehensive examination
• Dissertation proposal defense (qualifying examination)
• Dissertation manuscript: submission of two manuscripts from the
dissertation to peer-reviewed journals. One manuscript published in
peer-reviewed journal (from dissertation or non-dissertation).
• Oral defense of dissertation
• Teaching assistant
• Presentation at a scientific conference
Prerequisites
• Master's degree in nutrition preferred; or an M.S. or M.P.H. degree
with completion of all prerequisite courses; or a health professional
degree at the master's level or higher (M.D. or equivalent)
• Advanced biochemistry (may be taken concurrently with the program)
• Anatomy and physiology, microbiology, general chemistry and organic
chemistry
• G.P.A. of 3.5 or higher preferred
• GRE or equivalent (above the 40
th
percentile in each section is
favorable)
Individuals who may benefit from the
program
Individuals seeking careers in:
• Academia (teaching and research)
• Researcher in private industry, governmental agencies, nonprofit
organizations, research institutes
• Public health nutritionist
• Leadership role in academia and public health sector
Program requirements
Corequisites
NUTR504 Nutritional Metabolism 5
NUTR517 Advanced Nutrition I: Carbohydrates and Lipids 4
NUTR518 Advanced Nutrition II: Proteins, Vitamins, and
Minerals
4
STAT509 General Statistics 4
STAT548 Analytical Applications of SAS and R 2
orSTAT549 Analytical Applications of SPSS
Public health core
EPDM509 Principles of Epidemiology 3
PHCJ606 Public Health Fundamentals 3
PHCJ608A Doctoral Seminar for Public Health 1
PHCJ608B Doctoral Seminar for Public Health 1
PHCJ608C Doctoral Seminar for Public Health 1
PHCJ614 Pedagogy: The Art and Science of Teaching 2
PHCJ615 Intermediate Biostatistics 3
PHCJ618 Transformative Communication 2
Nutrition core
NUTR617 Preventive Nutrition I: Carbohydrates and Lipids 2
NUTR618 Preventive Nutrition II: Protein, Vitamins and
Minerals
2
NUTR619 Preventive Nutrition III: Phytochemicals 3
NUTR620 Advanced Topics in Nutrition
1
6
NUTR664 Vegetarian Nutrition: Person, Population, Planet 3
PHCJ624A Scientist Forum 1
PHCJ624B Scientist Forum 1
PHCJ624C Scientist Forum 1
Religion
RELE525 Ethics for Scientists 3
RELR 5__ Graduate-level Relational (RELR540
recommended)
3
RELT 5__ Graduate-level Theological 3
Electives
2
6
Research core
NUTR634 Concepts of Nutritional Epidemiology 3
NUTR639 Research Methods in Nutrition 2
NUTR685 Preliminary Research Experience 2
NUTR698 Dissertation 12
STAT568 Data Analysis 3
Total Units 72
Optional coordinated program in nutrition and dietetics
3
DTCS544 Medical Nutrition Therapy II 5
DTCS554 Advanced Medical Nutrition Therapy 3
DTCS566 Food Chemistry and Experimental Foods 4
DTCS575 Food Systems Management 4
NUTR490 Topics in Foods and Food Preparation 1
NUTR525 Nutrition Policy, Programs, and Services 3
NUTR526 Nutrition Counseling and Education 2
NUTR527 Assessment of Nutritional Status 3
NUTR531 Community Nutrition Intervention I 2
NUTR532 Community Nutrition Intervention II 1
NUTR534 Maternal and Child Nutrition 3
NUTR557 Nutrition Care Process for Diabetes and Heart
Disease
2
PHCJ798A Public Health Practicum 8
orPHCJ798B Public Health Practicum
orPHCJ798C Public Health Practicum
orPHCJ798D Public Health Practicum
DTCS777 Food Systems Management Affiliation 6
DTCS778 Clinical Nutrition Affiliation 12
Total Units 59
1
Register twice for a maximum six units. Each offering in an academic
year will be a different topic
2
Choose in consultation with academic advisor. Must be graduate-
level courses in nutrition, dietetics, public health, or basic sciences.
396 Preventive Care — Dr.P.H.
3
All courses are required for eligibility to sit for the RDN examination.
Courses completed in a prior program (either at the undergraduate
or graduate level) will be evaluated on a course-by-course basis to
determine equivalency; thus reducing the number of courses to be
completed at LLU. Consult with your advisor if you wish to pursue
this option.
Culminating experience
As a part of the culminating experience, the student publishes one
manuscript in peer-reviewed journal (co-authorship or review article
acceptable, can be from dissertation or non-dissertation related
research), submits two publishable papers from their dissertation
research to peer reviewed journals, successfully defends dissertation,
and submits a committee approved dissertation manuscript. Further
details provided in the SPH Ph.D. Doctoral Handbook.
Normal time to complete the program
Four (4) years based on full-time enrollment
Preventive Care — Dr.P.H.
Program director
Hildemar Dos Santos
The Preventive Care Program is designed to prepare high-level health
professionals in wellness and lifestyle-management intervention.
Emphasis is on academic preparation, practical skills, and administrative
abilities in developing, implementing, and evaluating programs and
protocols designed to address a wide spectrum of health issues—
particularly those dealing with chronic disease. These programs and
protocols include physical and mental health risk appraisal, nutritional
assessment and recommendations, exercise testing and prescription, and
smoking-cessation counseling.
The program seeks to demonstrate and elucidate the intimate connection
between mind and body. Graduates address the combined influences
of nutrition, exercise, stress, smoking, and other lifestyle factors on the
promotion of health and the prevention of disease.
This program is ideal for health practitioners such as physicians, nurses,
dentists, physical therapists, registered dietitians, and occupational
therapists. Non-health practitioners can apply for this program and
we advise them to take the health and wellness coaching while in
the program. Non-physicians are not able to practice medicine upon
completion of this degree.
Program learning outcomes
Upon completion of this program, the graduate should be able to:
1. Design an addiction-prevention program that includes needs
assessment, program development, marketing, budgeting and
evaluation.
2. Design a professional practice to assist clients individually or in
groups by applying lifestyle modification strategies.
3. Demonstrate successful motivational interviewing skills.
4. Design a weight-management program for a group or community
that includes needs assessment, program development, marketing,
budgeting and evaluation.
5. Design a preventive program for a specific disease (for instance,
diabetes, hypertension, heart disease, , etc.) that includes needs
assessment, program development, marketing, budgeting and
evaluation.
Educational effectiveness indicators
• Comprehensive examination
• Applied project presentation
• Publishable paper
• Doctoral project presentation
Prerequisite
In addition to the entrance requirements for all Dr.P.H. degrees
(p.388),applicants to the Dr.P.H. degree Preventive Care Program must
have:
Anatomy and physiology
HPRO526 Lifestyle Diseases and Risk Reduction
(or equivalents to be evaluated by program director)
Program requirements
Corequisites
In addition to standard Dr.P.H. corequisites (p.388), the Dr.P.H. program
in preventive care requires the following courses in addition to units
required for the degree. It is recommended these courses be taken early
on in the program.
HPRO500 Stress Management
HPRO573 Exercise Physiology I
NUTR529 Health Aspects of Vegetarian Eating
Dr.P.H. public health core
Critical analysis
PHCJ600 Overview of Research Methodologies 3
PHCJ615 Intermediate Biostatistics 3
Electives (choose from following) 3
HADM587 Health Policy Analysis and Research
PHCJ630 Concepts and Practical Issues of Secondary Data
STAT568 Data Analysis
Leadership, management, and governance
PHCJ607 Professional Leadership 3
PHCJ616 Administrative Systems in Agency Management 3
PHCJ617 Building Healthy Systems 3
Education and workforce development
PHCJ614 Pedagogy: The Art and Science of Teaching 2
PHCJ618 Transformative Communication 2
Policy, advocacy and programs
PHCJ609 Building Healthy Individuals 3
PHCJ610 Building Healthy Communities 3
Doctoral seminar
PHCJ608A Doctoral Seminar for Public Health 1
PHCJ608B Doctoral Seminar for Public Health 1
PHCJ608C Doctoral Seminar for Public Health 1
Preventive care major
HPRO527 Obesity and Disordered Eating 3
HPRO529 Preventive and Therapeutic Interventions in
Chronic Disease
3
Loma Linda University 2019-2020 397
HPRO553 Addiction Theory and Program Development 3
HPRO568 Wellness Coaching I 3
HPRO586 Introduction to Preventive Care 1
HPRO587 Preventive Care Practice Management 2
NUTR556 Nutritional Applications in Lifestyle Intervention 3
Electives
Elective (Health and Wellness II if not licensed) or
chosen in consultation wth advisor
0-3
Religion
RELE 5__ Graduate-level ethics 3
RELR 5__ Graduate-level relational 3
RELT 5__ Graduate-level theological 3
Integrated learning experience
PHCJ698 Doctoral Project 4
Total Units 62-65
Practicum
Practicum units are in addition to the minimum didactic units
required for the degree
PHCJ795 Applied Practice 2
Applied practice experience and integrated learning
experience
All Dr.P.H. students will engage in an applied practice experience that
results in a product that is relevant to public health organizations. The
culminating activity is an integrated learning experience that includes
a field-based project emphasizing advanced practice. Both applied
practice experience and integrated learning experience will demonstrate
integration of foundational and concentration specific competencies.
Normal time to complete the program
Three (3) years based on full-time enrollment
398 School of Religion
SCHOOL OF RELIGION
Dean's welcome
Loma Linda University's School of Religion has been entrusted with
the mission of presenting the story of God’s gracious plan to redeem
a lost and broken world through the life, death, and resurrection of
Jesus Christ. The school’s mission, as part of Loma Linda University, is
particularly focused on the teaching and healing ministry of Jesus Christ
and the role it plays in equipping health-care practitioners to integrate
Christian faith, health, and science. The school contributes to the
University's mission, vision and values by giving priority to the sacred
task of serving students in its eight schools. Its use of mission-focused
learning, through scholarship that expands knowledge and addresses the
challenges health-care professionals face in today’s complex world, and
provides a critical service to the university and world-wide Seventh-day
Adventist church.
The school offers three master’s degrees: M.A. degree in bioethics,
M.S.Chap. degree in chaplaincy, and M.A. degree in religion and society.
These programs prepare graduates with theological educations and skills
in bioethics and chaplaincy, and emphasizes religion’s relationship to
culture and society. Within the framework of our academic programs, we
offer a unique opportunity for students in other university programs to
apply for dual enrollment in bioethics, and religion and society. Students
enrolled in medicine, dentistry, and pharmacy are eligible to apply for
admission to the bioethics and religion and society programs. Please
refer to The Combined Degrees Programs of the University (p.409) section
to learn more about our dual enrollment degree programs.
We believe our academically rigorous programs and mission-focused
courses cultivate a vibrant Christian community at LLU and help to
prepare health care practitioners to go forth and “make man whole” as
they embody the teaching and healing ministry of Jesus Christ. Welcome
to Loma Linda University School of Religion.
Leo Ranzolin, Th.D.
Interim Dean, School of Religion
Loma Linda University 2019-2020 399
School foundations
History
In the configuration of Loma Linda University as a health sciences
university, the role of religion as integrative in each of the programs of
the University is mandated and continuously affirmed by the University
administration and the Board of Trustees.
In July of 1990, the Faculty of Religion (now the School of Religion) was
established to assist in this integration.
Philosophy
As implied by its motto, "To make man whole," the University affirms these
tenets as central to its view of education:
• God is the Creator and Sustainer of the universe.
• Humanity's fullest development entails a growing understanding of
the individual in relation to both God and society.
• The quest for truth and professional expertise, in an environment
permeated by religious values, benefits the individual and society and
advances the ministry of the Seventh-day Adventist Church.
Mission statement
The School of Religion is committed to continue the teaching and healing
ministry of Jesus Christ by integrating Adventist faith with the world's
changing need.
Dean
Jon Paulien
Associate Dean
Leo Ranzolin
Primary faculty
Whitny Braun
Erik Carter
Janice De-Whyte
Oleksandr Dubov
Jeff Gang
Carla Gober Park
David R. Larson
Theodore N. Levterov
Angela Li
Yi Shen Ma
Zdravko Plantak
Richard Rice
Randy Roberts
Calvin Thomsen
James W. Walters
Gerald Winslow
Zane Yi
Secondary faculty
Henry H. Lamberton
Associated faculty
Siroj Sorajjakool
Emeritus professor
Ivan Blazen
David L. Taylor, Jr.
Louis Venden
Research Professor
Bernard Taylor
Sigve Tonstad
Admissions
The program admissions committees of the University intend that an
applicant to any of the schools is qualified for the proposed curriculum
and is capable of profiting from the educational experience offered by
this University. The admissions committees of the schools accomplish
this by examining evidence of scholastic competence, moral and
ethical standards, and significant qualities of character and personality.
Applicants are considered for admission only on the recommendation of
the program in which study is desired.
In addition to Loma Linda University (p.24) admissions requirements, the
applicant must also complete the following requirements:
• A four-year baccalaureate degree (or its equivalent) from an
accredited college or university is a prerequisite for admission to the
School of Religion. Transcripts of the applicant's scholastic record
should show appropriate preparation, in grades and content, for the
curriculum chosen.
• See admission requirements for individual program in this CATALOG
for G.P.A. requirements.
• A personal interview is desirable and should be arranged with the
director of the program in which the student wishes to study.
• Since there is some variation in the pattern of undergraduate courses
prescribed by different programs, the student should note the specific
requirements of the chosen program. Deficiencies may be removed
while enrolled; prerequisites must be completed prior to acceptance
into the program.
Application deadlines
The School of Religion has a rolling admission policy for some programs
in which completed applications are reviewed and students are accepted
on a continual basis. Applications must be completed by the deadlines
listed for the program in which the student wishes to enroll:
Master of Arts degree in bioethics and Master of Arts degree in religion
and science
• Autumn Quarter: August 1 — Early Admissions for Autumn: May 1
• Spring Quarter: February 15 — Early Admissions for Spring: Nov. 1
Masters of Science in Chaplaincy degree
• Autumn Quarter: November 1 — Late Admissions for Autumn: May 1
400 Bioethics — M.A., Certificate
Doctor of Science degree in religion and health
• Autumn Quarter: August 1 — Early Admissions for Autumn: May 1
General regulations
Students of the University are responsible for informing themselves
of and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation. Section III gives the general setting for
the programs of each school and the subject and unit requirements for
admission to individual professional programs. It is important to review
specific program requirements in the context of the general requirements
applicable to all programs.
Academic probation
Degree students whose cumulative G.P.A. at the end of any quarter is less
than 3.0 will be placed on academic probation. The number of units for
subsequent registrations is restricted to a maximum of 12 per quarter.
Students who are on academic probation and fail to earn a 3.0 for the
next quarter, or who fail to have an overall G.P.A. of 3.0 after two quarters,
jeopardize their standing in a degree or certificate program and may be
dismissed from school.
Concurrent admission
Upon approval, students may be admitted to a School of Religion
program while admitted to another program at Loma Linda University.
Concurrent programs may be either formal (established curriculum in
the University Catalog) or informal. Certain criteria must be met for both
formal and informal concurrent programs before approval. The exception
to this are the combined degrees programs (p.409), discussed at the
end of Section III of this CATALOG.
Financial information
The Office of the Dean is the final authority in all financial matters and is
charged with the interpretation of all financial policies. Any exceptions to
published policy in regard to reduction or reimbursement of tuition must
be approved by the dean. Any statement by individual faculty members,
program directors, or department chairs in regard to these matters is not
binding on the school or the University unless approved by the dean.
Registration is not complete until tuition and fees on the required
installments are paid; therefore, the student should be prepared to make
these payments during scheduled registration for each academic year.
There may be adjustments in tuition and fees as economic conditions
warrant.
On- and off-campus student housing
Students may go to <llu.edu/central/housing> for housing information
and a housing application form.
Additional requirements
For additional policies, governing Loma Linda University students, see
Section II of this CATALOG, as well as the University Student Handbook.
Students are responsible for informing themselves of and satisfactorily
meeting all regulations pertinent to registration, matriculation, and
graduation.
Programs
• Bioethics— M.A. (p.400), Certificate (p.400)
• Chaplaincy— M.S.Chap. (p.401)
• Denominational Studies for Chaplains— Certificate (p.403)
• Religion and Society — M.A. (p.404)
Bioethics — M.A., Certificate
Program director
Whitny Braun
The purpose of the Bioethics Program—an interdisciplinary course of
graduate study leading to a Master of Arts degree—is to prepare qualified
persons to engage in education, research, and service pertinent to the
ethical issues in health care, biotechnology, and bioethics.
This degree is designed primarily for two types of students: those who
desire the Master of Arts degree as a step toward graduate work at the
doctoral level; and those who wish to acquire the degree in order to
complement their careers in health care or another field.
This academic program is enhanced by its close association with the
Center for Christian Bioethics and its 4,000-volume library, as well as
closeproximity to the LLU Medical Center and numerous physicians
involved in clinical and research ethics.
Objectives
Graduates of the Bioethics Program will be able to demonstrate:
1. A broad knowledge of the field of bioethics.
2. Mastery of at least one area of bioethical inquiry.
3. Research and writing skills of a caliber to contribute to bioethical
literature.
4. An understanding of the relationship among personal, professional,
and social ethics.
Course requirements
In order to receive the Master of Arts degree in bioethics from Loma Linda
University, the student will complete a minimum of 48 units of course
work as herein specified, with an overall grade average of B+ (3.30) or
higher, with no grade lower than a C; and with no grade lower than a B- in
a required course.
Transfer credits
Students are permitted to transfer up to eight units of approved graduate-
level courses from other accredited institutions into the Bioethics
Program. Approval must be requested from the program director.
Special features
RELE598 Master's Seminar I: This capstone seminar reflects on previous
class work and involves integration of conceptual presuppositions,
ethical theories, and ethical principles. Mastery of a broad knowledge of
the field through an examination will be assessed by the bioethics faculty.
A two-part comprehensive exam will be administered at the end of Master
Seminar I. (All program faculty members and students are invited to
attend sessions they choose fromthese two seminars.)
RELE599 Master's Seminar II: Each student enters class with a
research paper, likely prepared in an earlier course. With collegial
critique, these papers are prepared for publication. Papers demonstrate
the ability to identify an issue, analyze it, use relevant literature, and
creatively conceptualize or advance the discussion. PStudent who are
professionals are encouraged to write for their professional publications,
Loma Linda University 2019-2020 401
adopting relevant size and editorial considerations. Paper(s) will total
20-25 pages.
Certificate
The Bioethics Program certificate is designed to provide basic
competence in bioethics to a health-care professional.
Admissions
In addition to Loma Linda University (p.24) and School of Religion
(p.399) admissions requirements, the applicant must also complete
the following requirements:
Typically, applicants will meet the following criteria for admission:
1. Minimal GRE percentile scores of 60 (verbal), 60 (analytical writing),
and 35 (quantitative). In some professional programs (e.g., M.D. and
D.D.S.), students and graduates need not take the GRE, although other
requirements apply.
2. An undergraduate grade point average of B+ (3.30) or better in the
overall program.
3. An 800-word essay on the applicant's background and goals and
how earning an M.A. degree in bioethics at Loma Linda University is
envisioned to further such goals.
4. A personal interview.
5. Three letters of recommendation from current or former professors.
More important than any single admissions factor is the cumulative
sense that the applicant is capable of and committed to serious
academic work. Hence, the applicant might also submit an essay--
published or from previous class work--that demonstrates creative,
analytical thinking.
Information on admission, tuition, and student life and an online
application can be found on the Web at <llu.edu/central/apply>.
Program requirements
M.A.
Required
RELE524 Bioethics and Society 3
RELE545 Bioethics Case Conference I 1
RELE588 Explorers of the Moral Life 3
RELE589 Biblical Ethics 3
RELE598 Master's Seminar I 3
RELE599 Master's Seminar II 2
RELE699 Directed Study
1
1
RELG510 Christian Service 1
Standard electives
Choose required units from the following:
2
31
RELE525 Ethics for Scientists
RELE534 Ethical Issues in Public Health
RELE548 Christian Social Ethics
RELE554 Clinical Ethics Practicum I
RELE555 Clinical Ethics Practicum II
RELE564 Ethics and Health Disparities
RELE565 The Good, the Bad, and the Ugly: Moral Aspects of
Art and Illness
RELE566 Heroes of Health Care
RELE567 World Religions and Bioethics
RELE568 Bioethics and the Law
RELG674 Reading Tutorial
RELG697 Independent Research
Total Units 48
1
To be taken concurrently with RELE524 Bioethics and Society.
Contact program director for details.
2
Up to 8 units of approved graduate-level courses from other LLU
schools or other accredited institutions may be chosen.
Normal time to complete the program
1.33 years (five [5] academic quarters) based on full-time enrollment; part
time permitted
Certificate
Required
RELE524 Bioethics and Society 3
RELE588 Explorers of the Moral Life 3
RELE589 Biblical Ethics 3
RELE699 Directed Study
1
1
Standard electives
Choose required units from the following: 18
RELE525 Ethics for Scientists
RELE534 Ethical Issues in Public Health
RELE548 Christian Social Ethics
RELE554 Clinical Ethics Practicum I
RELE555 Clinical Ethics Practicum II
RELE564 Ethics and Health Disparities
RELE565 The Good, the Bad, and the Ugly: Moral Aspects of
Art and Illness
RELE566 Heroes of Health Care
RELE567 World Religions and Bioethics
RELE568 Bioethics and the Law
Total Units 28
1
To be taken concurrently with RELE524 Bioethics and Society.
Contact program director for details.
Normal time to complete the program
One (1) year (three [3] academic quarters) based on full-time enrollment;
part time permitted
Chaplaincy — M.S.Chap.
Program director
Angela Li
The Master of Science in Chaplaincy (M.S.Chap.) program is theological
and clinical basedchaplaincy education at Loma Linda University. It
has been developed using guidelines established by the Association of
Professional Chaplains (APC), which oversees and rigorously maintains
“best practice” standards for the chaplaincy profession. It is designed to
meet a variety of students’ needs, namely:
• It meets the APC full board certification academic requirement.
• It is a professional degree that blends theological study with clinical
experience.
402 Chaplaincy — M.S.Chap.
• It provides specialty training in spiritual care and/or chaplaincy.
• It prepares students for employment as professional chaplains.
Graduates of the program will receive excellent academic training
enhanced by professional, clinical, and ministerialexperience. The
program's goal is to prepare chaplains who can model the "teaching and
healing ministry of Jesus Christ"; and who are trained at the highest level
of Christian professionalism, in preparation for full board certification by
the APC.
Students are required to complete four (4) units of clinical professional
education (CPE) credits prior to graduation. As a premier teaching and
research medical complex, Loma Linda University Health (LLUH) is an
excellent setting to experience clinical aspects of this program and is
an accredited Clinical Pastoral Education (CPE) Center. (Students are
not required to complete their clinical internships at LLU but are able to
complete this requirement at any ACPE-approved site in North America.
Visit the ACPE-approved centers web page here (https://www.acpe.edu/
ACPE/Directory/Accredited_Centers.aspx)to view a list of available
sites.Separate application, fees, and acceptance procedures are required
for this component of the program.)
The professors represent areas of expertise, such as biblical studies,
theology, practical theology, marriage and family therapy, cultural
psychology, American church history, health education, nursing, spiritual
care, and ethics. In addition, clinical faculty members from across many
health-care professions are involved in the program. This diversity of
specialists provides students with a rich and balanced program of study.
All courses are taught from the Christian perspective. Students from
more than sixty-five religions and eighty countries study here. A mutual
and shared respect for various cultures and beliefs is emphasized on
campus and in the classroom. Small class sizes allow for specified
instruction and personal growth.
The program draws upon resources from across the entire Loma Linda
University campus. These include the ChaplainServices ofLLUHand
the Center for Spiritual Life and Wholeness, both of which provide a
rich context in which to study chaplaincy.The Center for Spiritual Life
and Wholeness is dedicated to promoting and supporting wholeness in
individuals, as well as providing tools for health-care professionals across
various disciplines to use in providing whole person care to their patients.
The center sponsors a number of programs, along with the Center for
Christian Bioethics, to minister to the spiritual and intellectual needs of
students, staff, and patients.
Program learning outcomes
The following address competencies in four areas of chaplaincy. By the
end of this program, the graduate should be able to:
• Integrate theory and practice competencies into chaplaincy.
• Exhibit professional identity and conduct as a chaplain.
• Demonstrate professional practice skills.
• Function effectively in organizational leadership.
Transfer credits
Students are permitted to transfer up to 14 units of approved graduate-
level courses from other accredited institutions into the M.S. in
Chaplaincy Program.
Admissions
In addition to Loma Linda University (p.24) and School of Religion
(p.399) admissions requirements, the applicants to the M.S. in
Chaplaincy Program are expected to:
• Provide an undergraduate record from a regionally accredited
institution with a grade point average of B (3.0) or better in the overall
program and in the major field.
• Writing samples: CV, personal statement, and previous research
paper (qualitative or quantitative)
• Three letters of recommendation (two academic and one pastoral).
• Interview (faculty members in relational studies and a representative
from the LLUMC CPE program)
• The 16pf
®
Questionnaire Assessment. Located athttps://
www.psionline.com
• One (1) unit of CPE highly preferred
Program requirements
Students must complete 108 quarter credits from the list below, with an
overall grade point average of B or better, with no grade lower than C, and
no grade lower than a B- in a core course.
Core
RELE548 Christian Social Ethics 3
RELE567 World Religions and Bioethics 3
RELE589 Biblical Ethics 3
RELG504 Research Methods in Religious Studies 4
RELR520 Clinical Training in Spiritual Care I 4
RELR521 Clinical Training in Spiritual Care II 4
RELR526 Pastoral and Professional Formation 4
RELR527 Crisis Care and Counseling 3
RELR535 Spirituality and Mental Health 3
RELR540 Wholeness and Health 3
RELR565 Practical Theology and Methodology 3
RELR567 Pastoral Counseling 4
RELR568 Care of the Dying and Bereaved 3
RELR574 Preaching 3
RELR584 Culture, Psychology, and Religion 3
RELR587 Religion and the Social Sciences 3
RELT500 Biblical Hermeneutics 3
RELT508 Contemporary Christian Theology 3
RELT520 Church History 3
RELT557 Theology of Human Suffering 3
RELT558 Old Testament Thought 3
RELT559 New Testament Thought 3
Electives
Choose from the following or other courses as approved by advisor: 21
RELE524 Bioethics and Society
RELE564 Ethics and Health Disparities
RELE577 Theological Ethics
RELR525 Health Care and the Dynamics of Christian
Leadership
RELR588 Personal and Family Wholeness
RELT504 Daniel and the Prophetic Tradition
Loma Linda University 2019-2020 403
RELT540 World Religions and Human Health
RELT555 The Adventist Experience
RELT560 Jesus the Revealer: The Message of the Gospel of
John
RELT565 Vision of Healing: The Message of the Book of
Revelation
Project
RELG696 Project 4
Internship (12 units of RELG795, listed below, count toward the 108
units required for ACP board certification)
12
Total Units 108
Internship
Internship units do not count toward minimum didactic units required
for the degree.
RELG795 Clinical Internship (12 units = 400 hours) 48
Total Units 48
Clinical internship
Students must also satisfactorily complete four (4) units of clinical
pastoral education (CPE) at an accredited CPE Center—400 clinical hours
consists of one (1) unit (1 unit consists of 10 weeks for an intensive
unit or 16 weeks for an extended unit). Each registration of RELG795
Clinical Internship earns one (1) unit of CPE required by the APC board
for certification. Twelve (12) of the 48 internship units from one of the
four CPEs can be counted toward both graduation and the APC board
certification.
Project
When students have completed the majority of their course work and at
least some clinical work, they must also be able to articulate, in written
form, all chaplaincy competencies, as defined by the Association of
Professional Chaplains (APC). This will be based on their theoretical
understanding, reflection, and personal experiences.
Noncourse requirements
Annual Evaluation
Students will be evaluated on their academic and clinical competencies
at the end of Spring quarters of their first and second years.
Dean’s Exit Interview
Graduate candidates are required to attend exit interviews with the Dean
of the School of Religion during the Spring quarter of their graduation
year.
Normal time to complete the program
Three (3) years (11 consecutive academic quarters)—based on full-time
enrollment; part time enrollment is permitted.
Denominational Studies for Chaplains
— Certificate
Program director
Jon Paulien
Students are encouraged to inquire regarding admissions.
The fully online Denominational Studies for Chaplains Program is
designed for practicing chaplains who lack academic course work in
Adventist doctrine and who desire endorsement from the Adventist
Chaplaincy Ministries (ACM) department of the General Conference of
Seventh-day Adventists. This certificate will satisfy the denominational
studies requirement.
The development of this certificate has been a collaborative effort
between Loma Linda University and Loma Linda University Medical
Center Chaplains Department, in consultation with ACM.
This certificate is a response to the stated need of ACM for
denominational education that includes the following four areas:
1. Seventh-day Adventist history and heritage;
2. Seventh-day Adventist doctrines, beliefs, and practices;
3. Seventh-day Adventist perspectives on Daniel and Revelation and
how they inform the issues of suffering and pain; and
4. Seventh-day Adventist health, wellness, and lifestyle issues.
Teaching methodology
The education model designed for this academic certificate will be
through distance learning online modalities that use Canvas as its
learning management system (LMS).
This certificate is a two-year program in which all courses and learning
occur via the LMS. The learning activities for each course facilitate
opportunities for personal growth via the online, class-driven learning
activities. Students can begin the program in any given quarter and
are expected to follow the course requirements as they are offered,
one per quarter in a continual sequence. The program includes an
individual report, preparation and presentation of a portfolio, and an exit
interview—all conducted via the LMS and facilitated by video conference
communication technology.
Program learning outcomes and
performance
By the end of this program, the graduate should be able to:
1. Explain Adventist theological uniqueness and the biblical foundations
of its doctrines.
2. Demonstrate competent use of Scriptures.
3. Explain Christian theology and history, with specific attention to
Seventh-day Adventist life and thought.
4. Integrate Adventist doctrines into his or her ministry and as a
representative of the Seventh-day Adventist Church.
5. Synthesize individual Adventist versions philosophies of ministry
within the health-care setting.
Transfer credits
No transfer units are accepted for the Denominational Studies for
Chaplains Program.
Admissions
In addition to Loma Linda University (p.24) and School of Religion
(p.399) admissions requirements, the applicants to the Denominational
Studies for Chaplains Program are expected to present/complete:
1. A college baccalaureate degree from an accredited institution.
2. A minimum overall undergraduate grade point average of 3.00. A
provisional acceptance for eight units will be granted to those with a
404 Religion and Society — M.A.
minimum overall grade point average of 2.5. In order to change their
status to regular standing, students will be required to earn a 3.00
grade point average for these eight units.
3. Documentation of having been a chaplain and received a
recommendation from ACM.
4. Two recommendations (one professional/ministerial and one from a
former professor or academic advisor).
5. Statement of research interest and sample paper.
Program requirements
In order to receive the certificate in denominational studies for chaplains
from Loma Linda University, a student must complete all courses listed
below, with an overall grade point average of B (3.0) or higher, with no
grade lower than a B- (2.7). No electives are offered.
Required
RELR540 Wholeness and Health 3
RELR541 History of Seventh-day Adventist Chaplaincy and
Healthcare Policy Making
4
RELT500 Biblical Hermeneutics 3
RELR595 Independent Study in Chaplaincy 1
RELT504 Daniel and the Prophetic Tradition 3
RELT505 Seventh-day Adventist History 3
RELT506 Seventh-day Adventist Beliefs 3
RELT507 The Saga of Adventists and Healthcare:
Cornflakes, Baby Fae, and the Healing of the
Nations
3
RELT565 Vision of Healing: The Message of the Book of
Revelation
3
Total Units 26
Normal time to complete the program
Two (2) years (eight [8] academic quarters) based on less than half-time
enrollment
Religion and Society — M.A.
Program director
Zane Yi
The Master of Arts degree in Religion and Society, offering customizable
options of study, is designed for those seeking to serve the church and
world in the 21st century in a variety of capacities. The program is ideal
for individuals seeking deeper biblical, theological, and philosophical
insight, spiritual growth, practical competency, and cultural literacy in the
context of a range of vocational settings—health care, the local church
(non-ordained ministry), non-profit organizations, secondary education
(teaching certifications must be obtained independently), and further
graduate study.
Students may complete this program prior to beginning professional or
graduate school. Students enrolled or enrolling in other LLU programs
may be interested in pursuing it as a dual-degree option. Others may seek
to complement already completed courses of study.
The curriculum covers the basic areas of theology, biblical studies, and
Christian spirituality, and can also be customized around a particular area
of interest. Using the resources of the School of Religion and the entire
university, each student and his or her mentor will formulate and acquire
faculty approval for a personalized area of emphasis that matches his or
her interests and qualifications. Possible areas of emphases include:
• Biblical studies
• Christian theology
• Science and religion
• Health care
• Wholeness/whole person care
• Spirituality
• Social ethics
• Bioethics
Students may progress through the program at their own pace (up to five
years maximum). All students must have a demonstrated proficiency with
technology and have access to personal computers and the Internet.
Professors in the program represent areas of expertise such as biblical
studies, theology, philosophy, world religions, practical theology, marriage
and family therapy, cultural psychology, American church history, health
education, nursing, spiritual care, and ethics. This diversity of specialists
provides students with a rich and balanced program of study.
A mutual and shared respect for various cultures and beliefs is
emphasized on the campus and in the classroom. Small class sizes allow
for specified instruction and personal growth.
The program draws upon resources from across the Loma Linda
University campus. These include the Center for Spiritual Life and
Wholeness, the Center for Christian Bioethics, and the Center for
Understanding World Religions that offer multiple programs, conferences,
and lecture series intended for student enrichment.
Mentors
As soon as possible, but before the student has completed half of the
program, the program’s administrative committee will link the student to
a mentor who will provide support and guidance. Until then, the program
director will mentor the student.
Program learning outcomes
By the end of this program, the graduate should be able to:
1. Responsibly interpret the Bible in an increasingly scientific,
globalized, and pluralistic society.
a. analyze major themes of Old Testament theology.
b. analyze major themes of New Testament theology.
c. apply basic principles of exegesis and hermeneutics to the Bible.
2. Assess Christian reflection and praxis as it engages with culture(s).
a. identify core tenants of classical, Christian theology from a
Seventh-day Adventist perspective.
b. evaluate models of the relationship between church and
culture.
c. analyze one instance of cultural/theological
contextualization and preservation.
3. Demonstrate a broad, basic knowledge of the field of ethics.
a. compare major schools of normative ethics—deontological,
consequentialist, and virtue.
b. articulate ethical emphases in Christian Scripture.
c. address a contemporary ethical issue utilizing Christian Scripture.
4. Demonstrate growth in spiritual maturity.
Loma Linda University 2019-2020 405
a. develop a personal theology of wholeness.
b. engage in practices that help attune one’s self to the spiritual
meaning of everyday activities.
c. recognize a commitment to community involvement and service
as a crucial component of wholeness.
Periodic review
In addition, each student’s achievements will be assessed every 12 units
to determine the advisability of his or her continuing in the program.
Prerequisite
There are no prerequisites for this program, however, those who enter
having taken few or no courses in religion must structure their programs
considering the requirements. The opposite will be true for those who
enter the program after having extensively studied religion but not the
other subject(s) they desire to explore.
Core courses
Four of this program’s 12 courses are required: RELT 501, 502, 503; and
RELG 696. The religion in science cluster—RELT501 Religion and Society,
RELT502 Religion and Society, and RELT503 Religion and Society—
which may be taken in any sequence, provides intensive introductions
to the field. One course is offered each quarter during the academic
school year, and a course may be offered also in the summer. The fourth
required course is the final project (RELG696 Project). These four, four-
unit courses, totaling 16 units, constitute one-third of the program.
The remaining eight courses, totaling 32 units and two-thirds of the
program, are selected by the student and approved by the administrative
committee.
Transfer credits
Students are permitted to transfer up to eight units of approved graduate-
level courses from other accredited institutions into the Religion and
Society Program.
Admissions
In addition to Loma Linda University (p.24) and School of Religion
(p.399) admissions requirements, the applicants to the M.A. in Religion
and Society Program are expected to present/complete:
• A bachelors degree from an accredited institution. An undergraduate
degree in religion is not required.
• An overall undergraduate Grade Point Average (G.P.A.) of at least
3.25.
• Acceptable scores in an approved standardized test such as the
Graduate Record Exam (GRE), Medical College Admissions Test
(MCAT) or Law School Admissions Test (LSAT).
• An essay (1,000 words) that specifies why the applicant is interested
in this program, relevant background experiences, and how the
program fits into personal and professional plans.
• An interview.
• Three letters of recommendation from previous teachers.
In addition to these considerations, acceptance into this program
depends upon whether, at the time the student wishes to study, the
School of Religion’s resources and his or her interests and goals overlap
enough to make it a mutually beneficial experience
Provisional Admission
A student who is promising, even though he or she does not meet one
or more of the admission requirements, might be given a provisional
acceptance for up to 12 units of study after which the administrative
committee will determine whether or not he or she will be permitted to
continue.
Program requirements
In order to receive the Master of Arts in Religion and Society, the student
will complete a minimum of 48 units of course work as herein specified,
with an overall grade point average of B+ or better, and no core course
lower than a B.
Required
RELE588 Explorers of the Moral Life 3
RELE589 Biblical Ethics 3
RELR536 Spirituality and Everyday Life 3
RELR540 Wholeness and Health 3
RELT500 Biblical Hermeneutics 3
RELT501 Religion and Society 3
RELT502 Religion and Society 3
RELT515 Faith and Flourishing 3
RELT520 Church History 3
RELT558 Old Testament Thought 3
RELT559 New Testament Thought 3
RELG698 Thesis (1-4) 3
Individual area of emphasis
Select from the School of Religion or another school on campus 12
Total Units 48
Areas of Emphasis
These are approved clusters of courses that focus on an area of student
interest. Twelve units may be taken either at the School of Religion or
elsewhere on campus, with approval.
Individualized program proposal
Before completing half of the program (24 units), with the mentor,
the student will submit an individualized program for approval to the
administrative committee. This will detail courses and other experience
that will fulfill the degree’s requirements as well as establish the
acceptable area of emphasis.
Noncourse requirements
Final Thesis
Within the contours of what is appropriate for Master of Arts degrees, the
final thesis is to make an original contribution. It can be a major paper
reporting on significant literary, historical, social science, laboratory
or field research. The paper’s acceptability is determined by the
administrative committee.
Normal time to complete the program
Two (2) years (six [6] academic quarters) based on full-time enrollment;
part time permitted.
406 Faculty of Graduate Studies
FACULTY OF GRADUATE
STUDIES
Interim Director’s welcome
We are very pleased that you have chosen to continue your education at
Loma Linda University in a graduate program coordinated by the Faculty
of Graduate Studies (FGS). The FGS is an organization of scholars,
scientists, and educators whose mission is to enhance the quality
of research, scholarship, and discovery throughout the University. It
cooperates with the eight schools in providing graduate programs that
strive to meet the highest academic and intellectual standards.
Loma Linda University is a health sciences campus dedicated to
creating learning environments that enable students to develop personal
wholeness; to train for careers that serve local, national, and international
communities; and to accept every person as having equal worth in the
sight of God. Its mission is embodied in the Good Samaritan sculptures, a
tableau that occupies a central position on the campus.
The FGS encourages students to engage in original research and creative
study that will expand opportunities for wholeness, service, and mutual
respect. You will find vigorous academic programs among the degrees
sponsored by the Faculty, studies that will stretch your mind and that will
encourage you to expand the boundaries of knowledge, understand your
world, and apply Christian principles to your life and profession.
Our faculty and staff are here to assist you as you prepare for
a career of creative service. Feel free to contact us by e-mail at
Ronald Carter, Ph.D.
Provost and Interim Director, Faculty of Graduate Studies
Loma Linda University 2019-2020 407
Foundations of graduate study
Recognizing the need to provide advanced education, the College of
Medical Evangelists (CME) organized its School of Graduate Studies in
1954. The new school conferred a Ph.D. degree in 1958— the first Ph.D. to
be awarded by a Seventh-day Adventist institution of higher education.
In 1961 when CME became Loma Linda University, the University
assumed oversight of the graduate education conducted by La Sierra
College in Riverside, California. By 1963, the School of Graduate Studies
had been renamed the Graduate School—with a home in a new building,
named Frederick Griggs Hall in honor of a former department chair. The
two campuses comprising Loma Linda University—La Sierra and Loma
Linda—were separated in 1990.
In 2005, the Graduate School was restructured as the FGS. Since then,
the FGS has continued to provide oversight of graduate programs,
supported by other schools of the University; promote and encourage
independent judgment, mastery of research techniques, and contribution
to scholarly communication; and relate intellectual achievements to the
service of humankind.
Philosophy
In the FGS of Loma Linda University, the essential concern of both faculty
and students is the quest for meaning. Because this quest is served by
knowledge, graduate students are obliged to achieve both broad and
detailed mastery of their fields of study. They also participate with the
faculty in the process by which knowledge is augmented.
Objectives
The FGS attempts to create an environment favorable to the pursuit of
knowledge and meaning by:
1. Making available to graduate students who wish to study in a
Seventh-day Adventist Christian setting the education necessary for
scholarly careers in the sciences and the health professions.
2. Encouraging development of independent judgment, mastery of
research techniques, and contribution to scholarly communication.
3. Relating intellectual achievement to the service of humankind.
General regulations
Students of the University are responsible for informing themselves
of and satisfactorily meeting all regulations pertinent to registration,
matriculation, and graduation. Section III gives the general setting for
the programs of each school. The subject and unit requirements for
admission to individual professional programs are also outlined in this
section. It is important to review specific program requirements in the
context of the general requirements applicable to all programs (Section
II).
Application and admissions
The program admissions committees of the University intend that an
applicant to any of the schools is qualified for the proposed curriculum
and is capable of profiting from the educational experience offered by
this University. The admissions committees of the schools accomplish
this by examining evidence of scholastic competence, moral and
ethical standards, and significant qualities of character and personality.
Applicants are considered for admission only on the recommendation of
the program in which study is desired.
Scholarship
Applicants are expected to present an undergraduate record with a grade
point average of B (3.0) or better in the overall program and in the major
field. Some students with an overall grade point average between 2.5
and 3.0 may be admitted provisionally to graduate standing, provided the
grades during the junior and senior years are superior or other evidence
of capability is available. International applicants are not eligible for
provisional admission.
From master’s to Ph.D. degree
Bypassing master’s degree
A graduate student at this University may proceed first to a master’s
degree program. If at the time of application the student wishes to qualify
for the Doctor of Philosophy degree program, this intention should be
declared even if the first objective is to earn a master’s degree.
If after admission to the master’s degree program a student wishes to
go on to the doctoral degree program, an application form should be
submitted, along with letters of reference, to the dean(s) of the respective
school(s). If the award of the master’s degree is sought, the student
will be expected to complete that degree before embarking on doctoral
activity for credit. A student who bypasses the master’s degree may be
permitted, on the recommendation of the guidance committee and with
the consent of the dean, to transfer courses and research that have been
completed in the appropriate field, and that are of equivalent quality and
scope, to his/her doctoral program.
Student life
The information on student life contained in this CATALOG is brief. The
Student Handbook—which more comprehensively addresses University
and school expectations, regulations, and policies—is available to each
registered student. Students need to familiarize themselves with the
contents of the Student Handbook. Additional information regarding
policies specific to a particular school or program within the University is
available from the respective school.
Academic information
Students are responsible for informing themselves of the policies and
regulations pertinent to registration, matriculation, and graduation; and
for satisfactorily meeting these requirements.
Financial information
Registration is not complete until tuition and fees on the required
installment are paid; therefore, the student should be prepared to make
these payments during scheduled registration for each academic year.
There may be adjustments in tuition and fees as economic conditions
warrant.
General financial practices
The student is expected to arrange for financial resources to cover all
expenses before the beginning of each school year. Previous accounts
with other schools or this University must have been settled.
On- and off-campus student housing
Students may go to <llu.edu/central/housing> for housing information
and a housing application form.
408 Faculty of Graduate Studies
Additional requirements
For additional policies governing Loma Linda University students, see
Section II of this CATALOG, as well as the University Student Handbook.
Students are responsible for informing themselves of and satisfactorily
meeting all regulations pertinent to registration, matriculation, and
graduation.
Degrees overseen by the Faculty
of Graduate Studies
—The Faculty of Graduate Studies oversees the following doctoral and
master’s degrees, as well as combined degrees programs.
Master’s degrees
• Anatomy — M.S. (p.282)
• Biology — M.S. (p.265)
• Bioethics — M.A. (p.400)
• Cancer, Developmental, and Regenerative Biology — M.S. (p.253)
• Endodontics — M.S. (p.230)
• Geology — M.S. (p.277)
• Implant Dentistry — M.S. (p.233)
• Infection, Immunity, and Inflammation — M.S. (p.256)
• Neuroscience, Systems Biology, and Bioengineering — M.S. (p.259)
• Nutrition — M.S. (p.386)
• Oral and Maxillofacial Surgery — M.S. (p.234)
• Orthodontics and Dentofacial Orthopedics — M.S. (p.235)
• Pediatric Dentistry — M.S. (p.237)
• Periodontics — M.S. (p.238)
• Prosthodontics — M.S. (p.239)
• Religion and Society — M.A. (p.404)
Doctoral degrees
• Anatomy — Ph.D. (p.282)
• Biology — Ph.D. (p.265)
• Cancer, Developmental, and Regenerative Biology — Ph.D. (p.254)
• Earth Science — Ph.D. (p.269)
• Epidemiology — Ph.D. (p.391)
• Infection, Immunity, and Inflammation — Ph.D. (p.257)
• Medical Scientist Training Program — M.D./Ph.D. (p.289)
• Neuroscience, Systems Biology, and Bioengineering — Ph.D. (p.260)
• Nursing — Ph.D. (p.348)
• Nutrition — Ph.D. (p.394)
• Physical Therapy — D.Sc. (p.116), Ph.D. (p.117)
• Psychology (clinical psychology) — Ph.D. (p.175)
• Rehabilitation Science — Ph.D. (p.61)
• Social Policy and Social Research — Ph.D. (p.186)
• Systems, Families and Couples — Ph.D. (p.172)
Combined degrees programs
• Psychology with Bioethics (Ph.D./M.A., Psy.D./M.A (p.410).)
• Social Welfare and Social Research with Bioethics (Ph.D./M.A.
(p.417))
Loma Linda University 2019-2020 409
THE COMBINED DEGREES
PROGRAMS OF THE
UNIVERSITY
A number of combined degrees programs are offered—each intended
to provide additional preparation in the biomedical sciences or in the
clinical, professional, or basic areas related to the student's field of
interest. The combined degrees programs provide opportunities for
especially well-qualified (G.P.A. of 3.5 or higher) and motivated students
to pursue professional and graduate education; and to prepare for
careers in clinical specialization, teaching, or investigation of problems of
health and disease in humans.
For admission to a combined degrees program, each student must have
a baccalaureate degree and must already be admitted to the schools
offering his or her chosen combined degrees program.
Students may be required to interrupt their professional study for two
or more years (as needed) for courses and research for the graduate
degrees sought.
The student's concurrent status is regarded as continuous until the
program is completed or until discontinuance is recommended. The usual
degree requirements apply.
Interested and qualified students may choose from the formally
combined degrees programs identified below or from informal concurrent
programs. Students wanting to pursue informal concurrent degree
programs must be granted permission by the director of the primary
program in order to proceed with their requests. Formal requests are
required to adhere to the policy on concurrent graduate degree programs.
Final permission for an informal concurrent degree program must be
obtained from the appointed subcommittee of the provost.
If a student chooses to withdraw from one program at any time, he or
she must meet all requirements for the remaining degree. A student who
decides to return to the second program after having completed the first
program, must reapply, be admitted, and fulfill all requirements for the
second degree.
Programs
For convenience in locating a combined degrees program, some
programs are listed twice—the second time with the program names
reversed—e.g., Criminal Justice with Social Work and Social Work with
Criminal Justice. Combined degrees programs that must be entered in
a specified order are listed only once. For example, a master's degree
student in bioethics cannot choose to add pharmacy (Pharm.D.), but a
pharmacy student can choose to add the M.A. degree in bioethics. Such
programs list the primary degree program first.
Counseling—BH with Marital and Family Therapy—BHwith School
Counseling—BH M.S./M.S./Certificate (p.409)
Criminal Justice—BH with Social Work—BH M.S./M.S.W. (p.418)
Dentistry—SD with Bioethics—SR D.D.S./M.A (p.411)
Gerontology—BH with Social Work—BH M.S./M.S.W. (p.419)
Marital and Family Therapy—BH with Counseling—BHwith School
Counseling Certificate—BH M.S./M.S./Certificate (p.409)
Medical Scientist—SM M.D./Ph.D. (p.289)
Medicine—SM with Bioethics—SR M.D./M.A. (p.412)
Medicine—SM with Religion and Society—SR M.D./M.A. (p.413)
Oral and Maxillofacial Surgery—SD with Medicine—SM Post-D.D.S.
specialty certificate/M.D. (p.413)
Pharmacy—SP with Bioethics—SR Pharm.D./M.A. (p.415)
Pharmacy—SP with Health Informatics—AH Pharm.D./M.S. (p.416)
Psychology—BH with Bioethics—SR Psy.D/M.A. or Ph.D./M.A. (p.410)
Social Welfare and Social Research—BH with Bioethics—SR Ph.D./M.A
(p.417).
Social Work—BH with Criminal Justice—BH M.S.W./M.S. (p.418)
Social Work—BH with Gerontology—BH M.S.W./M.S. (p.419)
Counseling — M.S. with Marital and
Family Therapy — M.S. with School
Counseling — Certificate
Graduates of this dual-degree with certificate program receive a master’s
degree in Counseling, a master’s degree in Marital and Family Therapy,
and a School Counseling Certificate that allows them to apply for
the Pupil Personnel Services credential within the state of California.
Completion of the program requires a minimum of three years of full-
time attendance. The 119-unit curriculum provides a mix of academic,
experiential, and research activities essential for practice as a Clinical
Counselor, Marriage and Family Therapist, and School Counselor.
Students with the dual degree have licensure options providing maximum
flexibility. Graduates of this program are qualified to (a) sit for national
Counseling licensure as well as the California-specific LPCC license
(b) sit for MFT licensure in California and obtain MFT licensure around
the country with fewer requirements given our program’s COAMFTE
accreditation. Additionally, graduates are qualified to receive the Pupil
Personnel Services certificate within the state of California.
Admissions
Applicants must meet the admission requirements for each program:
M.S. degree in counseling (p.158), and M.S. degree in marital and family
therapy (p.163).
Program requirements
Students must maintain a grade point average of 3.0 on a 4.0 point
scale (or a letter grade of B) in order to progress successfully though the
program and complete the degree. In addition, students must meet the
knowledge, skills, and professional performance competencies outlined
by the program.
A grade of B or better indicates that a student has mastered the
knowledge, skill, and professional practice performance competencies
outlined by the program. In order to progress successfully and complete
thedegree, students must meet both course and cumulative G.P.A.
standards. The University allows students to repeat two courses per
410 Bioethics—M.A. with Psychology — Psy.D. or Ph.D.
degree. Course repeat expectations set by the School of Behavioral
Health may be found in the general regulations (p.149) section of this
CATALOG.
Courses applicable to both degrees:
COUN/MFAM 501 Research Tools and Methodology: Quantitative 3
COUN/MFAM 502 Research Tools and Methodology: Qualitative 3
COUN/MFAM 515 Crisis Intervention and Client Advocacy 3
COUN/MFAM 524 Psychopharmacology and Medical Issues 3
COUN/MFAM 528 Culture, Socioeconomic Status in Therapy 3
COUN540 Foundations of Counseling and Psychotherapy 3
orMFAM535 Case Presentation and Professional Studies
COUN/MFAM 547 Social Ecology of Individual and Family
Development
3
COUN/MFAM 556 Psychopathology and Diagnostic Procedures 3
COUN/MFAM 568 Groups: Process and Practice 3
COUN/MFAM 584 Advanced Child and Adolescent Development 3
COUN/MFAM 604 Social Context in Clinical Practice: Gender, Class,
and Race
3
COUN/MFAM 614 Law and Ethics 3
COUN/MFAM 624 Individual and Systems Assessment 3
COUN/MFAM 638 Family Therapy and Chemical Abuse 3
COUN/MFAM 644 Child Abuse and Family Violence 3
COUN/MFAM 674 Human Sexual Behavior 3
COUN675 Dynamics of Aging 1
MFAM553 Family Systems Theory 3
RELR540 Wholeness and Health
1
3
Discipline-specific courses:
Marital and family therapy
MFAM536 Case Presentation and Documentation 3
MFAM537 Case Presentation 3
MFAM551 Family Therapy: Foundational Theories and
Practice
3
MFAM552 Couples Therapy: Theory and Practice 3
MFAM564 Family Therapy: Advanced Foundational Theories
and Practice
3
MFAM567 Treating the Severely and Persistently Mentally Ill
and the Recovery Process
3
MFAM635 Case Presentation and Legal Issues 3
MFAM636 Case Presentation and Client-Centered Advocacy 3
MFAM637 Case Presentation and Global Practices 3
Choose one theory course from the following: 2
MFAM539 Solution-Focused Family Therapy
MFAM555 Narrative Family Therapy
MFAM559 Cognitive-Behavioral Couples Therapy
MFAM605 Gestalt Family Therapy
MFAM606 Emotionally Focused Couples Therapy
MFAM665 Structural and Multidimensional Family Therapy
Counseling
COUN575 Counseling Theory and Applications 3
COUN576 Exceptional and Medically Challenged Children
1
3
COUN577 Assessment in Counseling
1
3
COUN579 Career Theories and Applications
1
4
COUN678 Consultation and Program Evaluation
1
3
COUN682 Clinical Counseling Practicum and Seminar
2
5
COUN691 Process Approaches to Counseling and
Psychotherapy
2
COUN692 Cognitive Approaches to Counseling and
Psychotherapy
2
COUN693 Systemic Approaches to Counseling and
Psychotherapy
2
School counseling certificate:
COUN574 Educational Psychology 3
COUN679 Professional School Counseling 3
COUN681 School Counseling Practicum and Seminar
3
2
Total Units 119
1
Course applies to School Counseling Certificate (13 units).
2
Course taken 5 times for a total of 5 units.
3
Course taken twice for a total of 2 units
Clinical hours
In addition to the above, students are required to meet Board of
Behavioral Sciences (BBS), Commission On Accreditation for Marriage
and Family Therapy Education (COAMFTE), and Commission on Teacher
Credentialing minimum clinical hour requirements for graduation.
Clinical hours overlap and can count for both degrees and certificate, in
consultation with the Directors of Clinical Training.
At graduation, total student hours will range from 650 – 700 depending
on population served while in clinical placement.
Marital and family therapy (500 hours)
MFAM731 Clinical Training 6
MFAM732 Clinical Training 9
Counseling (450 hours)
COUN791 Clinical Counseling Field Experience (LPCC) 3
COUN792 Clinical Counseling Field Experience (LPCC) 3
COUN793 Clinical Counseling Field Experience (LPCC) 3
School counseling certificate (600 hours)
COUN781 School Counseling Field Experience (PPS) 4
COUN782 School Counseling Field Experience (PPS) 4
Normal time to complete the program
3.67 years (11 academic quarters) based on full-time enrollment; part
time permitted
Bioethics—M.A. with Psychology —
Psy.D. or Ph.D.
Program director, Bioethics
Whitny Braun
Chair, Department of Psychology
David Vermeersch
Closed to admissions for the 2019/2020 academic year.
Loma Linda University 2019-2020 411
Faculty
The faculty for the combined degrees Bioethics with Psychology Program
is drawn from the School of Religion and from the Department of
Psychology in the School of Behavioral Health.
The program
This program combines study for the M.A. degree in bioethics (offered
by the School of Religion) with either the Psy.D. or Ph.D. degree in
psychology (offered by the Department of Psychology of the School of
Behavioral Health). The purpose of the combined degrees program is
to facilitate more efficient completion of graduate programs in ethics
and psychology for the student interested in both areas. Students
who complete the program should be prepared to make significant
interdisciplinary contributions to the fields of psychology and ethics. To
enter this combined degrees program, students must gain acceptances
into both the M.A. degree in ethics curriculum and to a doctoral degree
in psychology. Admission information is available at the School of
Behavioral Health.
Course requirements
Students in this combined degrees program will complete requirements
with greater efficiency by taking a number of courses that fulfill
requirements for both degrees. Approval for selective courses should be
sought from both program advisors.
M.A. curriculum
A total of 48 quarter units is required for the M.A. degree. The following
courses constitute the core requirements for students completing the
M.A. degree in bioethics when taken with psychology as part of the
combined degrees program:
Core requirements
Core requirements
RELE524 Bioethics and Society 3
RELE545 Bioethics Case Conference I 1
RELE588 Explorers of the Moral Life 3
RELE589 Biblical Ethics 3
RELE598 Master's Seminar I 3
RELE599 Master's Seminar II 2
RELE699 Directed Study
1
1
RELG510 Christian Service (1, 2) 1
Religion electives
Choose 17 units from the following: 17
RELE525 Ethics for Scientists
RELE548 Christian Social Ethics
RELE554 Clinical Ethics Practicum I
RELE555 Clinical Ethics Practicum II
RELE564 Ethics and Health Disparities
RELE566 Heroes of Health Care
RELE567 World Religions and Bioethics
RELE568 Bioethics and the Law
Shared units with psychology
The following 14 units are double counted with psychology (Ph.D.
or Psy.D.)
PSYC526 Ethics and Legal Issues in Clinical Psychology 3
PSYC551 Psychobiological Foundations 4
PSYC564 Foundations of Social and Cultural Psychology 4
PSYC567 Human Diversity 3
Total Units 48
1
To be taken concurrently with RELE524 Bioethics and Society.
Contact program director for details.
Psychology—Ph.D. or Psy.D. curriculum
Students completing one of the doctoral curricula in psychology will
complete all of the course requirements as listed in the School of
Behavioral Health. (See Psychology Program for full information.)
Dentistry — D.D.S. with Bioethics —
M.A.
Program director, Bioethics, School of Religion
Whitny Braun
Program coordinators, School of Dentistry
Mark Estey, DDS
Faculty
The faculty for the combined degrees program in Bioethics with Dentistry
is drawn from Loma Linda University's Schools of Religion and Dentistry.
Admissions
Students are selected through a competitive process led by the School of
Dentistry in conjunction with the School of Dentistry's Bioethics Program.
Selection is based upon the recommendation of the School of Dentistry's
academic dean and dean of students and standard admission criteria for
the M.A. degree in bioethics. DAT scores are accepted in lieu of the GRE.
The program
The combined degrees Bioethics with Dentistry Program is designed
to fit the schedule of D.D.S. degree students. Ethics in dentistry is well-
established at Loma Linda University. Loma Linda University's School of
Dentistry is one of a select few dental schools in the nation known for
expertise in ethical issues.
An M.A. degree in bioethics taken as a stand-alone degree requires 48
units. However, the M.A./D.D.S. combined degrees reduce the total units
required by 12 units in the following manner:
1. The eight units earned from the following four, two-unit courses in
the dental curriculum can be counted for credit toward the M.A.
degree in bioethics: a) RELR717 Diversity and the Christian Health
Professional, b) DNES794 Public Health Dentistry, c) RELR715
Christian Dentist in Community, and d) DNES851 The Dentist and
the Law. In order for these eight units to be counted toward the M.A.
degree, the student must submit a supplemental eight-page paper
that integrates the content of these four courses and relates the
content to bioethics.These four courses have sufficiently similar
content to bioethics that they warrant being applied to both the D.D.S.
and the M.A. degree in bioethics, once the supplemental paper is
approved.
2. Four units come from the deletion of RELE734 Christian Ethics for
Dentists from the combined degrees student's curriculum because its
content is substantively duplicated in the Bioethics Program; and the
deletion of a two-unit religion selective from the dental curriculum,
which will now be taken in the bioethics selectives.
412 Medicine — M.D. with Bioethics — M.A.
M.A. degree requirements
The following courses from the D.D.S. curriculum will be counted
doublefor the M.A. degree in bioethics once the supplemental papers,
noted above, are approved.
DNES794 Public Health Dentistry 2
DNES851 The Dentist and the Law 2
RELR715 Christian Dentist in Community 2
RELR717 Diversity and the Christian Health Professional 2
Total Units 8
A model curriculum of bioethics course work taken throughout the four
years of the dentistry program
First Year
Winter Quarter
RELE588 Explorers of the Moral Life 3
RELE545 Bioethics Case Conference I 1
Second Year
Spring Quarter
RELE566 Heroes of Health Care 3
RELG510 Christian Service 1
Third Year
Summer Quarter
RELE524 Bioethics and Society 3
RELE699
1
Directed Study 1
Autumn Quarter
RELE564 Ethics and Health Disparities 3
Winter Quarter
RELE554 Clinical Ethics Practicum I 3
Spring Quarter
RELE555 Clinical Ethics Practicum II 3
RELE567 World Religions and Bioethics 3
Fourth Year
Summer Quarter
RELE568 Bioethics and the Law 3
RELE589 Biblical Ethics 3
Winter Quarter
RELE598 Master's Seminar I 3
RELE556 Clinical Practicum III 3
Spring Quarter
RELE599 Master's Seminar II 2
RELE565 The Good, the Bad, and the Ugly: Moral Aspects of
Art and Illness
3
Total Units: 41
1
To be taken concurrently with RELE524 Bioethics and Society.
Contact program director for details.
Medicine — M.D. with Bioethics —
M.A.
Program director, Bioethics, School of Religion
Whitny Braun
Program liaison, School of Medicine
Henry H. Lamberton
Faculty
The faculty for the combined degrees Bioethics with Medicine Program
is drawn from Loma Linda University's School of Religion and School of
Medicine.
Admissions
Students are selected through a competitive process led by the School of
Medicine in conjunction with the Bioethics Program. Selection is based
upon the standard admission criteria for the M.A. degree in bioethics
minus the GRE because the MCAT includes a critical-thinking component.
The program
An M.A. degree in bioethics taken as a stand-alone degree requires 48
units in bioethics courses. However, the M.A./M.D. combined degrees
student is able to reduce the total units required by sharing 18 units
between the two programs in the following manner.
1. 12 units from three courses in the medical curriculum count as
credit toward the M.A. degree in bioethics: a) MDCJ538 Medical
Neuroscience , b) PSYT526 Psychopathology, and c) PRVM517
Lifestyle and Preventive Medicine. Acceptance of these courses for
M.A. degree credit requires an integrative, supplemental eight-page
paper that relates the courses' content to bioethics. The rationale:
These three courses in medicine have sufficiently relevant content to
bioethics that they academically warrant being applied to the M.A.
degree in bioethics requirements.
2. 4 units come from three School of Religion courses: a) RELE704
Medicine and Ethics, b) RELE714 Advanced Medical Ethics, and c)
the deletion of one RELT course from the medical student's combined
degrees curriculum because its content is substantively duplicated
in the Bioethics Program. (Students are informed of the combined
degrees option at the beginning of their freshman year and are
encouraged not to take RELE704 Medicine and Ethics during Autumn
Quarter if they are contemplating the combined degrees program.
The School of Medicine's determination about student acceptability
for the combined degrees program can be made immediately after
Autumn Quarter grades are posted.)
M.A. degree requirements
The following courses from the M.D. curriculum will be double counted
for the M.A. degree in bioethics once the supplemental papers, noted
above, are approved.
MDCJ538 Medical Neuroscience 3.5
PRVM517 Lifestyle and Preventive Medicine 4
PSYT526 Psychopathology 4.5
RELE704 Medicine and Ethics 2
RELE714 Advanced Medical Ethics 2
Total Units 16
Loma Linda University 2019-2020 413
A model curriculum of bioethics course work taken throughout the four
years of medical school
First Year
Winter Quarter
RELE588 Explorers of the Moral Life 3
RELE568 Bioethics and the Law 3
Second Year
Summer Quarter
RELE524 Bioethics and Society 3
RELE699
1
Directed Study 1
Autumn Quarter
RELE589 Biblical Ethics 3
Winter Quarter
RELE554 Clinical Ethics Practicum I 3
RELG510 Christian Service 1
Fourth Year
Winter Quarter
RELE545 Bioethics Case Conference I 1
RELE598 Master's Seminar I 3
RELE555 Clinical Ethics Practicum II 3
Spring Quarter
RELE556 Clinical Practicum III 3
RELE566 Heroes of Health Care 3
RELE599 Master's Seminar II 2
Total Units: 32
1
To be taken concurrently with RELE524 Bioethics and Society.
Contact program director for details.
Medicine — M.D. with Religion and
Society — M.A.
Program director, Religion and Society, School of Religion
Zane Yi
Program liaison, School of Medicine
Henry H. Lamberton
Faculty
The faculty for the combined degrees Religion and Society with Medicine
Program is drawn from Loma Linda University's Schools of Religion and
Medicine.
Admissions
Students are selected through a competitive process led by the School
of Medicine in conjunction with the Religion and Society Program in the
School of Religion. Selection is based upon standard admission criteria
for the M.A. degree in religion and society minus the GRE since the MCAT
includes a critical-thinking component. Scholarship opportunities are
available, please contact program directors for details.
The program
The program is designed for physicians seeking to serve the church and
world in the 21st century and ideal for the medical professional seeking
deeper biblical, theological, and philosophical insight, spiritual growth,
practical competency, and cultural literacy. The curriculum covers the
basic areas of theology, biblical studies, and Christian spirituality, and can
also be customized around a particular area of interest.
An M.A. degree in religion and society taken as a stand-alone degree
requires 48 units in religion and related courses. However, the M.D./M.A.
combined degree student is able to reduce the total units required by
sharing units between the two programs in the following manner.
First, Second, & Third Years
Standard M.D. curriculum
Fourth Year
M.A. course work
Courses in M.D. curriculum shared with M.A. curriculum
PRVM517 Lifestyle and Preventive Medicine
1
4
RELE704 Medicine and Ethics 2
RELR775 Whole Person Care 2
RELT707 Medicine, Humanity, and God 2
orRELT716 God and Human Suffering
Summer Quarter
RELE589 Biblical Ethics 3
Autumn Quarter
RELT500 Biblical Hermeneutics 3
RELT501 Religion and Society 3
RELT520 Church History 3
Elective 3
Winter Quarter
RELT502 Religion and Society 3
RELT558 Old Testament Thought 3
Electives 6
Spring Quarter
RELG698 Thesis 3
RELR536 Spirituality and Everyday Life 3
RELE515 Faith and Flourishing 3
RELT559 New Testament Thought 3
Fifth Year
Standard M.D. fourth-year curriculum
Total Units 49
1
Requires submission of additional integration paper.
Oral and Maxillofacial Surgery —
Certificate with Medicine — M.D.
The M.D./OMS program is designed to provide an opportunity for
qualified dentists to obtain the Doctor of Medicine degree in a
customized three-year period. Clinical surgical health-care delivery is
emphasized. The content of the program conforms to the Standards of
the Commission on Dental Accreditation and is designed to prepare the
surgeon for certification by the American Board of Oral and Maxillofacial
Surgery. Oral and maxillofacial surgery residents begin their residency
program on the OMS service. They subsequently enter the second-
year class at Loma Linda University School of Medicine with advanced
standing. The residents then complete the second, third, and fourth years
of medical school. The fifth year of the OMS residency consists of a full
ACGME accredited postgraduate transitional year composed primarily of
414 Oral and Maxillofacial Surgery — Certificate with Medicine — M.D.
general surgery rotations. During the final year, s/he functions as chief
resident.
Application process
Application for admission should be submitted to the School of Dentistry
by October 15 of the year prior to the summer of intended enrollment. The
School of Dentistry participates in the Post Doctoral Application Service.
Applicants are recommended to the School of Medicine for consideration
in the six-year OMS program.
Tuition
Students in the OMS program with the School of Medicine are charged
tuition and fees for the first two and one-half years of the program; tuition
for the remaining years is waived.
First Year
GRDN601 Practice Management 2
GRDN632 Basic Microsurgery Techniques 2
IMPD547 Implant Dentistry Grand Rounds 1
IMPD611 Introduction to Implant Dentistry 2
IMPD612 Advanced Implant Dentistry 2
OMFS604 Selected Topics in Oral and Maxillofacial Surgery 1
OMFS605 Integrated Orthodontic and Surgical Correction of
Dentofacial Deformities
1
OMFS606 Applied Surgical Anatomy 1
OMFS608 Surgical Oral and Maxillofacial Pathology
Conference
0.5
OMFS609 Literature Review in Oral and Maxillofacial Surgery 0.5
OMFS614 Clinical Experience in Oral and Maxillofacial
Surgery Practice
7
OMFS616 Application of Surgical Principles to Orthognathic
Surgery
1
OMFS617 Critical Decision Making in Oral and Maxillofacial
Surgery
1
RELE 5__ Graduate-level Ethics 3
Second Year - Medicine
July – August
OMFS614 Clinical Experience in Oral and Maxillofacial
Surgery Practice
7
August – June
MDCJ519 Foundations of Clinical Medicine 17
MDCJ530 Pathophysiology and Applied Physical Diagnosis 11
PATH517 Human Systemic Pathology 9.5
PHRM515 Medical Pharmacology 6
PSYT526 Psychopathology 4.5
RELR701 Orientation to Religion and Medicine 2
Select one of the following: 2
RELR749 Marriage and Family Wholeness
RELT734 Anthropology of Mission
RELT718 Adventist Heritage and Health
Third Year - Medicine
FMDN701 Family Medicine Clerkship (4 weeks) 6
GYOB701 Gynecology and Obstetrics Clerkship (6 weeks) 9
MEDN701 Medicine Clerkship (10 weeks) 15
NEUR701 Neurology Clerkship (4 weeks) 6
PEDS701 Pediatrics Clerkship (8 weeks) 12
PRVM791 Applied Preventive Medicine 2
PSYT701 Psychiatry Clerkship (6 weeks) 9
RADS791 Integrated Clinical Radiology 2
RELE714 Advanced Medical Ethics 2
SURG701 Surgery Clerkship (10 weeks) 15
Fourth Year - Medicine
July through December
EMDN821 Emergency Medicine Clerkship (2 weeks) 3
MDCJ891 Whole Person Care (4 weeks) 6
SURG821 Surgery Subinternship (ENT/4 weeks) 6
SURG822 Surgery Intensive Care (4 weeks) 6
Select 12 units (8 weeks) from the following: 12
ANAT891 Anatomy Elective
ANES891 Anesthesiology Elective
BCHM891 Biochemistry Elective
DERM891 Dermatology Elective
EMDN891 Emergency Medicine Elective
FMDN891 Family Medicine Elective (General Family
Medicine)
GYOB891 Gynecology and Obstetrics Elective
MEDN891 Medicine Elective
NEUR891 Neurology Elective
NEUS891 Neurosurgery Elective
OPHM891 Ophthalmology Elective
ORTH891 Orthopaedic Surgery Elective
OTOL891 Otolaryngology Elective
PATH891 Pathology Elective
PEDS891 Pediatrics Elective
PHRM891 Pharmacology Elective
PHSL891 Physiology Elective
PMRH891 Physical Medicine and Rehabilitation Elective
PRVM891 Preventive Medicine Elective
PSYT891 Psychiatry Elective
RADS891 Radiology Elective
RDMN891 Radiation Medicine Elective
SURG891 Surgery Elective
UROL891 Urology Elective
USMLE Step 2 CK and CS (must be completed prior to the awarding
of the M.D. degree in December)
Fourth Year - Oral and Maxillofacial Surgery
January through June
OMFS604 Selected Topics in Oral and Maxillofacial Surgery
(1.0)
2
OMFS605 Integrated Orthodontic and Surgical Correction of
Dentofacial Deformities (1.0)
2
OMFS608 Surgical Oral and Maxillofacial Pathology
Conference (0.5)
1
OMFS609 Literature Review in Oral and Maxillofacial Surgery
(0.5)
1
OMFS614 Clinical Experience in Oral and Maxillofacial
Surgery Practice (7.0)
1
14
OMFS615 Current Trends in Medicine and Surgery 2
Loma Linda University 2019-2020 415
OMFS617 Critical Decision Making in Oral and Maxillofacial
Surgery (1.0)
2
Fifth Year
Students do not enroll through LLU during this year
One year of graduate medical education
Sixth Year
OMFS604 Selected Topics in Oral and Maxillofacial Surgery
(1.0)
4
OMFS605 Integrated Orthodontic and Surgical Correction of
Dentofacial Deformities (1.0)
4
OMFS608 Surgical Oral and Maxillofacial Pathology
Conference (0.5)
2
OMFS609 Literature Review in Oral and Maxillofacial Surgery
(0.5)
2
OMFS614 Clinical Experience in Oral and Maxillofacial
Surgery Practice (7.0)
28
OMFS615 Current Trends in Medicine and Surgery 2
OMFS617 Critical Decision Making in Oral and Maxillofacial
Surgery (1.0)
4
OMFS696 Scholarly Activity in Oral and Maxillofacial Surgery 1
Total Units 266
Pharmacy — Pharm.D. with Bioethics
— M.A.
Program director, Bioethics, School of Religion
Whitny Braun
Program director, School of Pharmacy
Michael D. Hogue
Faculty
The faculty of the M.A./Pharm.D. combined degrees program is primarily
drawn from Loma Linda University's School of Pharmacy and School of
Religion.
Admissions
Studentsare selected through a competitive process led by the School
of Pharmacy in conjunction with the Bioethics Program. The School
of Pharmacy academic dean recommends students, triggering a
streamlined admissions process of the M.A. degree in bioethics. HSRT
scores are accepted in lieu of the GRE for pharmacy students.
The program
The M.A./Pharm.D. combined degrees program is designed to fit the
schedule of Pharm.D. students. Loma Linda University has been a leader
in bioethics education for health-care professionals for nearly half a
century. The School of Pharmacy places a high premium on moral values
and is a pioneer as one of the very few pharmacy schools in the nation to
offer a Pharm.D./M.A. combined degrees program.
An M.A. degree in bioethics taken as a stand-alone degree requires 48
units in bioethics courses. But the M.A./Pharm.D. combined degrees
student is able to double count 25 units of the needed 48 units as follow:
1. Eight (8) units come from three courses in the pharmacy curriculum
that are counted for M.A. degree in bioethics credit: a) RXSA555
Epidemiology and Public Health, b) RXSA547 Pharmacy Law, and
c) RXSA751 Social-Behavioral Aspects of Pharmacy Practice.
Acceptance of these courses for M.A. degree credit requires an
integrative, supplemental eight-page paper that relates the courses'
content to bioethics.
2. Eight (8) units come from the substitution of three School of Religion
courses in the Pharm.D. curriculum with courses in the Bioethics
Program because their content is duplicated.
3. Nine (9) units of additional credit come from three electives in
bioethics taken by Pharm.D. students.
M.A. degree requirements
School of Pharmacy courses that apply to the M.A. degree in bioethics
RXSA555 Epidemiology and Public Health 3
RXSA547 Pharmacy Law 2
RXSA751 Social-Behavioral Aspects of Pharmacy Practice 3
Total Units 8
A model curriculum of bioethics course work taken throughout the four
years of the pharmacy curriculum
First Year
Spring Quarter
RELE567 World Religions and Bioethics 3
RELE565 The Good, the Bad, and the Ugly: Moral Aspects of
Art and Illness
3
Second Year
Summer Quarter
RELE524 Bioethics and Society 3
RELE699
1
Directed Study 1
Autumn Quarter
RELE542 Bioethics Integration I 1
Winter Quarter
RELE543 Bioethics Integration II 1
RELE588 Explorers of the Moral Life 3
Spring Quarter
RELE555 Clinical Ethics Practicum II 3
Third Year
Summer Quarter
RELE568 Bioethics and the Law 3
RELE589 Biblical Ethics 3
Autumn Quarter
RELE544 Bioethics Integration III 1
RELE 5__ Elective 3
Winter Quarter
RELE598 Master's Seminar I 3
RELE 5__ Elective 3
Spring Quarter
RELE566 Heroes of Health Care 3
RELE599 Master's Seminar II 2
Total Units: 39
1
To be taken concurrently with RELE524 Bioethics and Society.
Contact program director for details.
416 Pharmacy — Pharm.D. with Health Informatics — M.S.
Pharmacy — Pharm.D. with Health
Informatics — M.S.
The School of Pharmacy will interview pharmacy students who express
interest in the M.S. degree in health informatics. An online admission
application for the program is required to facilitate enrollment, but the
School of Pharmacy grants formal approval.
The deadline for submitting the application is June 1 of each year;
decisions will be made by July 1 of each year. Selection will be based on
the following criteria:
• For pharmacy students starting in the second year—
• Minimum G.P.A. of 3.5 or ranked at the top 10 percent of the class
• For pharmacy students starting in the first year—
• Minimum G.P.A. of 3.5 or ranked at the top 10 percent of the class
• Evidence of past course work in informatics
First Year Units
RELT706 Adventist Beliefs and Life 2
RXEE580 Introductory Pharmacy Practice Experience—
Community I
3
RXPC561 Pharmaceutical Care I 4
RXPS511 Pharmaceutics I 2
RXPS512 Pharmaceutics II 4
RXPS513 Pharmaceutics III 3
RXPS515 Pharmaceutics Laboratory I 0.5
RXPS516 Pharmaceutics Laboratory II 0.5
RXPS524 Physiology I 4
RXPS525 Physiology II 3
RXPS580 Immunology 2
RXPS584 Biochemistry 4
RXRX500A Professional Development 1.5
RXRX500B Professional Development 1.5
RXSA547 Pharmacy Law 2
RXSA555 Epidemiology and Public Health 3
RXTH560 Pharmacist-Guided Self Care 5
RXTH570 Introduction to Disease Management 2.5
Second Year
RELE705 Ethics in Pharmacy Practice 3
RELR709 Christian Perspectives on Death and Dying 2
RXEE680 Introductory Pharmacy Practice Experience—
Community II
2
RXEE690 Introduction to Hospital Pharmacy Practice 2
RXDI664 Drug Information and Literature Evaluation 3
RXPS610 Pharmacokinetics 4
RXPS661 Medicinal Chemistry and Pharmacology I 5
RXPS662 Medicinal Chemistry and Pharmacology II 5
RXRX600A Professional Development 1.5
RXRX600B Professional Development 1.5
RXSA646 Principles of Management 3
RXSA650
1
Biostatistics 3
RXSA751 Social-Behavioral Aspects of Pharmacy Practice 3
RXTH671 Fluids and Electrolytes 2
RXTH674 Renal and Respiratory Diseases 3.5
RXTH683 Endocrine 3.5
RXTH684 Cardiovascular I 3.5
RXTH685 Cardiovascular II 3.5
Health informatics courses:
Autumn Quarter:
HLIF510 Health-Care Information Systems 4
HLIF515 The U.S. Health-Care System 3
Winter Quarter:
HLIF525 Management of Health-Care Data and Information 2
HLIF548 Human Computer Interactions 2
Spring Quarter:
AHCJ555 Writing for Health-Care Professionals 3
HLIF565 Technical Structures in Health Informatics 3
Summer Quarter:
HLIF545 System Design, Implementation, and Management 3
HLIF560 Policy Development for Privacy and Security in
Health-Care Systems
3
Third Year
RELE706 Advanced Ethics in Pharmacy Practice 2
RELT740 World Religions and Human Health 3
RXEE790 Introduction to Clinical Pharmacy Practice 2
RXPC761 Pharmacy Practice I 2
RXPC762 Pharmacy Practice II 2
RXPC763 Pharmacy Practice III 3
RXSA743 Health Systems, Reimbursement, and
Pharmacoeconomics
3
RXRX700A Professional Development 1.5
RXRX700B Professional Development 1.5
RXTH704 Special Populations 3
RXTH770 Infectious Diseases I 3.5
RXTH771 Central Nervous System II 3.5
RXTH772 Infectious Diseases II 3.5
RXTH773 Central Nervous System I 3.5
RXTH774 Gastrointestinal Disorders 2.5
RXTH775 Oncology 2.5
Health informatics courses:
Autumn Quarter:
HLIF526 Quality and Performance Improvement for Health
Care
2
HLIF530 Data Analytics and Decision Support 3
HLIF555 Health-Care Vendor and Project Management 2
Winter Quarter:
HLIF520 Data Management: Modeling and Development 3
HLIF540 Leadership Perspectives and Practice 3
Spring Quarter:
HLIF570 Professional Portfolio 2
HLIF575 or
584
Capstone Project and Special Topics in Health
Informatics
2
Fourth Year
Six (6) of the following eight (8) APPE courses required:
RXEE821 Advanced Pharmacy Practice Experience I 6
Loma Linda University 2019-2020 417
RXEE822 Advanced Pharmacy Practice Experience II 6
RXEE823 Advanced Pharmacy Practice Experience III 6
RXEE824 Advanced Pharmacy Practice Experience IV 6
RXEE825 Advanced Pharmacy Practice Experience V 6
RXEE826 Advanced Pharmacy Practice Experience VI 6
RXEE827 Advanced Pharmacy Practice Experience VII 6
RXEE828 Advanced Pharmacy Practice Experience VIII 6
Total Units: 219.5
1
Fulfills AHRM 514 Biostatistics for M.S. degree in health informatics.
Normal time to complete the program
Four (4) years (13 academic quarters), full-time enrollment required
Social Welfare and Social Research —
Ph.D. with Bioethics — M.A.
Closed to admission for the 2019-2020 academic year.
Program director, Bioethics
Whitny Braun
Program director, Social Welfare and Social Research, Department
of Social Work and Social Ecology
Larry Ortiz
Closed to admission for the 2019-2020 academic year.
Faculty
The faculty for the combined degrees—Bioethics with Social Welfare
and Social Research Program is drawn from the School of Religion and
from the Department of Social Work and Social Ecology in the School of
Behavioral Health.
Purpose of the program
The purpose of the M.A./Ph.D. combined degrees—Bioethics with Social
Welfare and Social Research Program is to facilitate an integrated
and more efficient completion of two graduate degrees for students
with strong interests in both bioethics and social policy. Students who
complete this combined degrees program will be prepared to make
significant interdisciplinary contributions to the field of social policy and
ethics. Individuals working in the area of social policy must be able to
undertake and publish research on social problems. This requires the
ability to apply ethical theory to real-world policy scenarios. Graduates
will be able to provide leadership to the social policy arena by conducting
interdisciplinary research on various issues and agendas that have
significant moral implications.
Admissions
To enter the proposed program, students must gain separate acceptance
to both graduate programs. The Social Policy and Social Research
Program director recommends students. This recommendation triggers a
streamlined admissions process for the M.A. degree in bioethics.
Course work requirements
If an M.A. degree in bioethics is taken as a stand-alone degree, the
requirement is 48 units. However, the M.A./Ph.D. combined degrees
student is able to double count 13 of the needed 48 units. Specific
courses are identified by footnote 1.
To the extent possible, research projects in both programs focus on the
interface of ethics and social policy.
Ethics core
RELE524 Bioethics and Society 3
RELE545 Bioethics Case Conference I 1
RELE589 Biblical Ethics 3
RELE598 Master's Seminar I 3
RELE599 Master's Seminar II 2
RELE699 Directed Study
1
1
RELG510 Christian Service (1-2) 1
Electives 21
RELE525 Ethics for Scientists
RELE548 Christian Social Ethics
RELE554 Clinical Ethics Practicum I
RELE555 Clinical Ethics Practicum II
RELE564 Ethics and Health Disparities
RELE566 Heroes of Health Care
RELE567 World Religions and Bioethics
RELE568 Bioethics and the Law
Shared units with social welfare and social policy (Ph.D.)
The folowing 13 units are doubled counted
RELE588 Explorers of the Moral Life 3
SPOL613 Social Science Concepts I 3
SPOL614 Social Science Concepts II 3
SPOL655 Research Methods II 4
Total Units 48
1
To be taken concurrently with RELE524 Bioethics and Society.
Contact program director for details.
First Year
Autumn Quarter Units
MFTH601 or
PSYC 501
Statistics I 4
SPOL601 Integrative Seminar: Pro-seminar 1
SPOL610 Diversity Theory and Global Perspectives 3
SPOL654 Research Methods I 4
Winter Quarter
MFTH602 or
PSYC 502
Statistics II 4
SPOL601 Integrative Seminar: Pro-seminar 1
SPOL655
1
Research Methods II 4
Spring Quarter
MFTH603 or
PSYC 503
Statistics III 4
SPOL601 Integrative Seminar: Pro-seminar 1
SPOL616 History and Philosophy of Social Welfare Policy 3
Second Year
Autumn Quarter
SPOL602 Integrative Seminar: Global Perspective 2
SPOL613
1
Social Science Concepts I 3
418 Social Work — M.S.W. with Criminal Justice — M.S.
SPOL658 Advanced Policy Analysis and Research 3
SPOL665 Statistical Practicum Seminar 2
Winter Quarter
SPOL602 Integrative Seminar: Global Perspective 2
SPOL614
1
Social Science Concepts II 3
Elective 2
Spring Quarter
SPOL602 Integrative Seminar: Global Perspective 2
SPOL667 Research Methods Practicum Seminar 2
SPOL681 Dissertation Proposal I 3
Third Year
Autumn Quarter
RELT557 Theology of Human Suffering 3
SPOL603 Integrative Seminar: Implementation Science 1
SPOL682 Dissertation Proposal II 3
Advanced course in statistics 4
Winter Quarter
RELR540 Wholeness and Health 3
SPOL603 Integrative Seminar: Implementation Science 1
SPOL683 Dissertation Proposal III 3
Elective 2
Spring Quarter
RELE588
1
Explorers of the Moral Life 3
SPOL603 Integrative Seminar: Implementation Science 1
Fourth Year
Autumn Quarter
SPOL604 Integrative Seminar: Academic Practice 1
SPOL697 Research 4
Winter Quarter
SPOL604 Integrative Seminar: Academic Practice 1
SPOL697 Research 4
Spring Quarter
SPOL604 Integrative Seminar: Academic Practice 1
SPOL697 Research 4
Total Units: 92
1
Courses apply to both the M.A. and Ph.D. degree programs. Total 13
units shared.
Social Work — M.S.W. with Criminal
Justice — M.S.
Program directors
Kimberly Freeman
Loma Linda University's motto, "To make man whole," provides a powerful
and much-needed context in integrated practice. Both social work and
criminal justice—within a behavioral health framework—emphasize
recovery, healing, and restoration.
A multidisciplinary approach considers the biological, psychological,
social, and spiritual well-being of victims, offenders, and communities;
and provides a deeper understanding of crime and the struggle of the
modern criminal justice system in a behavioral health context. The
combined degrees program offers a unique opportunity for individuals
interested in working in settings such as mental health court, detention
centers, forensic inpatient programs, and forensic outpatient behavioral
health systems.
Mission
The mission, program goals, and objective build on elements from the
M.S.W and M.S. in criminal justice degrees. Please refer to each of these
programs for this content.
General overview
The combined M.S.W./M.S. in criminal justice program is aseven-
quarter, full-time curriculum that begins with the social work core course
work required for all students. Course work during the first year of
study includes the generalist practice curriculum, which is grounded
in the liberal arts and the person-in-environment framework. Within
this framework, students learn to promote social well-being and build
on the strength and resiliency of all human beings through a range of
prevention and intervention practice methods when working with diverse
individuals, families, groups, organizations, and communities. During their
second year, students complete a clinical practice specialization along
with specialized courses and practicum in forensic behavioral health.
Students choosing this area will focus on the needs of individuals in
the criminal or juvenile justice systems who experience severe mental
illness and who may also present with co-occurring substance use.
Students will gain knowledge and skills in treatment programming.
In addition, students will be prepared to assess and provide expert
testimony regarding continued institutionalization versus readiness for
community treatment.
Students gain knowledge and skills in treatment programming
within a forensic mental health framework. This context prepares
students to assess and provide expert testimony regarding continued
institutionalization versus readiness for outpatient psychosocial
rehabilitation, including the development and implementation of recovery
and resiliency informed treatment plans. An integrated practicum and
seminar class in criminal justice typically begins in the Summer Quarter
of the second year.
The combined degrees emphasize a thoughtful reflection about
integrated issues in both social work and criminal justice that provides
students with a deeper understanding of practice issues affecting the
field.
Liberal arts preparation
M.S.W. and criminal justice curricula are built on a liberal arts
perspective. Individual applicants whose undergraduate degree does
not reflect this perspective may be asked to enroll in additional courses,
which must be completed before advancement to candidacy (prior to
beginning the advanced curriculum).
Unit values are stated as quarter units. Content from multiple courses
may be used to meet most requirements.
Program options
Alternate program options have been designed to address the varying
needs of students, namely: a full-time, two-year option; a three-year, part-
time option; and a four-year, part-time option.
Loma Linda University 2019-2020 419
Admissions
Admission requirements
Students wishing to take the dual degree must be admitted to both
theM.S.W. (p.190)and theM.S. in Criminal Justice (p.183)programs
separately. Applicants should refer to the admissions criteria for each
program.
Program requirements
The 90 -unit curriculum for the M.S.W. and M.S. degrees in Criminal
Justice provides a mix of academic, experiential, and research activities
essential for practice.
Students must maintain a grade point average of 3.0 on a 4.0 scale (or a
letter grade of B) in order to progress successfully though the program
and complete the degree. In addition, students must meet the knowledge,
skills, and professional performance competencies outlined by the
program.
A grade of B or better indicates that a student has mastered the
knowledge, skill, and professional practice performance competencies
outlined by the program. In order to progress successfully and complete
thedegree, students must meet both course and cumulative G.P.A.
standards. The University allows students to repeat two courses per
degree. Course repeat expectations set by the School of Behavioral
Health may be found in the general regulations (p.149) section of this
CATALOG.
Generalist curriculum
SOWK510 Diversity Theory in Practice and Research 3
SOWK513 Human Behavior in a Culturally Diverse
Environment
5
SOWK514 Social Welfare History and Policy 5
SOWK517 Practice I: Individuals 3
SOWK518 Practice II: Groups 3
SOWK519 Practice III: Organizations and Communities 3
SOWK520 Practice IV: Families
1
3
SOWK548 Research Methods 5
SOWK574 Practice V: Social Work Administration 3
SOWK578 Field Orientation
1
0
SOWK585 Legal and Ethical Aspects in Health and Behavioral
Health Services
3
Required cognates
RELR540 Wholeness and Health 3
Core criminal justice courses
CRMJ515 Crime and Society 3
CRMJ517 Criminal Procedure and Rules of Evidence 3
CRMJ519 Expert Testimony: Procedure and Practice 2
CRMJ574 Theories of Crime and Restitution 3
Clinical specialization and forensic behavioral health
CRMJ620 Forensic Mental Health 3
SOWK613 DSM: Diagnosis Within the Context of Diversity and
Difference
4
SOWK617 Global Practice 3
SOWK647 Integrated Behavioral Health 2
SOWK648 Co-occurring Processes and Interventions 3
SOWK659 Recovery in Behavioral Health 2
SOWK661 Psychodynamic Therapies 3
SOWK661L Psychodynamic Practice Lab 1
SOWK662 Behavioral and Cognitive Therapies 4
SOWK662L Behavioral and Cognitive Therapies Practice 1
SOWK663 Crisis and Trauma Interventions 3
SOWK675 Supervision 3
SOWK681 Behavioral Health Policies and Systems 2
Degree completion options 6
Non-thesis option:
6
SOWK695A Advanced Research Methods
SOWK695B Advanced Research Methods
SOWK695C Advanced Research Methods
Thesis option:
2
SOWK697 Applied Research
SOWK698 Thesis
Practicum and seminar
5
CRMJ787 Advanced Professional Practicum and Seminar
SOWK757A Generalist Practicum and Seminar
3
SOWK757B Generalist Practicum and Seminar
3
SOWK757C Generalist Practicum and Seminar
3
SOWK787A Advanced Clinical Case Consultation
4
SOWK787B Advanced Clinical Case Consultation
4
SOWK787C Advanced Clinical Case Consultation
4
Total Units 90
1
Not eligible for waiver.
2
Thesis option is available for students meeting program criteria.
3
Hours: 160 + 20; Not eligible for waiver
4
Hours: 200 + 20
5
700-numbered courses are not calculated into the total didactic units
required for the degree.
6
SOWK 695 ABC is equivalent to SOWK 695.
Normal time to complete the program
Seven (7) academic quarters (includes didactic courses and practicums)
— based on full-time enrollment; part time permitted
Social Work — M.S.W. with
Gerontology — M.S.
Program director
Kimberly Freeman
Social work and gerontology—within a behavioral health framework
—address the models of wellness, recovery, and resiliency needed
for working with older adults and their caregivers. The program’s
multidisciplinary approach considers the biological, psychological,
social, and spiritual well-being of older adults and provides students
with knowledge and skills in providing resources, clinical services,
and opportunities to older adults and their families. As such, the
combined M.S.W. and M.S.degree in gerontology program offers a unique
opportunity for individuals interested in working with older adults within a
variety of behavioral health settings.
420 Social Work — M.S.W. with Gerontology — M.S.
Mission, goals, and objectives
The mission, program goals, and objectives build on elements from both
the M.S.W. (p.187) and M.S. degrees in gerontology (p.184).
General overview
The combined M.S.W./M.S. degrees in gerontology program is a seven-
quarter, full-time curriculum that begins with the social work core course
work required for all students. Course work during the first year of
study includes the generalist practice curriculum which is grounded in
the liberal arts and the person-in-environment framework. Within this
framework, students learn to promote social well-being, and build on the
strength and resiliency of all human beings through a range of prevention
and intervention practice methods when working with diverse individuals,
families, groups, organizations, and communities. During their second
year, students complete a clinical practice specialization along with
specialized courses in gerontology and geriatric practice. An integrated
practicum and specialized seminar class in gerontology typically begins
in the summer quarter of the final year.
Liberal arts preparation
The M.S.W. and M.S. degrees in gerontology curriculum is built on a
liberal arts perspective. Individual applicants whose undergraduate
degrees do not reflect this perspective may be asked to enroll in
additional courses.
Please note: Any prerequisite requirements must be completed before
admission to the combined degrees M.S.W/ M.S. program.
Program options
Alternate program options have been designed to address the varying
needs of students. As such, the program offers two-, three-, and four-year
options.
Admissions
Admissions
Students wishing to take the dual degree must be admitted to both
theM.S.W. (p.190)and theM.S. in Gerontology (p.184)programs
separately. Applicants should refer to the admissions criteria for each
program.
Program requirements
The M.S.W./M.S. in Gerontology degrees consists of 90 units of didactic
course work in addition to professional practica experiences. The dual
degree program provides the mix of academic, experiential, and research
activities essential for master’s degree level students.
Students must maintain a grade point average of 3.0 (or a letter grade of
B on a 4.0 scale) in order to progress successfully though the program
and complete the degree. In addition, students must meet the knowledge,
skills, and professional performance competencies outlined by the
program.
All course grades should meet the minimum B (3.0) standard, which by
university policy indicates satisfactory performance. Courses in which a
student earns a grade below a B (3.0) may need to be repeated (or may
not apply to the program) if competency in the subject area is related to
practice performance with clients, and a grade less than a 3.0 represents
marginal or unsatisfactory practice performance.
Generalist curriculum
SOWK510 Diversity Theory in Practice and Research 3
SOWK513 Human Behavior in a Culturally Diverse
Environment
5
SOWK514 Social Welfare History and Policy 5
SOWK517 Practice I: Individuals 3
SOWK518 Practice II: Groups 3
SOWK519 Practice III: Organizations and Communities 3
SOWK520 Practice IV: Families
1
3
SOWK548 Research Methods 5
SOWK574 Practice V: Social Work Administration 3
SOWK585 Legal and Ethical Aspects in Health and Behavioral
Health Services
3
SOWK578 Field Orientation
1
0
Required cognates
RELR540 Wholeness and Health 3
Gerontology core courses
GERO515 Diversity and Aging 3
GERO615 Economics and Management Issues of Older Adult
Services
4
GERO617 Bio-psycho-social-spiritual Theories of Aging 4
Clinical specialization and geriatric practice
GERO654 Therapeutic Interventions with Older Adults 3
SOWK613 DSM: Diagnosis Within the Context of Diversity and
Difference
4
SOWK617 Global Practice 3
SOWK647 Integrated Behavioral Health 2
SOWK648 Co-occurring Processes and Interventions 3
SOWK659 Recovery in Behavioral Health 2
SOWK661 Psychodynamic Therapies 3
SOWK661L Psychodynamic Practice Lab 1
SOWK662 Behavioral and Cognitive Therapies 4
SOWK662L Behavioral and Cognitive Therapies Practice 1
SOWK663 Crisis and Trauma Interventions 3
SOWK675 Supervision 3
SOWK681 Behavioral Health Policies and Systems 2
Degree completion options 6
Non-thesis option:
6
SOWK695A Advanced Research Methods
SOWK695B Advanced Research Methods
SOWK695C Advanced Research Methods
Thesis option:
2
SOWK697 Applied Research
SOWK698 Thesis
Total Units 90
Professional practica experience
5
GERO787 Advanced Professional Practicum and Seminar 4
Generalist practicum and seminar
SOWK757A Generalist Practicum and Seminar
3
3
SOWK757B Generalist Practicum and Seminar
3
3
SOWK757C Generalist Practicum and Seminar
3
3
Clinical practicum and seminar
Loma Linda University 2019-2020 421
SOWK787A Advanced Clinical Case Consultation
4
4
SOWK787B Advanced Clinical Case Consultation
4
4
SOWK787C Advanced Clinical Case Consultation
4
4
Total Units 25
1
Not eligible for waiver.
2
Thesis option is available for students meeting program criteria.
3
Hours: 160 + 20; Not eligible for waiver
4
Hours: 200 + 20
5
700-numbered courses are not calculated into the total didactic units
required for the degree.
6
SOWK 695ABC is equivalent to SOWK 695.
Normal time to complete the program
Seven (7) academic quarters (includes didactic courses and practicums)
— based on full-time enrollment; part time permitted
422 Courses
COURSES
Allied Health—Conjoint (AHCJ)
Courses
AHCJ101. Introductory Chemistry. 4 Units.
Basic survey of matter, energy, and measurement. Includes atoms and
molecules; chemical bonding; chemical reactions and reaction rates;
gases, liquids, and solids; solutions and colloids; acids and bases;
nuclear chemistry. Prerequisite: High school algebra or equivalent.
AHCJ102. Introductory Organic Chemistry. 4 Units.
Introduces the study of compounds that contain carbon. Covers alkenes,
alkynes, and aromatic compounds; alcohols, phenols, ethers, and halides;
aldehydes and ketones; carboxylic acids and esters; amines and amides.
Prerequisite: AHCJ 101; or equivalent.
AHCJ103. Introductory Biochemistry. 4 Units.
Introduces the chemistry of living systems, including carbohydrates,
lipids, proteins, and nucleic acids; enzyme chemistry; bioenergetics;
carbohydrate, lipid, and protein metabolism; biosynthetic pathways;
protein synthesis; chemical transmitters and immunoglobulins; body
fluids, nutrition, and digestion. Prerequisite: AHCJ 101, AHCJ 102; or
equivalent.
AHCJ105. Procedures in Phlebotomy. 5 Units.
Designed for individuals who are interested in laboratory medicine and
would like to become certified phlebotomists. Includes instruction in
medical terminology, laboratory safety, basic anatomy and physiology,
specimen-collection techniques, hazards/complications, quality
assurance methods, and medicolegal issues of phlebotomy. Clinical
rotation arranged at Loma Linda University Medical Center and affiliates.
Prerequisite: Current CPR certificate.
AHCJ111. Introductory Physics. 4 Units.
Focuses on mechanics and properties of matter and heat; emphasizes
concepts. Per week: lecture three hours, laboratory three hours. Designed
for students entering programs in the allied health sciences and nursing.
AHCJ112. Introductory Physics. 4 Units.
Focuses on sound, light, electricity and magnetism, atomic and nuclear
physics, and relativity; emphasizes concepts. Per week: lecture three
hours, laboratory three hours. Designed for students entering programs in
the allied health sciences and nursing.
AHCJ115. Introduction to Health Care Professions I. 2 Units.
Introduces health-care professions, including their entry-level educational
requirements at the undergraduate level. Content includes concepts
of health care as practiced within the U.S health-care system, roles of
specific professions, job descriptions and scopes of practice for the
clinical disciplines being profiled, modes of interprofessional interaction,
work environments of profiled disciplines, educational requirements and
costs, employment analysis and salary ranges.
AHCJ116. Introduction to Health Professions II. 2 Units.
Introduces health-care professions, including their entry-level educational
requirements at the graduate level. Content includes concepts of health
care as practiced within the U.S. health-care system, roles of specific
professions, job descriptions and scopes of practice for the clinical
disciplines being profile,; modes of inter-professional interaction, work
environments of profiled disciplines, educational requirements and costs,
employment analysis and salary ranges.
AHCJ124. Introductory Medical Anthropology. 4 Units.
An interdisciplinary study of human health and disease, health-care
delivery systems, and biocultural adaptations in terms of biological,
social, and psychological factors. Holistically examines health behaviors
in terms of cultural, age, gender, sexual preference, religion, race, ethnicity,
life experience, and economic diversity. Addresses barriers to care,
problem-solving skills, and effective practice in a variety of settings by
the health professional.
AHCJ135. Essentials of Human Anatomy and Physiology. 5 Units.
Studies the structure and function of the human body, including organ
systems. Prerequisite to many certificate and associate degree programs.
Lecture and laboratory required.
AHCJ151. General Chemistry I. 4 Units.
First quarter of a three-quarter sequence in general college chemistry.
Meets the general chemistry requirement for science, engineering, and
prehealth professional majors. Prerequisite: High school chemistry;
college algebra.
AHCJ152. General Chemistry II. 4 Units.
Second quarter of a three-quarter sequence in general college chemistry.
Meets the general chemistry requirement for science, engineering, and
prehealth professional majors. Prerequisite: AHCJ 151.
AHCJ153. General Chemistry III. 4 Units.
Third quarter of a three-quarter sequence in general college chemistry.
Meets the general chemistry requirement for science, engineering, and
prehealth professional majors. Prerequisite: AHCJ 152.
AHCJ225. History of Radiation and Imaging 1890-1940. 3 Units.
History of imaging and radiation from 1890 to 1940. Evolution of imaging
practices and the use of radiation in society. Highlights the nature
of change in imaging and use of radiation for medical, commercial,
industrial, and military purposes. Examines cultural, institutional, and
technological precedents that, along with geography, set the stage for
advancements in technology and changes of ideologies.
AHCJ226. History of Radiation and Imaging 1940-Present Day. 3 Units.
History of imaging and radiation from 1940 to the present. Recent
evolution of imaging practices and the use of radiation in society.
Highlights the nature of change in imaging and use of radiation for
medical, commercial, industrial, and military purposes. Examines cultural,
institutional, and technological precedents that, along with geography, set
the stage for advancements in technology and changes of ideologies.
AHCJ228. Hispanic Culture for Allied Health Professionals. 4 Units.
Introduces basic humanities concepts relevant to the Hispanic culture
and its influence on how health care is provided today. Includes
cultural awareness, heritage, health beliefs and practices, and culturally
competent care and communication.
AHCJ241. Microbiology. 2.5 Units.
Designed for students in the health sciences. History, classification,
morphology, growth, control, transmission, and pathology of selected
bacteria, viruses, fungi, rickettsia, and parasites. Host defenses against
microbial pathogens, including specific and nonspecific immunity.
Per week: lecture thirty hours, laboratory thirty hours. Course covers
two quarters. Grade given upon completion of the 241, 242 sequence.
Prerequisite: A college-level chemistry course.
Loma Linda University 2019-2020 423
AHCJ242. Microbiology. 2.5 Units.
Designed for students in the health sciences. History, classification,
morphology, growth, control, transmission, and pathology of selected
bacteria, viruses, fungi, rickettsia, and parasites. Host defenses against
microbial pathogens, including specific and nonspecific immunity. Per
week: lecture 30 hours, laboratory 30 hours. Course covers two quarters.
Grade given upon completion of AHCJ 241, 242 sequence. Prerequisite:
AHCJ 241.
AHCJ250. Human Anatomy and Physiology I. 5 Units.
A 5-unit course covering structure and function of: cells; primary
tissues; the integument; osseous tissue and the skeletal system;
muscle tissues and skeletal muscles; as well as an introduction to
the nervous system. For students entering two- and four-year health
professional programs such as physical therapy, occupational therapy,
cardiopulmonary sciences, communication sciences and disorders,
radiation technology, nursing, and other programs with an anatomy and
physiology prerequisite.
AHCJ251. Human Anatomy and Physiology II. 5 Units.
A 5-unit course covering the organization and functions of the central
and peripheral nervous systems and the visceral organ systems. For
students entering two- and four-year health professional programs—such
as physical therapy, occupational therapy, cardiopulmonary sciences,
communication sciences and disorders, radiation technology, nursing,
and other programs with an anatomy and physiology prerequisite.
Prerequisite: AHCJ 250, or equivalent.
AHCJ305. Infectious Disease and the Health-Care Provider. 1 Unit.
Current issues related to infectious diseases, with emphasis on principles
of epidemiology and etiology of HIV/AIDS. Disease pathology and modes
of transmission as compared to hepatitis, tuberculosis, and influenza.
Development of ethical response to psychosocial, economic, and legal
concerns. Strategies and programs for education, prevention, and
identification of resources. Impact on health-care workers; risk factors
and precautions for blood-borne pathogens.
AHCJ308. Professional Communications. 1,2 Unit.
Forms of written and verbal communication routinely required in the
performance of the health-care manager's duties. Projects include
memos, letters, confidential FAX cover design, short reports, meeting
notices, minutes, and creation of agendas.
AHCJ314. Managing Stress. 3 Units.
Introduces stress management from a mind, body, and spirit perspective.
Integration of component parts to provide a unified, composite basis
for managing stress with whole person care. Integrates evidence-based,
health psychology research for managing stress through lifestyle, and
use of humor, music, exercise, rest/relaxation, religion/spirituality, and
other relevant areas. Introduces tools needed to assess stress while
striving for health and balance.
AHCJ315. Psychosocial Aspects of Health Care. 3 Units.
Addresses psychosocial topics which optimize therapeutic outcomes.
Focus on clinical competence and professional excellence involving
health health-care providers affected by pathology, impairment, functional
limitation, and/or disability. Recommends roles and intervention
strategies for health-care providers; including, those practicing nursing,
physical and occupational therapy, speech-language pathology, physician
assistant, respiratory therapy, social work, and medical laboratory
science.
AHCJ318. Emotional Intelligence and Leadership Skills for Health-Care
Professionals. 3 Units.
Examines the foundational concepts of emotional and social intelligence.
Students assess their strengths, design action plans to enhance their
emotional and social intelligence competencies, and apply emotional
and social intelligence concepts and theories to their personal and
professional behavioral practices and to the management and leadership
of others. Course based on a framework specific to the health-care
environment.
AHCJ320. ADL and Assistive Devices. 3 Units.
Introduces the implied adaptations necessary for an individual with
disabilities to lead an effective life. Promotes an integrative perspective
on all the biomechanical engineering that is necessary for activities of
daily living and raises awareness of how orthotic and prosthetic devices
interface in their purpose. Teaches the basic medical, custom seating
principles.
AHCJ323. Economics and Business Management. 3 Units.
Establishes principles of economics, financial management, and law
as they apply to health-care settings, including: starting a new service,
reimbursement, capital and operational budgeting, reading financial
statements, and cost-saving measures.
AHCJ324. Psychosocial Models and Interventions. 2 Units.
Models of stress, crisis, and psychological trauma related to health-
care providers. Psychosocial reactions and responses of populations,
individuals, and care providers to societal disruption and trauma, medical
emergencies, and death and dying. Suicide intervention, critical incident
debriefings, and death notification. Roles of psychiatrists, psychologists,
social workers, family therapists, and chaplains. Provision of temporary,
adequate psychological care during psychosocial crisis.
AHCJ325. U. S. Health-Care Delivery System. 2 Units.
Overview of U.S. health-care delivery, including the history of health-
care institutions, accrediting bodies, organizations that provide health
care; regulations and standards, reimbursement methods used, and the
professionals who provide services. Presents course from a systems
perspective, including research into the future of health care.
AHCJ326. Fundamentals of Health Care. 2 Units.
Foundation of basic patient care information and skills for allied health
professionals entering the clinical environment. Integrated basic care
knowledge and skills required by each profession.
AHCJ328. Wholeness Portfolio I. 1 Unit.
Students develop an introductory portfolio that demonstrates
progression toward the student learning outcomes set by Loma Linda
University—including wholeness, Christ-centered values, commitment to
discovery and lifelong learning, effective communication, embracing and
serving a diverse world, and collaboration.
AHCJ329. Organic Chemistry with Laboratory. 5 Units.
Studies carbon chemistry as related to organic compounds found in the
human organism.
AHCJ331. Human Resource Management. 3 Units.
Theory and practice of the management of people at work. Organizational
behavior concepts and the problems of employee procurement, training,
and motivation. Job evaluation, wage administration, employee benefits,
and negotiating with labor unions. Preparation for both managing people
and directing a department in a complex organization.
AHCJ334. Biochemistry. 4 Units.
Chemistry and metabolism of carbohydrates, lipids, nucleic acids,
and proteins. Chemical basis of life processes. Lecture and laboratory
demonstrations to support student competency.
424 Allied Health—Conjoint (AHCJ)
AHCJ341. Cultural Perspectives in Professional Practice I. 3 Units.
First in a four-course sequence that progressively enhances students'
abilities to provide culturally sensitive care within a Western clinical
context. Focuses on professional and academic aspects of writing;
including, mastery of critical thinking processes that increase students’
abilities to solve problems, form opinions, and make decisions.
Emphasizes proficiency in mechanics of speaking and writing in
English, knowledge of rules regarding plagiarism, and application of APA
guidelines.
AHCJ342. Cultural Perspectives in Professional Practice II. 3 Units.
Second course in a four-course sequence that progressively enhances
students' ability to provide culturally sensitive care within a Western
clinical context. Continues the focus on professional and academic
aspects of writing; as well as on mastery of critical thinking processes
that enhance the ability to solve problems, form opinions, and make
decisions. Typical assignments emphasize proficiency in technical
writing for the health-care professional, based on APA guidelines.
AHCJ343. Cultural Perspectives in Professional Practice III. 3 Units.
Third in a four-course sequence that progressively enhances students'
abilities to provide culturally sensitive care within a Western clinical
context. Focuses on professional and academic aspects of writing;
including, mastery of critical thinking processes that increase students’
abilities to solve problems, form opinions, and make decisions. Emphasis
on reflective and technical writing, including research papers that follow
APA guidelines, and oral presentations.
AHCJ344. Cultural Perspectives in Professional Practice IV. 3 Units.
Fourth course in a four-course sequence that progressively enhances
students' ability to provide culturally sensitive care within a Western
clinical context. Emphasizes mastery of professional and academic
aspects of writing; as well as of critical thinking processes that enhance
the ability to solve problems, form opinions, and make decisions.
Additional practice in writing research papers that follow APA guidelines;
as well as in making oral presentations.
AHCJ362. Anatomy. 3 Units.
Gross anatomy of the musculoskeletal system—emphasizing spatial
orientation, joint structure, skeletal muscle origins, insertions, actions,
nerves, and blood supply. A cadaver-based course.
AHCJ368. Lifestyle Health and Wholeness. 3 Units.
Explores cardiovascular, metabolic, communicable, and nutritional
lifestyle outcomes related to risk factors, screening approaches, and risk
reduction. Includes whole person care utilizing natural means such as
minimizing the use of prescription drugs, food supplements, and diet
fads. Explores disease prevention and treatment through whole person
lifestyle and evidence-based measures; inclusive of a perspective that
explores the influence of religiosity on lifestyle health.
AHCJ369. Therapeutic Humor in Health Care. 3 Units.
Distinguishes between humor and laughter and how each affects
physiological, psychological, and sociological health. Discusses ways
that health-care providers can incorporate humor into the care of
patients and their families. Utilizes published research studies to support
the efficacy of humor in health care as an evidenced-based practice.
Designed for health-care providers who want to become knowledgeable
and to utilize therapeutic humor in whole person care.
AHCJ375. Physiology. 3 Units.
Physiology of the human body—including cellular, neuromuscular,
cardiovascular, respiratory, gastrointestinal, renal, and endocrine
physiology.
AHCJ402. Pathology I. 4 Units.
Fundamental mechanisms of disease, including cell injury; inflammation,
repair, regeneration, and fibrosis; and vascular, cardiac, respiratory,
gastrointestinal, hepatobiliary, urinary, reproductive, endocrine, and
integumentary pathologies.
AHCJ403. Pathology II. 3 Units.
Fundamental mechanisms of disease, including the central and
peripheral nervous systems, bone and joint, skeletal muscle,
developmental, genetic, infectious, and parasitic pathologies; and
neoplasia. Prerequisite: AHCJ 402.
AHCJ404. Pharmacology. 1,2 Unit.
Introduces pharmacology, including study of pharmacokinetics,
pharmacodynamics, and actions of pharmaceuticals commonly
encountered in various allied health professions. Different sections
register for 1 or 2 units. Identical topics for both sections, with greater
depth and detail for 2-unit course.
AHCJ407. Financial Management. 2 Units.
Financial aspects of health care involving prospective reimbursement
system, analysis of various health-care reimbursement schemes, and
hospital financial disbursements. Budget variance analysis, analysis of
cost components, operating statements, and productivity related to a
department budget. Special projects may be assigned as needed. Per
week: lecture two hours.
AHCJ410. Pathology for Health Professionals. 3 Units.
Studies the fundamental mechanisms of pathology pertaining to the
neuromusculoskeletal systems. Focuses on the functional consequences
of human diseases.
AHCJ412. Anatomy. 9 Units.
Gross anatomy of the musculoskeletal system, emphasizing spatial
orientation, joint structure, skeletal muscle origins, insertions, actions,
nerve, and blood supply. A cadaver-based course.
AHCJ418. Physiology I. 4 Units.
Physiology of the human body, including cellular, neuromuscular,
cardiovascular, respiratory, gastrointestinal, renal, and endocrine
physiology.
AHCJ422. History of Disability. 3 Units.
Reviews the power issues relating to disabilities in the history of the
United States. Delineates the patient's rights from a historical context.
Focuses on the contents and implementation of Americans with
Disabilities Act (ADA). Outlines what role the ADA plays in the everyday
practice of rehabilitation sciences.
AHCJ426. Introduction to Computer Applications. 2 Units.
Hands-on instruction in Word, Excel, and PowerPoint. Lectures, laboratory
assignments, quizzes, projects, and a practical examination. (Course not
taught every quarter.).
AHCJ448. Human Resource Management. 3 Units.
Human resource management from the department head point of view.
Assesses the employment process from justification of a position until
the position is filled and productive. Emphasizes position evaluation
and development of the job description. Reviews labor unions from a
management point of view. Wage analysis and employee benefits.
AHCJ465. Seminars in Leadership. 2 Units.
Prepares graduates for entry into the new work requirements. Through
observation and participation, students explore the responsibility of
today's employee to successfully integrate customer and community
service and social responsibility.
Loma Linda University 2019-2020 425
AHCJ493. Senior Portfolio I. 3 Units.
Allows students to progress toward building competence in SAHP and
program outcomes (including diversity) for graduates.
AHCJ494. Senior Portfolio II. 3 Units.
Building on Portfolio I, students synthesize their learning and
demonstrate their progress in building toward SAHP and program
outcomes (including diversity), and beyond.
AHCJ496. Special Topics in Allied Health Studies. 1-4 Units.
Lecture and discussion on a current topic in allied health studies. May be
repeated for a maximum of 4 units applicable to degree program.
AHCJ498. Wholeness Portfolio II. 1 Unit.
Students continue developing a portfolio that illustrates the potential
graduate's ability to meet the student learning outcomes set by
Loma Linda University—including wholeness, Christ-centered values,
commitment to discovery and lifelong learning, effective communication,
embracing and serving a diverse world, and collaboration.
AHCJ499. Directed Study. 1-4 Units.
Individual arrangements for students to study under the guidance of a
program faculty member. May include readings, literature review, or other
special or research projects. Minimum of thirty hours required for each
unit of credit. Laboratory may be required in addition to class time. A
maximum of 4 units applicable to any degree program.
AHCJ506. Educational Evaluation and Clinical Assessment. 3 Units.
Introduces principles and techniques of designing evaluation activities
and tests for measuring classroom learning and instructional products.
Includes criteria-referenced approaches, formative and summative
instruments, critical incident observations, portfolio assessment, and
other measurement concepts.
AHCJ507. Pharmacology in Rehabilitation. 3 Units.
Principles of pharmacology as related to diagnosis, prevention, and
treatment of disease, including a presentation of the pharmacology
and therapeutic value of drugs used in rehabilitation medicine. Related
topics include pharmacokinetics, pharmacodynamics, adverse effects,
drug interactions, and drug toxicity—with special consideration given to
pediatric and geriatric pharmacology.
AHCJ509. Transformational Teaching and Learning. 3 Units.
Explores theories and styles of learning and personality factors that
relate to learning. Includes implications of effective intellectual,
emotional, and social functioning within the context of structuring
education for the adult learner. Includes analysis of the teaching process
—from the setting of objectives, selection of content, and design of
classroom and clinical teaching strategies (with particular emphasis on
alternatives to lecturing) to assessment and evaluation.
AHCJ510. Human Gross Anatomy. 9 Units.
Gross anatomy of the musculoskeletal system, with emphasis on spatial
orientation, joint structure, skeletal muscle origins, insertions, actions,
nerves, and blood supply. A cadaver-based course.
AHCJ514. Kinesiology: Motor Control and Learning. 3 Units.
Advanced kinesiology, including movement science dealing with
behavioral basis of motor control and motor learning from an
information-processing perspective.
AHCJ515. Curriculum Development in Higher Education. 3 Units.
Examines principles of curriculum development. Selection, organization,
and evaluation of learning experiences. Examines the nature, place,
and interrelationship of general and specialized education in higher
education.
AHCJ516. Clinical Imaging. 3 Units.
Explores modern imaging techniques used to assess muscoskeletal
disorders and cardiovascular pathologies. Includes radiographs, CAT
scans, MRIs, bone densitometry, PET scans. Emphasizes clinical
ultrasound imaging as used in physical therapy.
AHCJ519. Graduate Wholeness Portfolio. 1 Unit.
Students develop a portfolio that demonstrates the graduate student's
progression toward the student learning outcomes set by Loma Linda
University—including wholeness, Christ-centered values, commitment to
discovery and lifelong learning, effective communication, embracing and
serving a diverse world, and collaboration.
AHCJ524. Pharmacology. 2 Units.
Introduces pharmacology, including study of pharmacokinetics,
pharmacodynamics, and actions of pharmaceuticals commonly
encountered in various allied health professions.
AHCJ528. Lifestyle Health and Wholeness. 3 Units.
Explores cardiovascular, metabolic, communicable, and nutritional
lifestyle outcomes related to risk factors, screening approaches, and risk
reduction. Includes whole person care utilizing natural means such as
minimizing the use of prescription drugs, food supplements, and diet
fads. Explores disease prevention and treatment through whole person
lifestyle and evidence-based measures; inclusive of a perspective that
explores the influence of religiosity on lifestyle health.
AHCJ541. Managing Stress. 3 Units.
Provides a comprehensive approach to stress management that
focuses on the integration, balance, and harmony of mind, body,
spirit, and emotions. Examines the balance among the research
of health psychology, the psychology of lifestyle, the science of
psychoneuroimmunology, and holistic healing. Provides tools needed to
identify and manage stress, as well as to achieve health and balance.
AHCJ544. Advanced Functional Neuroanatomy. 3 Units.
Analyzes and applies neuroanatomy to lesions of the human nervous
system; clinical significance of such lesions.
AHCJ545. Legal and Ethical Issues in the Health Professions. 3 Units.
History and structure of federal and state governments, including
torts, contracts, administrative law, criminal law, and reporting issues.
Legal and ethical issues in patient confidentiality and release of
patient information. The impact of technology on the collection and
dissemination of patient information. Medical-legal liability issues,
including corporate compliance.
AHCJ546. Therapeutic Humor in Health Care. 3 Units.
Distinguishes between humor and laughter and how each affects
physiological, psychological, and sociological health. Discusses ways
that health-care providers can incorporate humor into the care of
patients and their families. Utilizes published research studies to support
the efficacy of humor in health care as an evidenced-based practice.
Designed for health-care providers who want to become knowledgeable
and to utilize therapeutic humor in whole person care.
AHCJ548. Human Resource Management in the Health-Care
Environment. 3 Units.
Discusses human resource management issues from the viewpoint of the
health-care professional. Includes the legal foundation governing human
resource management, as well as the impact that leadership has on the
employee's quality of work, motivation, and performance management.
Human resource planning and job analysis, recruitment and selection,
employee pay and benefit plans, labor management and collective
bargaining. Opportunity for role playing and negotiation experiences.
Paper required.
426 Allied Health—Conjoint (AHCJ)
AHCJ549. Professional Responsibility in Allied Health Professions. 3
Units.
Provides graduate students an advanced overview that combines
aspects of substantive law and ethical guidelines in the profession.
Focuses in part on handling problems that include the canons of ethics;
duty to patients, the workplace, and the profession. Also covers legal
aspects, such as conflicts of interest, solicitation, and professional
discipline.
AHCJ550. Organizational Theory. 3 Units.
Introduces students to the concepts needed to understand and predict
the behavior of people in health-care organizations today. Covers
foundations of organizational structure, leadership, politics, and conflict
management.
AHCJ555. Writing for Health-Care Professionals. 3 Units.
Writing for health professionals for professional publication. Selection
of journal, preparation of abstract, manuscript or research paper for
potential publication.
AHCJ556. Administration in Higher Education. 3 Units.
Leadership philosophy and styles of administrative leadership in higher
education, with particular application to health professions educational
programs. Includes personnel management; budgeting; contracting for
clinical placement; group leadership in committees; faculty selection,
development, and evaluation; strategic planning; and policy development.
AHCJ557. Integrating Emotional Intelligence Leadership into the
Healthcare Professions. 3 Units.
Students examine their personal emotional and social competencies and
apply these foundational concepts in the health care and educational
environments. Specifically focuses on developing EI in leadership and
supervisory roles. Emphasizes developing EI competencies in staff,
faculty, and/or students.
AHCJ560. Physiology. 4 Units.
Physiology of the human body, including neuromuscular, cardiovascular,
respiratory, gastrointestinal, renal, and endocrine physiology.
AHCJ564. Collaborative Learning in Higher Education. 3 Units.
Collaborative learning, theories of group-individual interaction, and the
communication process. Educational orientation to the utilization of
groups to enhance motivation, commitment, and learning in higher
education.
AHCJ566. Theoretical Foundations of Leadership. 3 Units.
A web-based course that introduces students to the discipline of
leadership. Focuses on the relevance of leadership through study of
trait theory, situational leadership, transactional v. transformational
leadership, leadership v. management, and leadership ethics. Students
will reflect upon theoretical approaches, correlate those approaches with
personal experience, and apply those approaches in the professional
setting.
AHCJ567. Personal Leadership. 3 Units.
A Web-based course that focuses on the discovery and growth of
an individual's personal leadership style. Students reflect upon
various leadership qualities at the personal level, complete the Life
Styles Inventory (LSI-1), analyze data from the LSI-1, and discuss the
recommendations for increased effectiveness.
AHCJ568. Spirituality and Health: The Wholeness Connection. 3 Units.
Examination of physiological mechanisms of the central nervous,
neuroendocrine, and immune systems, and religious/spiritual beliefs
and practices impacting physical and mental health. Includes integrative
psychoneuroimmunology and how devout religious/spiritual beliefs
and practices affect a sense of well-being, quality of life, and longevity.
Explores applications of spiritual care to practice; including, the theology
of healing, body/spirit connections, and roles of faith and meaning.
AHCJ569. Computers and Electronics for Clinicians. 3 Units.
Explains the roles of computers and electronics in a clinical setting.
Equipment used in a classroom setting.
AHCJ575. Couples, Families, and Disabilities. 3 Units.
Examines the effects disabilities have on couples and family systems,
and contributions family members make during the rehabilitation of
disabled individuals. Looks at discourse patterns taking place within a
disabled person; within the disabled person's family and social support
system; and, most importantly, within the context of the individual, the
family, and medical and rehabilitation providers. Addresses issues of
human sexuality, reproduction, and disability.
AHCJ576. Basics of Marketing. 1 Unit.
Provides an overview of the principles of developing a marketing strategy.
Illustrates how marketing can assist an organization in arriving at a
competitive advantage; and in creating, capturing, and sustaining value in
the eyes of the buyer.
AHCJ577. Science of Happiness. 3 Units.
Focuses on a fundamental finding from positive psychology that
happiness is inextricably linked to wholeness, strong social ties, and
contributing to something bigger than self. Students learn about the
cross-disciplinary research supporting this view, spanning the fields of
psychology, neuroscience, biology, and religion.
AHCJ579. Instructional Effectiveness. 3 Units.
Develops strategies for instructional effectiveness, as well as processes
for evaluation and assessment, that apply to face-to-face and online
interactions.
AHCJ586. Curricula Planning in Health Sciences. 3 Units.
Applies curriculum-development theories and approaches to the health
science arena. Students develop a learning-centered curriculum.
AHCJ587. Introduction to Approaches in Music Therapy. 3 Units.
Assesses the strengths and needs of clients and utilizes music
interventions—creating, singing, moving to, and/or listening to music—to
address the physical, emotional, cognitive, and social needs in support of
accomplishing individualized therapeutic goals.
AHCJ588. Fundamentals of Human Resource Management. 3 Units.
Introduces students to the fundamentals of human resource
management in the private, public, and nonprofit sectors. Covers
employee development, legal compliance, and diversity management
from a health-care perspective.
AHCJ589. Strategic Planning in Health-Care Organizations. 3 Units.
Applies health-care systems knowledge and skills to real-life assessment
scenarios. Focuses on integrating systems components and analyzing
their interactions in the health-care industry. Emphasizes development
of systems assessment techniques that facilitate understanding of the
traits of a particular organization; its strengths, weaknesses, areas of
growth, and changes needed. Includes an organizational assessment and
application of didactic content presented in other courses.
Loma Linda University 2019-2020 427
AHCJ599. Directed Teaching. 3 Units.
Student develops a specialty module and presents it in a classroom or
clinical setting. Includes course application, course syllabus, measuring
instrument, student course evaluation, and lesson plans. Prerequisite:
Consent of instructor or of program director.
AHCJ600. Active Online Learning. 3 Units.
Online course (organized around the AVLL standard for online
instruction). Focuses on integration of active learning strategies,
meaningful interactions, and stimulating learning experiences. Modules
include: introduction, course organization, a safe learning environment,
the relational basis of learning, integration of faith, appropriate
assessment, and the needs of individual learners.
AHCJ699. Directed Study. 1-6 Units.
Individual arrangements for advanced students to study under the
guidance of a program faculty member. May include reading, literature
review, and/or other special projects. Minimum of thirty hours required for
each unit of credit.
AHCJ705. Infectious Disease and the Health Care Provider. 1 Unit.
Current issues related to infectious diseases, with emphasis on principles
of epidemiology and etiology of HIV/AIDS. Disease pathology and modes
of transmission as compared to hepatitis, tuberculosis, and influenza.
Development of ethical response to psychosocial, economic, and legal
concerns. Strategies and programs for education, prevention, and
identification of resources. Impact on health-care workers; risk factors
and precautions for blood-borne pathogens.
AHCJ721. Wholeness Portfolio I. 1 Unit.
Students continue developing a portfolio that illustrates the potential
graduate's ability to meet the student learning outcomes set by
Loma Linda University—including wholeness, Christ-centered values,
commitment to discovery and lifelong learning, effective communication,
embracing and serving a diverse world, and collaboration.
AHCJ722. Wholeness Portfolio II. 1 Unit.
Students continue developing a portfolio that illustrates the potential
graduate's ability to meet the student learning outcomes set by
Loma Linda University—including wholeness, Christ-centered values,
commitment to discovery and lifelong learning, effective communication,
embracing and serving a diverse world, and collaboration.
Allied Health Research Methods
(AHRM)
Courses
AHRM354. Statistics for the Health Professions. 3 Units.
Fundamental procedures in collecting, summarizing, analyzing,
presenting, and interpreting data. Measures of central tendency and
variation, probability, binomial and normal distribution, hypothesis testing
and confidence intervals, t-tests, chi-square, correlation, and regression.
Introduction to SPSS statistical package for computer data analysis.
AHRM471. Statistics and Research for Health Professionals I. 3 Units.
Presents statistical methods relative to research design for health
professionals, with introduction to SPSS statistical package for computer
data analysis. Discusses philosophical approaches to scientific inquiry,
range of research designs, roles of variables, and ethics.
AHRM472. Statistics and Research for Health Professionals II. 3 Units.
Advanced conceptual frameworks, data analyses, and techniques in
quantitative and qualitative research. Emphasizes process for obtaining
and using evidence-based research. Prerequisite: AHRM 471.
AHRM475. Health-Care Research and Statistics. 4 Units.
Statistical methods presented in the context of health-care research.
Rationale for research questions, definition of populations, roles of
variables, reliability and validity of research tools, common research
designs, internal and external validity of research designs. Descriptive
statistics, confidence interval, hypothesis testing concepts, t-tests, chi-
square tests, correlation and regression. Interpretation of computer
output. Evaluation of the health-care literature.
AHRM514. Biostatistics. 3 Units.
Fundamental procedures of collecting, summarizing, presenting,
analyzing, and interpreting data. Sampling, measures of central tendency
and variation, probability, binomial distribution, normal distribution,
sampling distributions and standard error, confidence intervals,
hypothesis testing, t-tests, chi-square, correlation, and regression.
Introduces computer analysis for solution of statistical problems.
AHRM518. Nonparametric Statistics for the Health Professions. 3 Units.
Introduces nonparametric statistical methods in the context of
applications for health professionals. Uses the SPSS statistical package
for data analysis. Students learn to identify, design, analyze, and interpret
studies using nonparametric statistics. Nonparametric tests covered
include the Mann-Whitney U test, Wilcoxon signed-ranks test, Friedman
test, Kolmogorov-Smirnov test, Spearman rank correlation, and chi-square
tests. Prerequisite: Beginning statistics course.
AHRM571. Statistics and Research for Health Professionals I. 3 Units.
Presents statistical methods relative to research design for health
professionals, with introduction to SPSS statistical package for computer
data analysis. Discusses philosophical approaches to scientific inquiry,
range of research designs, roles of variables, and ethics. Critical analysis
of scientific literature related to an identified professional practice area,
which results in an evidence-based practice paper.
AHRM572. Statistics and Research for Health Professionals II. 3 Units.
Advanced conceptual frameworks, data analyses, and techniques in
quantitative and qualitative research. Emphasizes process for obtaining
and using evidence-based research. Data analysis of a small data set in
order to answer a research question and write a formal results section
complete with appropriate tables and graphs. Prerequisite: AHRM 571.
AHRM581. Research and Statistics I. 3 Units.
In-depth study of research designs: their advantages and disadvantages,
including pretest/posttest designs; posttest-only, control group designs;
time series designs; factorial designs; randomized block and repeated-
measures designs; and incomplete block designs. Introduces clinical
trials, sequential research designs; and single case, experimental
designs. Measures and analyzes validity and reliability. Survey-
instruments(s) design. Power calculations for choosing appropriate
sample sizes.
AHRM582. Research and Statistics II. 3 Units.
Analyzes data using one-way ANOVA with multiple comparisons, factorial
ANOVA designs, randomized complete and incomplete block designs, and
repeated measures. Introduces multiple correlation and regression and
model building using multiple regression techniques. Evaluates research
literature that uses multivariate analysis for data analysis. Introduces
nonparametric statistics. Interprets multivariate analysis computer
output.
428 Anatomy (ANAT)
AHRM595. Research and Statistics Concepts and Methods:
Intermediate. 3 Units.
In-depth study of research designs, including completely randomized
and randomized block designs. Use of and interpretation of statistical
tests such as ANOVA, multiple linear regression, multivariate analysis,
and correlations; includes introduction to nonparametric statistical tests.
Measures and analyzes data for validity and reliability studies. Evaluates
research literature that uses multivariate data.
AHRM604. Research-Proposal Writing. 3 Units.
Student prepares a research proposal, including components essential
for submission to the Institutional Review Board. Emphasizes writing
skills in preparation of literature review, purpose, conceptual framework,
proposed methodology, and statistical analysis. Includes ways in which
proposal serves as the basis for a published article.
AHRM605. Critical Analysis of Scientific Literature. 2,3 Units.
Critical evaluation of scientific literature. Includes critical assessment
of study rationale, population inclusion/exclusion criteria, sampling and
randomization techniques, sample size, appropriateness of research
design, choice of data analysis, structure and content of tables and
graphs, interpretation of statistical results, and applications to practice.
Additional evaluation time required for third unit of credit.
Anatomy (ANAT)
Courses
ANAT301. Head and Neck Anatomy, DH. 4 Units.
Gross anatomy of the head and neck. Lecture and demonstration.
ANAT303. General and Oral Histology and Embryology. 3 Units.
Microscopic study of fundamental cells, organs, tissues, and systems
of the body. Analyzes in detail the pulp, periodontal tissues, alveolar
process, oral mucosa, and calcified tissues of the tooth. Includes
development of head and neck structures.
ANAT507. Stem Cell Biology and Medicine. 4 Units.
Provides students with information on the latest developments in
animal and human stem cell research and on the potential application
of stem cells to medicine. Explores the derivation, manipulation, and
differentiation of embryonic, germ, and adult stem cells. Lectures
presented by faculty participating in stem cell research in areas of their
expertise.
ANAT510. Gross Anatomy. 8.5 Units.
Supports the organ system curriculum in the first year of medical
education. Teaches students the morphological setting upon which
clinical knowledge and experiences are built. Approaches anatomy from
a gross structural perspective. Students use knowledge to recognize
clinical variations and abnormalities in preparation for their medical
careers.
ANAT511. Human Anatomy for Dentists I. 5 Units.
An in-depth study of the human anatomical sciences, including: gross
anatomy, general and oral histology, embryology, and neuroscience as
they relate to the dental profession. Designed for students in the first
year of dentistry, and for students in the dental track of the biomedical
sciences postbaccalaureate certificate program.
ANAT512. Human Anatomy for Dentists II. 5 Units.
An in-depth study of the human anatomical sciences, including gross
anatomy, general and oral histology, embryology, and neuroscience as
they relate to the dental profession. Designed for students in the first
year of dentistry, and for students in the dental track of the biomedical
sciences postbaccalaureate certificate program.
ANAT513. Human Anatomy for Dentists III. 5 Units.
An in-depth study of the human anatomical sciences, including gross
anatomy, general and oral histology, embryology, and neuroscience as
they relate to the dental profession. Designed for students in the first
year of dentistry, and for students in the dental track of the biomedical
sciences postbaccalaureate certificate program.
ANAT515. Human Embryology. 2 Units.
Reviews the morphologic processes and molecular basis of human
development. Includes the production of human gametes, fertilization,
gastrulation, placentation, and development of the major organ systems.
Emphasizes clinically relevant features of pregnancy and developmental
processes that are susceptible to malformation.
ANAT516. Neuroscience GS. 6 Units.
Integrated approach to the fundamentals of neuroanatomy and
neurophysiology, with applications to clinical neurology.
ANAT525. Special Topics: Advanced Dissection. 1-4 Units.
Detailed dissection of a specified body region. Demonstration and
lecture. May be repeated for additional credit. Offered on demand.
Prerequisite: ANAT 541; or equivalent with approval of program director
or department chair.
ANAT527. Advanced Clinical Anatomy for Nurse Anesthetists. 5 Units.
Emphasizes detailed description and applied anatomy of the body
systems (cardiovascular, respiratory renal, hepatic nervous, and
endocrine) relevant to the nurse anesthetist.
ANAT529. Gross Anatomy and Embryology. 10.5 Units.
Provides the morphological foundation upon which clinical knowledge
and experiences are built. Supports the organ-system curriculum in
the freshman year. Approaches anatomy from gross structural and
embryological perspectives. Provides students with the knowledge
necessary to recognize clinical variations and abnormalities during their
medical careers.
ANAT541. Gross Anatomy GS. 7 Units.
Anatomy of the head, neck, locomotor system, thorax, abdomen,
pelvis, and perineum. Correlated with radiology, applied features, and
embryological development. Summer and Autumn quarters.
ANAT542. Cell Structure and Function GS. 7 Units.
The microscopic structure of cells, tissues, and organs of the human
body. Autumn Quarter.
ANAT544. Human Embryology Lecture. 2 Units.
The plan of development as it pertains to humans. Considers principles.
ANAT548. Introductory Flow Cytometry. 1 Unit.
Introduction to basic flow cytometry-based techniques used to identify
experimental, basic science and translational research questions, and to
develop research proposals. Includes flow cytometry sample preparation,
and data collection, analysis, and presentation.
ANAT558. Applied Gross Anatomy GS. 3 Units.
Emphasizes practical application of the anatomical knowledge covered
in human gross anatomy. Considers applied anatomy problems involving
biomechanical functions of the body, as well as application of anatomical
principles to specific fields of human activity. Prerequisite: ANAT 541; or
consent of instructor.
ANAT594. Directed Study in Anatomy. 1-7 Units.
Intensive study of a selected topic approved by the chair of the
department. Individual guidance by a staff member.
Loma Linda University 2019-2020 429
ANAT697. Research. 1-8 Units.
ANAT699. Dissertation. 1-5 Units.
ANAT891. Anatomy Elective. 1.5-18 Units.
A self-designed and self-directed dissection elective in the fourth year
of the MD curriculum with emphasis on the head, neck, abdomen,
pelvis, thorax, back, or limbs—correlating basic anatomy with clinical
applications.
Anesthesiology (ANES)
Courses
ANES891. Anesthesiology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of anesthesiology, including research.
Anthropology (ANTH)
Courses
ANTH315. Cultural Anthropology. 4 Units.
Advanced course in ethnology and social organization. Explores the
nature of culture, giving special attention to such features as technology,
economic activities, community organization, kinship and marriage,
social control, magic and religion, the arts, and other forms of cultural
behavior. Presents a wide array of examples from societies around the
world.
Behavioral Health—Conjoint (BHCJ)
Courses
BHCJ303. Cultural Learning. 4 Units.
Students develop skills in learning a culture by applying principles from
two modes of inquiry: ethnography and ethnology. Practice gathering
cultural information and data through ethnographic interviews, as
well as through research in the human relations area files. Focuses on
developing knowledge of a particular culture in which the student has an
interest.
BHCJ501. Critical Thinking. 4 Units.
Develops in postbaccalaureate students critical-thinking skills, including:
evaluating ideas, using dialogical learning for deep reliable knowledge,
thinking inductively and deductively, accurately conceptualizing for better
decision making and behavioral choices, applying critical thinking to
academic success and life-long learning.
BHCJ502. Classroom Teaching Strategies. 3 Units.
Addresses pedagogical issues including, but not limited to: developing
a healthy learning environment in the classroom, developing effective
teaching strategies, fostering effective learning strategies in students,
preparing syllabi, lecturing, managing classroom discussion, evaluating
students¿ performance.
BHCJ505. Personal Finance. 2 Units.
Comprehensive introduction to responsibilities within professional
practice and personal finance management. Includes financial
management, loans and debt reduction strategies, retirement planning,
risk management, and human resource management; and, personal and
practice decisions based on related legal, ethical, and financial issues.
BHCJ514. Editing, Style, and Grammar for Academic Writing and
Publication. 2 Units.
Focuses on mastery of the editing stage of academic manuscript
preparation. Applicable to all academic works, including publishable
research results, term papers, dissertations, theses, and proposals.
Covers the self-editing option, editing techniques, grammar, punctuation,
and style. Addresses APA and other styles.
BHCJ515. Researching and Writing Graduate Level Papers. 2-4 Units.
Provides skills for critical writing, including organization, development
of idea, and presentation of conclusion. Develops skills applicable to the
preparation of term papers in the students' disciplines.
BHCJ550. Fundamentals of Dialectical Behavior Therapy. 2 Units.
Examines the theory, empirical foundations, and applications of
dialectical behavior therapy (DBT), an evidenced-based psychosocial
treatment initially developed for suicidal individuals with borderline
personality disorder (BPD). Familiarizes students with the techniques of
DBT, as well as the latest research on and adaptations for use of DBT with
other populations.
BHCJ585. Sociology of Communities. 4 Units.
Examines classical and contemporary theories of community. Provides a
theoretical foundation for applied social science professional programs
that require an understanding of the community in contemporary society.
BHCJ615. Writing for Thesis/Dissertation. 2-4 Units.
Develops skills necessary for researching and writing theses and
dissertations. Includes researching literature in electronic and library
sources; and collecting, filtering, paraphrasing, and organizing data from
literature. Develops editing skills that may be applied to any prose writing
involved in producing a thesis or dissertation—including proposals,
abstracts, introductions, reviews of literature, write-ups of data analyses,
and conclusions.
BHCJ649. Integration of Behavioral Health in Primary Care. 2 Units.
Introduces the integration of behavioral health in primary care settings.
Focuses on how a wholistic (bio-psychosocial-spiritual) approach to
behavioral health care (including the integration of diet and exercise) can
improve emotional well-being and health-care outcomes. All students in
the school's behavioral health disciplines encouraged to take this course.
Biochemistry (BCHM)
Courses
BCHM510. Fundamentals of Human Biochemistry. 2.5 Units.
Supports the organ system curriculum in the first year of medical
education. Combines lectures, in-class quizzes, and case-based
exercises to teach the biochemical basis for cell structure and function,
emphasizing an integrated approach to the understanding of protein
structure and function; intermediary metabolism of carbohydrates,
lipids, proteins, and nucleic acids; and the metabolic patterns of selected
tissues.
BCHM515. Introduction to Bioinformatics. 2 Units.
Introduces bioinformatics methods and their application to biological
research. Provides a conceptual understanding of the algorithms behind
standard bioinformatics software, as well as practical experience in
programs and databases commonly utilized in biological research.
BCHM517. Scientific Foundations of Nurse Anesthesia Practice. 2 Units.
Provides students with an understanding and appreciation of scientific
phenomena and with the ability to apply scientific methods, critical
thinking, and problem-solving skills in exploring, conserving, and
managing their environments.
430 Biology (BIOL)
BCHM518. Fundamentals of Human Biochemistry. 2.5 Units.
Provides a foundation in the nature and properties of biological
molecules in the human body. Presents the biochemical basis for cell
structure and function. Emphasizes an integrated approach to protein
structure and function; the intermediary metabolism of carbohydrates,
lipids, proteins, and nucleic acids; and, metabolic patterns of selected
tissues.
BCHM519. Medical Biochemistry, Molecular Biology, and Genetics. 4.5
Units.
Comprehensive course in biochemistry and molecular biology that
establishes the biochemical basis for cell structure, emphasizes an
integrated approach to the understanding of cellular metabolism,
provides a biochemical/genetic/molecular basis for understanding
disease, and examines the mechanisms for genetic information flow in
prokaryotic and eukaryotic cells. Course restricted to Biomedical Science
Program (certificate).
BCHM529. Fundamentals of Human Biochemistry and Genetics. 4.5
Units.
A lecture sequence for first-year medical students in biochemistry
and molecular biology that establishes the biochemical basis for cell
structure, emphasizes an integrated approach to the understanding
of cellular metabolism, and examines the mechanisms for genetic
information flow in eukaryotic cells.
BCHM530. Biochemical Basis of Human Disease SM. 2 Units.
A series of lectures for second-year medical students designed to
provide a biochemical/genetic/molecular basis for understanding human
diseases.
BCHM544. Advanced Topics in Biochemistry. 2-4 Units.
Recommended for the Ph.D. degree (2+2+2). Recent examples include
proteins: modern methods of study; selected cellular events in
carcinogenesis; enzyme kinetics; transgenic plants for human health.
BCHM550. Clinical Exposure in Oncology. 1 Unit.
Exposes students to various aspects of cancer care as they observe
physicians delivering care to patients at all stages of cancer--newly
diagnosed, preoperative, postsurgical, and survivorship. Discussion of
diagnosis, workup, stage, and treatment plan. Attendance at didactic
lectures, tumor board, and grand rounds that highlight the importance of
a multidisciplinary approach to cancer management. Prerequisite: PHSL
555.
BCHM551. Special Problems in Biochemistry. 2-6 Units.
BCHM605. Seminar in Stem Cells and Cancer. 1 Unit.
Discussion of contemporary primary literature and exploration of stem
cell biology related to cancer. Introduction to concepts in the cancer field,
stem cell biology, critical evaluation of scientific literature, and cutting-
edge research techniques. Prerequisite: IBGS 511, IBGS 512, IBGS 522,
IBGS 523.
BCHM610. Cancer Journal Club. 1 Unit.
A journal-club format that includes discussion of recent advances in
cancer research. Critical evaluation of the experimental approaches
used in the papers discussed--designed to enhance students' problem-
solving and presentation skills, and to develop an appreciation for the
rigor needed to conduct hypotheses-driven cancer research.
BCHM697. Research. 1-10 Units.
BCHM699. Dissertation. 1-5 Units.
BCHM891. Biochemistry Elective. 1.5-12 Units.
Fourth-year elective that allows the student to create materials for team-
based learning in the biochemical basis of human disease. Includes
identifying a disorder that has clear and characteristic biochemical
manifestations; as well as preparing a set of teaching notes, assessment
tools, and application exercises.
Biology (BIOL)
Courses
BIOL116. Introduction to Human Biology. 3 Units.
Introductory course in human biology. Explores basic principles of human
anatomy and physiology and their relationships to social functioning.
Fulfills the human biology prerequisite for the master's degree Social
Work Program.
BIOL406. Marine Biology. 4 Units.
Surveys marine species of the world and the oceanographic processes
and ecological interactions that affect them. Emphasizes tropical and
coral ecosystems. Includes an independent project. Four class hours per
week, plus all-day field trips (usually on Sunday).
BIOL407. Herpetology. 3 Units.
Covers a broad range of topics in herpetology, including systematics,
diversity, morphology, physiology, behavior, ecology, conservation, and
research methodology. Focuses field experience on Southern California
herpetology. Two hours lecture, three-hour laboratory each week.
BIOL409. Mammalogy. 4 Units.
Studies the mammals of the world, with emphasis on North America.
Includes classroom and field study of systematics, distribution, behavior,
and ecology. Per week: class three hours, one three-hour laboratory.
BIOL414. Biology of Marine Invertebrates. 4 Units.
Behavior, physiology, ecology, morphology, and systematics of marine
invertebrates, with emphasis on morphology and systematics. Three
class hours per week, one-day field trip alternate weeks, or the equivalent.
BIOL415. Ecology. 4 Units.
Principles of terrestrial, aquatic, and marine ecology—with a focus on
individual, population, community, and ecosystem levels of organization.
Laboratory work includes field studies that examine ecological principles.
Per week: class three hours, laboratory three hours.
BIOL426. Invertebrate Paleontology. 4 Units.
Structure, classification, ecology, and distribution of selected fossil
invertebrate groups. Considers principles and methods involved in the
study and analysis of invertebrate fossils. Per week: class three hours,
plus one three-hour laboratory.
BIOL427. Vertebrate Paleontology. 4 Units.
Fossil vertebrates, with emphasis on the origins of major groups.
Systematics, biology, and biogeography of ancient vertebrates. Per week:
class three hours, plus one three-hour laboratory.
BIOL428. Genetics and Speciation. 4 Units.
Introduces genetic mechanisms of biological change. Processes of
inheritance through time evaluated in their ecological context.
BIOL437. Animal Behavior. 4 Units.
Behavioral mechanisms of animals and their role in survival. Lectures and
projects.
Loma Linda University 2019-2020 431
BIOL439. Behavioral Ecology. 4 Units.
Examines in depth how behavior contributes to the survival of animals,
with emphasis on behavioral strategies that reflect adaptation to the
animal's environment.
BIOL444. Paleobotany. 4 Units.
Fossil plants; their morphology, paleoecology, taphonomy, classification,
and stratigraphic distribution. Analyzes floral trends in the fossil record.
Per week: class three hours, plus one three-hour laboratory or field trip.
BIOL449. Biodiversity and Conservation. 3 Units.
Examines contemporary issues related to diminishing biodiversity on
regional and global scales, and the need to conserve both biodiversity
and the critical habitats that support threatened flora and fauna.
BIOL456. Techniques in Vertebrate Ecology. 3 Units.
Theory and practice of vertebrate ecology research, including marking
methods, population estimation, home range and habitat analysis, and
radiotelemetry. Software used extensively for analysis of data, some of
which will be collected during field trips.
BIOL465. Introduction to GIS for the Natural Sciences. 2 Units.
Principles and practice of GIS data acquisition, data editing, map making,
and geodatabase management. Recommended for students beginning a
research project.
BIOL466. Multivariate Statistics. 3 Units.
Practical, software-based application of multivariate statistics to
complex data sets, including both null hypothesis testing and practical
significance. Builds on the foundation of an introductory statistics
course.
BIOL475. Philosophy of Science and Origins. 4 Units.
Concepts in the history and philosophy of science, and the application of
these principles in analyzing current scientific trends.
BIOL479. Readings in Biology. 1-4 Units.
Studies, analyzes, and discusses current and classic papers.
BIOL488. Current Topics in Biology. 1-4 Units.
Reviews cutting-edge literature in the biological sciences. Different
sections may be repeated for additional credit.
BIOL495. Undergraduate Research. 1-4 Units.
Student pursues original investigation and/or literature study under the
direction of a faculty member. May be repeated for additional credit.
BIOL497. Special Projects in Biology. 1-4 Units.
Student responsible for a special research project in the field, laboratory,
museum, or library. May be repeated for additional credit.
BIOL502. Orientation to Graduate Biology. 1 Unit.
Introduces students to skills and strategies for successfully navigating
through EBS as graduate biology students. Provides opportunities for
discussion, activities related to topic areas, discovery, group exchange,
instruction, and critical evaluation and decision making regarding ethical
practices in research.
BIOL504. Biology of Marine Invertebrates. 4 Units.
Behavior, physiology, ecology, morphology, and systematics of marine
invertebrates, with emphasis on morphology and systematics. Per week:
class three hours; one-day field trip alternate weeks, or the equivalent.
BIOL505. Marine Biology. 4 Units.
Surveys marine species of the world, and the oceanographic processes
and ecological interactions that affect them. Emphasizes tropical and
coral ecosystems. Includes an independent project. Per week: class four
hours, plus all-day field trips (usually on Sundays).
BIOL507. Herpetology. 3 Units.
Covers a broad range of topics in herpetology, including systematics,
diversity, morphology, physiology, behavior, ecology, conservation, and
research methodology. Field experience focuses on southern California
herpetology. Per week: Two hours lecture and a three-hour laboratory.
BIOL515. Biogeography. 3 Units.
Present and past distribution and migrations of the natural populations of
organisms.
BIOL517. Ecological Physiology. 4 Units.
Studies the interface between the individual and the environment, with
emphasis on unusual environments, in order to explore the limits of
physiological systems. Per week: class four hours. Offered alternate
years.
BIOL518. Readings in Ecology. 2 Units.
Studies, analyzes, and discusses current and classic papers.
BIOL529. Mammalogy. 4 Units.
Studies the mammals of the world, with emphasis on North America.
Includes classroom and field study of systematics, distribution, behavior,
and ecology. Per week: class three hours, one three-hour laboratory.
Additional work required beyond BIOL 409.
BIOL539. Behavioral Ecology. 4 Units.
Examines in depth how behavior contributes to the survival of animals,
with an emphasis on behavioral strategies that reflect adaptation to the
animal's environment.
BIOL545. Genetics and Speciation. 4 Units.
Comparative analysis of species concepts, mechanisms of speciation,
and analysis of micro- and macroevolution. Prerequisite: A course in
genetics and philosophy of science.
BIOL546. Techniques in Vertebrate Ecology. 3 Units.
Theory and practice of vertebrate ecology research, including marking
methods, population estimation, home range and habitat analysis, and
radiotelemetry. Software used extensively for analysis of data, some of
which will be collected during field trips.
BIOL549. Biodiversity and Conservation. 3 Units.
Examines contemporary issues related to diminishing biodiversity on
regional and global scales and the need to conserve both biodiversity and
the critical habitats that support threatened flora and fauna.
BIOL555. Molecular Genetics. 3 Units.
An overview of the molecular basis of life, with emphasis on DNA as an
information storage medium. The systems of information retrieval found
in prokaryotes and eukaryotes.
BIOL558. Philosophy of Science. 4 Units.
Studies selected topics in the history and philosophy of science, and
applies these principles in analyzing contemporary scientific trends.
BIOL559. Philosophy of Science and Origins. 1 Unit.
Studies selected topics in the history and philosophy of science, and
applies these principles in analyzing current scientific trends. Provides an
advanced update in the topic for students who have had a similar course
at the undergraduate level.
BIOL565. Introduction to GIS for the Natural Sciences. 2 Units.
Principles and practice of GIS data acquisition, data editing, map making,
and geodatabase management. Recommended for students who are
beginning a research project.
432 Cardiac Electrophysiology Technology (CEPT)
BIOL566. Multivariate Statistics. 3 Units.
Practical, software-based application of multivariate statistics to
complex data sets, including both null hypotheses testing and practical
significance. Builds on the foundation of an introductory statistics
course.
BIOL588. Current Topics in Biology. 1-5 Units.
Reviews cutting-edge literature in the biological sciences. Different
sections may be repeated for additional credit.
BIOL589. Readings in Biology. 1-4 Units.
Studies, analyzes, and discusses current and classic papers on an
individual basis with advisor.
BIOL607. Seminar in Biology. 0.5 Units.
Seminar presentations by guest scientists on recent research and
developments in biological science. No student presentation required.
BIOL616. Research and Experimental Design. 2 Units.
Concepts, methods, and tools of research, including experimental design
and data analysis.
BIOL617. Proposal Writing and Grantsmanship. 2 Units.
Develops skills in writing proposals and acquiring funding for research.
Increases understanding of the culture of research. Reviews the
infrastructure of science funding and identifies individualized sources
of potential funding. Presents successful proposal-writing strategies
for both governmental and nongovernmental sources of funding.
Emphasizes development of effective writing skills during preparation of
the student's thesis or dissertation proposal.
BIOL618. Writing for Publication. 1 Unit.
Explores the mechanics and processes of preparing, submitting, revising,
and resubmitting a manuscript for publication in a peer-reviewed journal.
Designed for students who are well along in the process of writing
their first manuscript for publication. Prepares students to handle the
manuscript revision process when the manuscript is returned from
reviewers, as well as the final stage of resubmission to the journal.
BIOL658. Advanced Philosophy of Science readings. 2 Units.
Reading and discussion of selected references in the philosophy of
science, and the application of these concepts in the practice of scientific
research and interpretation, including their influence on scientific study
of origins. Best taken near the end of a student's graduate program. Two-
hour class session per week.
BIOL695. Special Projects in Biology. 1-4 Units.
Student responsible for a special research project in the field, laboratory,
museum, or library. May be repeated for additional credit.
BIOL697. Research. 1-8 Units.
See department checklist for recommended number of units.
BIOL698. Thesis Research. 1-8 Units.
Credit for research and for writing the master's thesis. Grade received
does not indicate whether thesis is completed and approved.
BIOL699. Dissertation Research. 1-8 Units.
Credit for research and for writing the doctoral dissertation. Grade
received does not indicate whether dissertation is completed and
approved.
Cardiac Electrophysiology
Technology (CEPT)
Courses
CEPT245. Cardiovascular Anatomy and Physiology. 3 Units.
Explores normal and pathological cardiovascular anatomy and
physiology. Emphasizes myocardial excitation, contraction, intracardiac
flow, intracardiac pressure, valve function, coronary anatomy, and
ventricular function. Studies in detail the electrical conduction system
and cardiovascular hemodynamic principles. Introduces pathological
coronary anatomy, as well as abnormalities of the cardiovascular system.
CEPT248. Cardiovascular Patient Assessment. 2 Units.
Principals of assessment for the patient with cardiovascular disorders,
including: health history, physical assessment techniques, interpretation
of laboratory data, diagnostic data, chest radiography, auscultation, and
diagnostic procedures. Interview techniques and the development of
patient care techniques specific to the cardiovascular patient.
CEPT251. Cardiac Electrophysiology and Rhythm Recognition I. 2 Units.
Clinical use of diagnostic tests and procedures related to cardiac
electrophysiology disease states. Introduces anatomical and physiologic
concepts of rhythm generation and cardiac electrophysiology pathways,
with emphasis on basic rhythm recognition and evaluation.
CEPT252. Cardiac Electrophysiology and Rhythm Recognition II. 2 Units.
Application and interpretation of the 12-lead system. Emphasis on
recognition of the acute myocardial infarction and common myocardial
pathologies; includes axis deviation, acute ischemic conditions,
electrolyte imbalances, bundle-branch block, and infarct imposters.
Highlights patient assessment, data collection, and use of the 12-lead to
guide rapid intervention. American Heart Association advanced cardiac
life support certificate issued upon successful course completion.
CEPT253. Cardiac Electrophysiology and Rhythm Recognition III. 3
Units.
Clinical use of diagnostic tests and procedures related to intracardiac
catheter placement and the electrograms created during EP studies/
procedures. Improves recognition and interpretation of intracardiac
electrograms. Introduces anatomical and physiological concepts of
rhythm generation and cardiac electrophysiology pathways. Emphasizes
basic intracardiac electrogram recognition, which, combined with
practice, leads to greater interpretation proficiency during cardiac EP
procedures/studies. Prerequisite: CEPT 251, CEPT 252.
CEPT258. Fundamentals of Biomedical Science. 2 Units.
Study and application of basic sciences related to physiology and
pathophysiology, integrating the concepts into the fundamentals of
biomedical electronics—specifically the physical sciences to cardiac
management.
CEPT261. Cardiac Electrophysiology Science I. 3 Units.
Principles of cardiac electrophysiology, including electrophysiology
conduction, pathways and mapping, measurements of refractory
periods, aberrant conduction of the myocardium, tests of sinus node
function, atrial and ventricular extrastimulus testing, pacing protocols
for diagnostic electrophysiology studies, and cardiac resynchronization.
Emphasizes application to the clinical setting.
CEPT262. Cardiac Electrophysiology Science II. 3 Units.
Medical instrumentation and clinical application used in cardiac
electrophysiology. In-depth study of the technical knowledge used for
diagnostic, interventional, and therapeutic modalities. Applies scientific
principles to the operation of laboratory equipment. Identifies correct
patient-specific or appropriate device system adjustments.
Loma Linda University 2019-2020 433
CEPT263. Cardiac Electrophysiology Science III. 3 Units.
Continues CEPT 261 and 262, developing advanced knowledge, skills,
and application of mapping and monitoring systems. Explores device
features, therapy options, and hands-on troubleshooting in depth.
Includes case study review.
CEPT271. Cardiology Diseases and Therapeutics I. 2 Units.
Overview of pathophysiology of cardiac diseases. Describes appropriate
therapy for acute and chronic cardiovascular disease states. Emphasizes
scientific support for treatment modalities and reviews current treatment
trends for cardiovascular diseases.
CEPT272. Cardiology Diseases and Therapeutics II. 2 Units.
Addresses major cardiac pathologies, congenital and acquired. Focuses
on cardiac rehabilitation science and current therapy of the cardiac
patient. Includes applied knowledge of relevant risk factors and fosters
appreciation of cardiovascular disease prevention. Emphasizes the
function of exercise in disease prevention, as well as the role nutrition
plays in promoting cardiovascular health. Discusses testing protocols
and exercise prescription, along with evidence-based therapies.
CEPT275. Cardiovascular Pharmacology. 3 Units.
Pharmacological agents currently used in the treatment of cardiovascular
disease management, including biophysical, biochemical, and cellular
basis of treatment, pharmacokinetics, pharmacodynamics, and
therapeutics. Emphasizes pharmaceuticals commonly given to and used
to treat cardiac patients.
CEPT281. Cardiac Electrophysiology Procedures I. 3 Units.
Indications for technology-based evaluations and diagnostic and therapy
interventions. Focuses on interventions that minimize procedural and
device-related complications. Includes information related to patient
monitoring and comfort. Laboratory practice and techniques.
CEPT282. Cardiac Electrophysiology Procedures II. 3 Units.
Continues to explore advanced cardiovascular diagnostic and therapeutic
procedures. Laboratory practice and techniques.
CEPT285. Cardiology. 3 Units.
Assists the health-care provider to develop assessment skills and
to increase knowledge of medical management of the patient with
acute and chronic cardiovascular disorders. Focuses on anatomy and
physiology, underlying pathophysiology, advanced history taking and
physical assessment, cardiovascular pharmacology, electrical modalities,
cardiac diagnostic testing, and current research.
CEPT321. Cardiac Electrophysiology Clinical Practicum I. 0.5 Units.
Introduces the clinical setting. Orients the student to environments in
which the CEP specialist works. Student participates in or conducts
a health history and physical assessment of the cardiac patient and
learns proper documentation procedures. Hands-on experience to assist
development of basic clinical skills. Introduces procedures, diagnostic
examinations, and equipment utilized in cardiac procedures.
CEPT322. Cardiac Electrophysiology Clinical Practicum II. 1.5 Unit.
Clinical experience and application of cardiac electrophysiology
procedures, interventions, instrumentation, and patient-care interactions.
Preceptors in the clinical settings facilitate experiences that enable
students to develop and enhance competencies related to cardiac testing
and procedures. Includes practice with components of communicating
effectively with clients, their families, and other members of the health-
care team.
CEPT323. Cardiac Electrophysiology Clinical Practicum III. 1.5 Unit.
Clinical assignments to assist the student in gaining specific experiences
that enable him/her to develop and enhance competencies in cardiac
testing and patient evaluation. Guided by clinical preceptors, student
rotates through multiple environments relevant to the practice of cardiac
electrophysiology.
CEPT324. Cardiac Electrophysiology Clinical Practicum IV. 2 Units.
Student rotates through several clinical environments in order to gain
advanced competencies in all content areas. Includes, but is not limited
to Holter scanning, cardiac rehabilitation, exercise testing, pacemaker
technologies, and cardiac mapping.
CEPT345. Case Studies in Cardiac Electrophysiology. 2 Units.
Presents cardiac electrophysiology concepts though a case study model.
Student reviews and presents case studies that integrate knowledge of
cardiac disease, treatments, diagnostic tests, and procedures. Utilizes
a simulated patient care setting to improve and develop critical thinking
skills.
CEPT348. Cardiac Electrophysiology Seminar. 3 Units.
A comprehensive view of the rapidly evolving field of interventional
cardiology. Studies new developments, technological innovations, and
advances in clinical application.
Child Life Specialist (CHLS)
Courses
CHLS501. Hospitalized Infant and Toddler Development. 3 Units.
Emphasizes the development of infants and toddlers in hospital settings.
Presents theory and research regarding socialization, emotional
development, and temperament. Discusses bereavement, appropriate
health, safety, and nutritional practices, and use of tools for effective
practice.
CHLS502. Introduction to the Child-Life Profession. 3 Units.
Teaches the evolution and history of child life, as well as the theoretical
framework that guides the profession. Discusses topics such as
professionalism and ethics as they relate to child-life practice. Exposes
students to relevant research that constitutes an integral component of
evidence-based practice. Shares clinical expectations for matriculation
and certification through the Association of Child Life Professionals.
CHLS503. Preparation for Clinical Placement. 3 Units.
Helps students develop a child-life specialist identity for clinical practice
through readings, discussion of clinical practice placements, and
formation of a personal philosophy. Students construct a cover letter,
resume, and portfolio; as well as research clinical placement sites and
become aware of the child-life specialist placement application and
interviewing requirements. Discusses ACLP eligibility requirements and
internship curriculum modules.
CHLS504. Child Life Administration and Program Development. 3 Units.
Introduces students to the history and development of the child life
profession. Health-care environment, administrative issues, program
development, and outcome assessment process. Develops competencies
and skills necessary to effectively administer a child life program.
434 Child Life Specialist (CHLS)
CHLS505. Cross-Cultural Perspectives in Health Care. 3 Units.
Introduction to the diversity of cultures and its impact on the delivery
of health-care services. Explores characteristics of composition,
cultural practices and preferences, and health-care issues faced by
selected cultures. Presents human differences, preferences, biases,
and stereotypes. Fosters development of awareness, sensitivity, and
competence required to affirm diversity in health-care and practice
settings.
CHLS506. Therapeutic Play for Children Affected by Illness and Injury. 3
Units.
Teaches the developmental aspects of play therapy, in collaboration with
the developmental stages of the child/teen and family in the context of a
health-care setting. Provides student with an experiential understanding
of play therapy, recreation therapy, education, and practice.
CHLS507A. Aspects of Illness and Disease. 3 Units.
Teaches the child life student about the childhood disease process
and describes the pathophysiology, symptoms, diagnostic testing,
and treatment of disease. How disease affects the child and family's
behavioral, social, and emotional development and coping strategies.
CHLS507B. Aspects of Illness and Disease. 3 Units.
Provides students with information regarding the effects of disease
and/or injury on the physical, emotional, and social needs of children/
adolescents and their families. Discusses medical terminology as it
relates to the hospitalized child. Provides students with techniques--
from medical, psychological, and social aspects--to effectively deal with
behaviors that accompany hospitalization.
CHLS508. Grief and Loss. 3 Units.
Promotes understanding of various theories, and practices specific
interventions that assist hospitalized children/teens or adult family
members when they encounter issues of death, loss and/or grief.
Students examine how these issues affect them personally and
professionally; and describe their own epistemology regarding death, loss
and grief. Examines these issues from a family-system's perspective in a
hospital setting.
CHLS509. Child-Life Assessment. 3 Units.
Orients students to child life in hospitals and other health-care
environments; and gives attention to stress and coping assessments,
along with other interventions used to assist patients and families.
Examines additional interventions and significant variables, such
as providing emotional support for families and encouraging
optimum development of children facing a broad range of challenging
experiences. Addresses roles and responsibilities of membership on an
interdisciplinary team.
CHLS600. Child Life Theory and Practice. 3 Units.
Examines children and their families in a health care setting from the
perspective of a child life specialist. Demonstrates the role of the child
life specialist in minimizing the stress and anxiety experienced during
hospitalization. Focuses on educational and play components, as well as
the general support and scope of practice that are unique to the field of
child life.
CHLS604. Child Life Internship Seminar I. 4 Units.
Blends didactic and experiential learning in order to bridge the gap
between child- life theory and the application of child-life principles.
Prepares students for clinical work in the field of child life. Discusses
the clinical requirements recommended by the Association of Child Life
Professionals (ACLP), with emphasis on the ACLP's standards of clinical
practice. Enrollment requires registration for CHLS 701: Clinical Training.
Prerequisite: CHLS 608.
CHLS605. Child Life Internship Seminar II. 4 Units.
Blends didactic and experiential learning in order to bridge the gap
between child-life theory and the application of child-life principles.
Prepares students for work in the field of child life through the
principles of clinical course work shared in class. Discusses the
clinical requirements recommended by the Association of Child Life
Professionals (ACLP) and gives special attention to the standards of
clinical practice set forth by the official documents of ACLP. Prerequisite:
CHLS 608.
CHLS606. Parenting Medically Fragile Children. 3 Units.
Introduces students to parenting issues related to the medically fragile
child. Provides knowledge of theories, techniques, skills, available
community resources, and legal and ethical considerations that pertain to
this specific group.
CHLS607. Child Life Professional. 3 Units.
Prepares students for entering the professional field of child life by
demonstrating clinical assessment, documentation, and skills related to
child life practice. Includes application of ethical principles, as well as
issues of professionalism. Requires a 100-hour practicum.
CHLS608. Child Life Practicum. 1 Unit.
Students carry out assigned playroom duties: supervise activities that
foster creativity, divert patients from stress and worry, and normalize
their environment; and provide opportunities for patients and families
to socialize and engage in developmentally appropriate activities.
Students assist with bedside interaction and interventions and assist
staff with escorting patients to other locations of the hospital for special
programming.
CHLS609. Global Practice: Child Life Specialist. 3 Units.
Introduction to child life practice in a global context. Examines ethical
and practice issues associated with delivery of pediatric psychosocial
services in health-care systems in underdeveloped and developed
environments. Gives critical attention to issues of pediatric and
adolescent growth and development, family-centered care, grief and loss,
and advocacy. Shares models for learning and collaboration within the
context of health-care delivery.
CHLS610. Child Life Internship II. 4 Units.
Blends didactic and experiential learning in order to bridge the gap
between child-life theory and the application of child-life principles.
Prepares students for work in the field of child life through the
principles of clinical course work shared in class. Discusses the
clinical requirements recommended by the Association of Child Life
Professionals (ACLP) and gives special attention to the standards of
clinical practice set forth by the official documents of ACLP.
CHLS694. Directed Study: Child Life Specialist. 1-4 Units.
Individual study in areas of special interest concerning the pediatric
patient and family. May be repeated for credit at the discretion of the
faculty.
CHLS700. Clinical Training. 2 Units.
A child-life practicum designed as an introductory experience for
individuals interested in pursuing the child-life profession. Students enroll
in an approved hospital site, complete 100-120 hours, and meet with a
supervisor who meets ACLP requirements.
CHLS701. Clinical Training. 6 Units.
Hands-on clinical training experience that provides the student with an
opportunity to build on course work and put theory into practice while
working in a variety of hospitals and related settings under the direction
of a certified child-life specialist (CCLS). 600 hours required through ACLP.
Loma Linda University 2019-2020 435
CHLS702. Clinical Training. 6 Units.
Hands-on clinical training experience that provides the student with an
opportunity to build on course work and put theory into practice while
working in a variety of hospitals and related settings under the direction
of a certified child-life specialist (CCLS). 600 hours required through ACLP.
Prerequisite: CHLS 608.
Clinical Laboratory Science/
Cytotechnology (CLSC)
Courses
CLSC301. Introduction to Radiographic Procedures I. 2 Units.
Introduces the nature and description of radiographic procedures for the
nonradiologic technologist, with an emphasis on radiographic procedures
used in the collection of cytologic specimens. Applies principles, medical
techniques, and instrumentation to a radiographic setting. Includes
observation laboratory.
CLSC302. Introduction to Radiographic Procedures II. 2 Units.
Introduces the nature and description of radiographic procedures for the
nonradiologic technologist, with an emphasis on radiographic procedures
used in the collection of cytologic specimens. Applies principles, medical
techniques, and instrumentation to a radiographic setting. Includes
observation laboratory.
CLSC341. Gynecologic Cytology. 11 Units.
Study of the anatomy, histology, and cytology of the female genital
tract—including cytohormonal changes, nonneoplastic abnormalities,
premalignant and malignant lesions, and rare extrauterine malignancies.
Students interpret clinical history, explain significance of data, render
diagnoses, and offer recommendations for further testing. Lecture and
laboratory.
CLSC351. Respiratory Cytology. 8 Units.
Study of the anatomy, histology, and cytology of the respiratory tract
—including fine needle aspiration of the lung. Students interpret
clinical history, explain significance of data, render diagnoses, and offer
recommendations for further testing. Lecture and laboratory.
CLSC353. Urinary Tract and Prostate Cytology. 3 Units.
Study of the anatomy, histology and cytology of the urinary tract—
including the bladder, ureters, renal pelvis, kidney, and prostate. Students
interpret clinical history, explain significance of data, render diagnoses,
and offer recommendations for further testing. Lecture and laboratory.
CLSC357. Gastrointestinal Tract Cytology. 2 Units.
Study of the anatomy, histology, and cytology of the gastrointestinal
tract—including the esophagus, stomach, small and large intestines, and
colon. Students interpret clinical history, explain significance of data,
render diagnoses, and offer recommendations for further testing. Lecture
and laboratory.
CLSC364. Body Fluid Cytology. 5 Units.
Anatomy, histology, and cytology of fluids from serosal cavities, including
CSF. Students interpret clinical history, explain significance of data,
render diagnoses, and offer recommendations for further testing. Lecture
and laboratory.
CLSC371. Cytopreparation Techniques. 3 Units.
Collection techniques; fixation and staining procedures; preparation of
monolayers, smears, and cell blocks from various cytologic specimens.
Includes basic laboratory skills, such as universal precautions, reagent
preparation, centrifugation, pipetting, and micropipetting. Introduces
basic laboratory operations, including quality control, quality assurance,
laboratory safety, and emergency preparedness. Lecture, demonstration,
and laboratory.
CLSC373. Histotechnology Techniques. 1 Unit.
Technical preparation of tissue specimens for microscopic evaluation,
with emphasis on special stains and immunohistochemistry. Lecture and
observation laboratory.
CLSC381. Fine Needle Aspiration Cytology I. 4 Units.
Study of the benign and malignant cells aspirated from thyroid, salivary
gland, breast, liver, pancreas, lymph node, soft tissue masses, and other
miscellaneous organs. Includes fine needle aspiration techniques, touch
prep of cores preparation, and rapid on-site adequacy assessment.
Students interpret clinical history, explain significance of data, render
adequacy assessment and/or diagnoses, and offer recommendations for
further testing. Lecture and laboratory.
CLSC382. Fine Needle Aspiration Cytology II. 6 Units.
Study of the benign and malignant cells aspirated from thyroid, salivary
gland, breast, liver, pancreas, lymph node, soft tissue masses, and other
miscellaneous organs. Includes fine needle aspiration techniques, touch
prep of cores preparation, and rapid on-site adequacy assessment.
Students interpret clinical history, explain significance of data, render
adequacy assessment and/or diagnoses, and offer recommendations for
further testing. Lecture and laboratory.
CLSC406. Pathophysiology. 3 Units.
Advanced didactic study of disease processes and corresponding
pathologic findings of major organ systems of the human body.
CLSC411. Histopathology I. 4 Units.
Didactic and microscopic study of basic normal tissue types of major
organs and systems of the human body, with emphasis on function and
clinical relevance of histologic structures.
CLSC412. Histopathology II. 4 Units.
Didactic and microscopic study of basic pathology of major organs
and systems of the human body, with emphasis on relevance to field of
cytotechnology.
CLSC432. Current Research Techniques. 3 Units.
Introduces current research techniques and skills development.
Techniques in immunocytochemistry, image and flow cytometry, and
molecular pathology.
CLSC471. Advanced Cytology Practices I. 2 Units.
Provides further practical experience by working with routine cytology
specimens. Includes cytopreparation; microscopic evaluation of
gynecologic and nongynecologic specimens, with an emphasis on fine
needle aspiration specimens,;maintenance of regulatory statistics, and
error identification.
CLSC472. Advanced Cytology Practices II. 2 Units.
Expands clinical experience with advanced theory and techniques,
including image-assisted screening, LIS operation, mock proficiency
testing, and use of telepathology.
CLSC481. Supervised Cytology Research Project I. 2 Units.
Research project under the supervision of the program director. Oral
presentation and paper.
436 Clinical Laboratory Science/Medical Technology (CLSM)
CLSC482. Supervised Cytology Research Project II. 2 Units.
Research project under the supervision of the program director. Oral
presentation and paper.
CLSC494. Cytology Practicum. 11 Units.
Eleven weeks of clinical cytology internships in a variety of cytopathology
laboratories. Students rotate through all phases of diagnostic
service work and laboratory functions (pre-analytical, analytical, and
postanalytical). Independent microscopic evaluation of gynecologic,
nongynecologic, and fine needle aspiration specimens.
Clinical Laboratory Science/Medical
Technology (CLSM)
Courses
CLSM105. Procedures in Phlebotomy. 4 Units.
Training in venipuncture and skin puncture, medical terminology,
laboratory safety, CPR, basic anatomy and physiology, specimen-
collection techniques, hazards/complications, quality assurance
methods, and medicolegal issues of phlebotomy. Clinical rotation
arranged at Loma Linda University Medical Center and affiliates. CPR
training and certificate arranged for students not already certified.
Prerequisite: Current CPR certificate.
CLSM303. Urine and Body Fluid Analysis I. 2 Units.
Urinalysis screening procedure and its application in the diagnosis of
renal, systemic, and metabolic diseases. Analysis and morphology of
body fluids. Lecture and laboratory.
CLSM307. Medical Parasitology. 3 Units.
Medically important parasites: life cycles, clinical features, infective
diagnostic stages. Demonstrations, slide studies, and diagnostic
procedures. Lecture and laboratory.
CLSM309. Quantitative Analysis (Chemical). 4 Units.
Provides a rigorous background in chemical principles particularly
important to analytical clinical chemistry. Develops an appreciation for
the task of judging the accuracy and precision of experimental data and
the application of statistical methods. Covers both fundamental and
practical aspects of chemical analysis; neutralization titrations; acid-
base titrations; spectrophotometric methods; and electrochemical and
chromatographic methodologies. Lecture and laboratory.
CLSM315. Physiology. 4 Units.
Physiology of the human body including cellular, neuromuscular,
cardiovascular, respiratory, gastrointestinal, renal, and endocrine
systems.
CLSM321. Hematology I. 4 Units.
Examines normal hematologic physiology, cellular development, and
hemostasis in the human. Introduces pathophysiology, with emphasis
on clinical and laboratory evaluation of hematologic status. Theory and
background of laboratory procedures used in diagnosis and treatment
of hematologic and other diseases. Stresses proficiency in evaluation of
normal and abnormal cellular morphology. Lecture and laboratory.
CLSM322. Hematology II. 4 Units.
Theory and background of routine and special laboratory procedures
used in diagnosis and treatment of hematologic and other diseases.
Emphasizes peripheral blood-cell morphology, hematopoeses, maturation,
and kinetics. Pathophysiology of hematologic disorders, including
anemias and hematologic malignancies. Correlation of hemostasis
testing with clinical hemostatic disorders. Lecture and laboratory.
Prerequisite: CLSM 321.
CLSM325. Clinical Immunology. 3 Units.
Presents the basic principles of immunology. Topics covered include
humoral and cell-mediated immunity, complement, autoimmunity,
immunodeficiency, hypersensitivity, tumor immunology, transplant
immunology, virology, syphilis serology, and immunologic laboratory
techniques. Emphasizes principles, laboratory procedures, and clinical
significance. Lecture and laboratory.
CLSM327. Clinical and Pathogenic Microbiology I. 5 Units.
Introduces microbiological concepts, leading to an in-depth study of the
major groups of pathogenic bacteria and their relationship to human
disease. Emphasizes clinical laboratory identification methods and
procedures. Lecture and laboratory.
CLSM328. Clinical and Pathogenic Microbiology II. 5 Units.
Nature and control of microorganisms encountered in clinical material
and various anatomical sites. Emphasizes antimicrobial agents,
mycology, and virology, including hepatic viruses and HIV/AIDS. Lecture
and laboratory. Prerequisite: CLSM 327; or consent of instructor.
CLSM331. Biochemistry. 5 Units.
Chemical structure and metabolism of carbohydrates, amino acids,
lipids, and nucleic acids. Protein synthesis, functions, and analysis.
Enzymes and their structure, function, kinetics, and regulation. Lecture
and laboratory.
CLSM332. Clinical Chemistry I. 4 Units.
Clinical chemistry procedures and their clinical significance in medicine,
with focus on the following areas: fluids and electrolytes, acid-base
balance, carbohydrates and diabetes mellitus, and proteins. Presents
quality assurance, method evaluation, and establishment of reference
ranges. Lecture and laboratory. Prerequisite: CLSM 331; or consent of
instructor.
CLSM333. Clinical Chemistry II. 4 Units.
Clinical chemistry procedures and their clinical significance in
medicine, with focus on the following areas: lipids, lipoproteins,
cardiovascular disease, enzymes, liver function, the endocrine system;
thyroid, parathyroid, adrenal cortex and catecholamines, and steroids;
reproduction, pregnancy, and fetal well-being; therapeutic drug monitoring
and toxicology. Lecture and laboratory. Prerequisite: CLSM 332.
CLSM341. Immunohematology I. 3 Units.
Fundamentals of antigen-antibody reactions. Studies major blood-group
systems, compatibility testing, and antibody-identification techniques.
Clinical analysis of hemolytic disease of the newborn. Lecture and
laboratory.
CLSM342. Immunohematology II. 3 Units.
Blood collection, donor testing, component preparation, and quality
management in the collection facility. Identification of multiple
antibodies, typing discrepancies, hemotherapy, hazards of transfusion,
and investigation of autoimmune hemolytic disease. Lecture and
laboratory. Prerequisite: CLSM 341.
CLSM396. CLS Junior Seminar. 1 Unit.
Prepares student for entry into the senior year clinical practicum.
Introduces student to the clinical laboratory and its operations by direct
observation and discussions to include pre-analytical, analytical, and
postanalytical areas. Students expected to apply knowledge acquired
from all disciplines within the junior year curriculum. Visits to off-site
locations may be required.
Loma Linda University 2019-2020 437
CLSM411. Urine and Body Fluid Analysis II. 1 Unit.
Correlates theory and clinical experience with and applies them
to analytical techniques. Assesses and interprets data. Evaluates
and compares methodologies. Urinalysis screening procedures and
applications in the diagnosis of renal, systemic, and metabolic diseases.
Processing, analysis, and morphologic evaluation of body fluids.
Prerequisite: CLSM 303.
CLSM413. Diagnostic Microbiology. 6 Units.
Correlates theory and clinical experience with, and applies them to,
analytical techniques. Assesses and interprets data. Evaluates and
compares methodologies. Directed study and review of diagnostic
bacteriology, mycology and virology. Emphasizes isolation and
identification of pathogenic microorganisms. Includes susceptibility
testing, instrumentation, and rapid identification methods. Prerequisite:
CLSM 307, CLSM 327, CLSM 328.
CLSM414. Clinical Parasitology. 2 Units.
Correlates theory and clinical experience with and applies them to
analytical techniques. Assesses and interprets data. Evaluates and
compares methodologies. Directed study and review of medical
parasitology. Emphasizes testing for and identification of pathogenic
parasites. Prerequisite: CLSM 307.
CLSM422. Hematology III. 6 Units.
Correlates theory and clinical experience with and applies them to
analytical techniques. Assesses and interprets data. Evaluates and
compares methodologies. Directed study and review of hemostasis,
cellular quantification and identification techniques, and clinical
hematology. Includes white cell, red cell, platelet, and hemostatic
disorders. Prerequisite: CLSM 321, CLSM 322.
CLSM434. Clinical Chemistry III. 5 Units.
Correlates and applies theory and clinical experience with analytical
techniques. Assesses and interprets data. Evaluates and compares
methodologies. Directed study and review include: carbohydrates,
proteins, lipids, enzymology, electrolytes, acid-base balance, endocrine
system, and therapeutic drug monitoring. Prerequisite: CLSM 333.
CLSM435. Immunoassay and Molecular Diagnostic Techniques. 3 Units.
Reviews common immunoassay and molecular diagnostic assay
methodologies utilized in the clinical laboratory. Includes immunoassay
technologies (EIA, ELISA, EMIT, FPIA), and chemiluminescence; and,
molecular diagnostic techniques (nucleic acid extraction and purification,
gel electrophoresis, nucleic acid hybridization and blots, DNA sequencing,
and amplification technologies). Examines signal, target amplification,
and real-time technologies. Addresses laboratory design and safety
issues. Prerequisite: CLSM 325; or consent of the instructor.
CLSM442. Immunohematology III. 3 Units.
Applies theory and techniques routinely used in transfusion medicine.
Emphasizes correlation with clinical experience. Directed study and
review include type and screen, antibody identification, investigation
of hemolytic disease of the newborn, hemotherapy, and hazards of
transfusion. Assesses and interprets data. Overview of donor facilities:
donor criteria, records management, component preparation, blood
storage, and infectious disease testing. Prerequisite: CLSM 341, CLSM
342.
CLSM451. Clinical Laboratory Management I. 2 Units.
Introduces management theory, including: management styles,
professional communications, business ethics, group theory, team
building, process management, process control, and personnel.
CLSM452. Clinical Laboratory Management II. 2 Units.
Financial management, with emphasis on concepts, tools, and strategies
underlying financial decision making. Topics include health-care
reimbursement systems, coding, billing, development of operating
budgets, and financial reports. Concepts of financial negotiations,
inventory management, and financial planning. Integrates and applies
analytical techniques used in the service industries.
CLSM453. Clinical Laboratory Management III. 2 Units.
Introduces theories of quality management, organization, strategic
planning, and the decision-making process. Reviews and analyzes
government agencies, legislation, and regulatory bodies that impact
laboratory management. Compares quality systems-management
philosophies.
CLSM455. Special Procedures. 4 Units.
Clinical and theory-based assessment and interpretation of data.
Evaluation and comparisons of methodologies including immunoassays,
thin-layer and high-pressure liquid chromatography, electrophoresis,
spectrophotometry, toxicology, amino acids assay, rapid-detection testing
for bacteria and viruses, polymerase and ligase chain reactions, Western
blot assays, serology, and current immunologic techniques. Prerequisite:
CLSM 325, CLSM 333.
CLSM471. Clinical Practicum I. 5 Units.
Thirteen weeks of supervised clinical laboratory experience in selected
areas, including parasitology, hematology, urinalysis, and body fluids.
Student performs tests routinely done in these areas of the clinical
laboratory.
CLSM472. Clinical Practicum II. 5 Units.
Thirteen weeks of supervised clinical laboratory experience in selected
areas, including: microbiology and immunohematology, with experience
in transfusion services and in a blood-collection facility. Student performs
tests routinely done in these areas of the clinical laboratory. Emphasizes
clinical-laboratory quality-control procedures and evaluation.
CLSM473. Clinical Practicum III. 5 Units.
Thirteen weeks of supervised clinical laboratory experience in selected
areas, including: chemistry and special procedures. Student performs
tests routinely done in these areas of the clinical laboratory. Incorporates
experience in administrative duties.
CLSM474A. Clinical Correlations. 1 Unit.
Interactively bridges knowledge from textbook to clinical practice
and decision making. Stimulates students' intellectual curiosity as it
applies to laboratory medicine--including interpretation of laboratory
data, case study analysis, impact on patient treatment and prognosis,
assessment of validity of laboratory data, and administration of mock
board examinations.
CLSM474B. Clinical Correlations. 1 Unit.
Interactively bridges knowledge from textbook to clinical practice
and decision making. Stimulates students' intellectual curiosity as it
applies to laboratory medicine--including interpretation of laboratory
data, case study analysis, impact on patient treatment and prognosis,
assessment of validity of laboratory data, and administration of mock
board examinations.
CLSM474C. Clinical Correlations. 1 Unit.
Interactively bridges knowledge from textbook to clinical practice
and decision making. Stimulates students' intellectual curiosity as it
applies to laboratory medicine--including interpretation of laboratory
data, case study analysis, impact on patient treatment and prognosis,
assessment of validity of laboratory data, and administration of mock
board examinations.
438 Coding Specialist (HLCS)
CLSM496. Clinical Laboratory Science Seminar I. 1 Unit.
Introduces capstone projects which incorporate skills developed
and knowledge obtained in the Clinical Laboratory Science Program
junior year. Project must be of current interest. Topics may include
literature search methods, research methods, presentation skills, team
building, assessment of impact on clinical outcomes, and analysis
and implementation of clinical applications. Prerequisite: Satisfactory
completion of Clinical Laboratory Science Program junior-year courses, or
consent of instructor.
CLSM497. Clinical Laboratory Science Seminar II. 1 Unit.
Continues assigned capstone project. Presents relevant contemporary
topics. Prerequisite: CLSM 496; or consent of instructor.
CLSM498. Clinical Laboratory Science Seminar III. 2 Units.
Preparation of capstone project with application of educational
methodologies and objective writing skills developed and knowledge
obtained during the Clinical Laboratory Science Program junior
and senior years. Project-related topics include presentation skills,
assessment of impact on clinical outcomes, and analysis and
implementation of clinical applications. Prerequisite: CLSM 496, CLSM
497; or consent of instructor.
CLSM499. Clinical Laboratory Science Independent Study. 1-5 Units.
Project or paper to be submitted on a topic of current interest in an area
related to medical technology. Regular meetings provide student with
guidance and evaluation. Elected on the basis of need or interest.
Coding Specialist (HLCS)
Courses
HLCS236. Pharmacology. 2 Units.
Introduces pharmacology, including a review of pharmaceuticals
used in diagnosis, prevention, and treatment of disease as commonly
encountered in medical records.
HLCS238. Essentials of Human Diseases. 3 Units.
Surveys human diseases, including the etiology, pathogenesis, and
clinical manifestations of commonly encountered diseases.
HLCS239. Introduction to Health Records Science. 3 Units.
Introduces health-care facilities and the information systems involving
health records. In-depth study of health record content, confidentiality of
health-care information, and professional ethics.
HLCS241. Medical Terminology. 2 Units.
Prefixes, suffixes, and root words used in the language of medicine.
Terms pertaining to pathology and surgery. Terms studied by body
system: gastroenterology, cardiology, neurology, musculoskeletal,
dermatology, ophthalmology, otorhinolaryngology, and respiratory.
HLCS242. Coding I. 4 Units.
Principles and conventions of ICD-10-CM and ICD-10-PCS coding in
diseases and procedures pertaining to infectious diseases; diseases
of blood, endocrine, respiratory, digestive, genitourinary, skin, and
musculoskeletal systems; and mental disorders.
HLCS243. Coding II. 4 Units.
Principles and conventions of ICD-10-CM and ICD-10-PCS coding in
diseases and procedures pertaining to pregnancy, perinatal conditions,
poisonings, injuries, complications of medical and surgical care, the
circulatory system, and neoplasms. Prerequisite: HLCS 242.
HLCS245. Coding III. 4 Units.
Principles of current procedural coding terminology (CPT) at the
intermediate level, including: surgical coding for all body systems;
medical procedures; anesthesia coding; radiology, pathology, and
laboratory coding for inpatient and outpatient health-care settings.
Modifier assignment. Also includes laboratory practice on 3M software.
Prerequisite: HLCS 243.
HLCS247. Computer Applications in Health Care. 2 Units.
Introduces health-care information systems concepts and applications.
Focuses on software application in the health-care arena. Specific
topics addressed include: general system theory; data management;
interoperability; health record applications (e.g., encoder, ADT-R, ROI, etc);
electronic health records; personal health records; mobile technology;
telemedicine; bioinformatics; heath information exchange; patient
informatics applications; and emerging trends in health information
technology.
HLCS254. Evaluation and Management Coding for Billing and
Reimbursement. 2 Units.
Principles of billing and third-party reimbursement as they relate to
physician professional coding and APC assignment for health-care
institutions. Includes E&M coding conventions and modifiers. Covers
principles of health service billing, including billing terminologies, the
billing process, and universal billing forms for the various physician-
practice settings. Includes laboratory practice using actual patient
records and 3M encoding software to enhance student proficiency.
HLCS257. Coding Special Topics. 3 Units.
Coding-system usage by reimbursement agencies, laws governing these
processes, and federally supervised coding auditing to assure that the
laws of coding are followed. Health-care delivery systems and internal
billing and reimbursement in these settings. Requirements of state and
federal coding regulatory agencies, ethics of coding, coding quality, and
coding compliance. Content varies to accommodate the changing nature
of health care reimbursement processes and laws. Prerequisite: HLCS
245.
HLCS292. Computer Applications in Health Care II. 1 Unit.
Introduces health-care information systems concepts and applications.
Focuses on software application in the health-care arena. Specific topics
addressed include: general system theory; interoperability; specific health
record applications (encoder, ADT-R, ROI, etc); electronic health records;
personal health records; and patient informatics applications. One hour
required each week.
HLCS961. Coding Practicum I. 2 Units.
Twelve-week (six hours per week) coding laboratory provides a capstone
experience for students who have completed all academic course work
in coding. Enables students to apply all state and national coding and
reimbursement regulations to a variety of inpatient and outpatient
records. Provides students the opportunity to improve speed and
accuracy prior to entering the job force. Prerequisite: HLCS 257.
HLCS962. Coding Practicum II. 2 Units.
Continues HLCS 961. HLCS 962 includes an additional twelve-week (six
hours per week) coding laboratory experience under direct supervision of
an instructor. Prerequisite: HLCS 961.
Communication Sciences and
Disorders (CMSD)
Loma Linda University 2019-2020 439
Courses
CMSD217. Beginning Sign Language. 3 Units.
Focuses on learning American Sign Language (ASL) for conversational
purposes. Finger spelling, a sign vocabulary of approximately 500 words,
and acquisition of the basic grammatical rules of ASL. ASL contrasted
with the various sign systems currently being used in educational
settings in this country.
CMSD267. Speech-Language Pathology Assistant Fieldwork. 2 Units.
Guided observation of clinical management of individuals with
communication disorders. Supervised clinical experience in assisting the
speech-language pathologist in a school and hospital setting. Course
may not be taught every year.
CMSD284. Introduction to Speech-Language Pathology and Audiology. 3
Units.
Major types of disorders. Etiology and treatment. Survey course for
students majoring in speech-language pathology and audiology,
prospective teachers, and others who may encounter speech-language or
hearing disorders in their professions.
CMSD304. Hearing Science. 4 Units.
Introduces basic theories and laboratory exercises in acoustics,
psychoacoustics, and physiological acoustics.
CMSD314. Language Science. 4 Units.
Introduces techniques of linguistic analyses used in the study of
phonology, morphology, syntax, and semantics.
CMSD318. Transcription Phonetics. 3 Units.
Student develops transcription skills using the International Phonetic
Alphabet.
CMSD324. Language Disorders of Children. 4 Units.
Impairments of language development in children. Formal and informal
assessment of children. Program planning and remediation procedures.
Prerequisite or concurrent: CMSD 388.
CMSD334. Speech Sound Disorders in Children. 4 Units.
Definition, classification, etiology, diagnosis, and treatment of
phonological/articulation disorders. Prerequisite or concurrent: CMSD
318.
CMSD367. SLPA Practicum and Ethics. 4 Units.
Discussion of scope of practice and requirements for licensure for SLPAs
in the state of California. Discussion of ethical issues related to the
profession. Guided observation of clinical management of individuals
with communication disorders. Supervised clinical experience in
assisting the SLP in a school or hospital setting.
CMSD368. SLPA Scope of Practice. 1 Unit.
Addresses the laws, regulations, ethics, and clinical principles and
procedures within the scope of practice of the speech-language
pathologist assistant. Prerequisite or concurrent: CMSD 369.
CMSD369. SLPA Fieldwork Experience. 3 Units.
Guided observation of clinical management of individuals with
communication disorders. Supervised clinical experience in assisting
the speech-language pathologist in a school, hospital, or private clinical
setting. Prerequisite or concurrent: CMSD 368.
CMSD376. Anatomy of Speech-Hearing Mechanism. 4 Units.
Anatomy and physiology of auditory-vocal communicative process.
CMSD388. Communication across the Lifespan. 4 Units.
Overview of language development and normal changes over the
lifespan. Development of language from infancy to adolescence, and the
effects of aging on communication. Includes study of hearing.
CMSD417. Speech Science. 4 Units.
Acoustic and physiological correlates of speech-sound production.
CMSD424. Adult Language Pathology. 4 Units.
Impairment of language and speech related to organic neuropathology.
CMSD426. Behavior Management Applications with Special Populations.
4 Units.
Addresses the principles of behavior modification and discrete trials
training as they apply to persons with autism, developmental delays,
congenital syndromes, and attention deficit hyperactivity disorders.
CMSD436. Speech and Hearing Science. 4 Units.
Outline of fundamental properties of sound creation, transmission, and
reception. Utilizes those properties for an in-depth analysis of English
consonants, vowels, and prosodies; focusing on applications within the
fields of communication sciences and disorders, and audiology.
CMSD444. Organic Speech Disorders. 4 Units.
Introduces the classification, cause, manifestations, assessment, and
treatment of craniofacial disorders/cleft palate, tongue thrust, dysarthria,
apraxia of speech, and dysphagia.
CMSD445. Techniques for ESL and Accent Modification. 2 Units.
Principles and procedures for teaching English as a second language
(ESL) and accent modification to bilingual speakers of English.
CMSD448. Disorders of Fluency. 3 Units.
Overview of fluency disorders in children and adults. Addresses the
nature of developmental stuttering and introduces basic therapy
techniques used to promote fluency.
CMSD449. Voice Disorders. 3 Units.
Introduction to healthy and disordered voice. Overview of definition,
classification, etiology, diagnosis, and treatment of voice disorders. Vocal
characteristics of pitch, intensity, quality, and resonance are discussed.
CMSD454. Introduction to Audiology. 4 Units.
Anatomy and physiology of the auditory mechanism. Nature of the
acoustic stimulus, disorders of the ear, problems of the hard-of-hearing.
Pure-tone audiometry. Applicable toward California audiometric
certification.
CMSD464. Introduction to Aural Rehabilitation. 4 Units.
Explores methods and techniques used with hearing-impaired children
and adults who depend on hearing aids, cochlear implants, or assistive
devices to develop or improve auditory and visual reception and speech
production. Prerequisite: CMSD 454.
CMSD467. Speech-Language Pathology and Audiology Practicum. 1-4
Units.
Supervised practice in diagnosis and therapy.
CMSD477. Bilingualism and Biculturalism. 3 Units.
Focuses on clinical competencies and cultural sensitivity necessary and
appropriate for addressing the needs of bicultural and bilingual persons.
The impact of such knowledge is addressed as it pertains to speech-
language pathology assessment and intervention.
CMSD485. Clinical Methods in Speech-Language Pathology. 4 Units.
Principles and procedures of speech-language therapy within and across
disorders. Methods of determining treatment effectiveness. Regulations
governing public school services.
CMSD486. Diagnostic Methods in Speech-Language Pathology. 4 Units.
Purposes for assessment. Procedures employed in describing and
diagnosing speech-language impairments.
440 Communication Sciences and Disorders (CMSD)
CMSD488. Autism Spectrum Disorders. 4 Units.
Characteristics, classifications, theories of etiologies, and principles of
management of the autism spectrum disorders. Emphasizes assessment
methods and intervention. Prerequisite: CMSD 324, CMSD 426, CMSD
485, CMSD 486.
CMSD499. Speech-Language Pathology and Audiology Independent
Study. 1-2 Units.
Student submits a project or paper on a topic of current interest in
an area related to speech-language pathology and audiology. Regular
meetings to provide the student with guidance and evaluation. Elected on
the basis of need or interest.
CMSD511. Graduate Portfolio I. 2 Units.
The first in a series of two courses that provides students with a
format for demonstrating their acquisition of the knowledge and skills
that prepare them for entry into the profession. Students learn the
requirements for professional accreditation and certification, and of
licensing entities; and develop a professional portfolio. Emphasizes
ethical, business, and legislative considerations in speech-language
pathology.
CMSD512. Graduate Portfolio II. 1 Unit.
The second in a series of two courses that teaches students the
requirements for professional accreditation and certification, and of
licensing entities; and that helps them continue to develop an organized
means of demonstrating the knowledge and skills acquired during their
graduate program. Requires development of a professional portfolio.
CMSD514. Anatomy of Speech-Hearing Mechanism. 4 Units.
Addresses anatomy and physiology of basic human auditory-vocal
communicative processes. In addition to scheduled classes, students
required to meet monthly to discuss application to clinical populations.
CMSD515. Transcription Phonetics. 3 Units.
Student develops transcription skills using the International Phonetic
Alphabet. In addition to scheduled classes, students required to meet
monthly to discuss application to clinical populations.
CMSD516. Speech and Hearing Science. 3 Units.
Introduces and explores basic theories in acoustics, psychoacoustics,
and speech perception and production. Includes basic physics and
algebra, as well as the application of scientific principles to clinical
practice.
CMSD520. Communication across the Lifespan. 4 Units.
Overview of language development and normal changes over the
lifespan. Development of language from infancy to adolescence, and the
effects of aging on communication. Includes study of hearing. Includes
monthly meetings to discuss clinical applications.
CMSD521. Language Disorders of Children. 4 Units.
Addresses impairments of language development in children, formal
and informal assessment of children, and programming and planning of
remediation procedures. Students meet monthly to discuss application to
clinical populations. Prerequisite or concurrent: CMSD 520.
CMSD522. Organic Speech Disorders. 4 Units.
Introduces the classification, cause, manifestations, assessment, and
treatment of craniofacial disorders/cleft palate, tongue thrust, dysarthria,
apraxia of speech, and dysphagia. In addition to scheduled classes,
students required to meet monthly to discuss application to clinical
populations.
CMSD523. Seminar in Early Childhood Language Disorders. 3 Units.
Addresses the principles and procedures in assessment and
interventions of language disorders in children. Emphasizes early-
language learners (birth to 3 years).
CMSD525. Seminar in School-Aged Child Language Disorders. 3 Units.
Addresses the principles and procedures of assessment and intervention
of preschool, primary, and adolescent school-age children with language
disorders. Emphasizes school-age learning in the areas of semantics,
syntax, pragmatics, narrative, and phonological awareness.
CMSD529. Adult Language Pathology. 4 Units.
Addresses impairment of language and speech related to organic
neuropathology. In addition to scheduled classes, students required to
meet monthly to discuss application to clinical populations.
CMSD533. Language Science. 4 Units.
Introduces techniques of linguistic analysis used in the study of
phonology, morphology, syntax, and semantics. In addition to scheduled
classes, students required to meet monthly to discuss application to
clinical populations.
CMSD534. Speech Sound Disorders in Children. 4 Units.
Addresses definition, etiology, characteristics, prevention, assessment,
and intervention for phonological/articulation disorders. In addition
to scheduled classes, students required to meet monthly to discuss
application to clinical populations.
CMSD535. Voice Disorders. 3 Units.
Discusses diagnosis and intervention techniques used with children and
adults displaying a variety of voice disorders. Includes demonstration and
operation of instrumentation used for physiological and acoustic analysis
of abnormal voice production.
CMSD536. Speech and Hearing Science. 4 Units.
Fundamental properties of sound creation, transmission, and reception.
Utilizes those properties for an in-depth analysis of English consonants,
vowels, and prosodies; focusing on applications within the fields of
communication sciences and disorders, and audiology. Prerequisite:
CMSD 515.
CMSD537. Clinical Methods in Speech-Language Pathology. 4 Units.
Addresses principles and procedures of speech and language therapy
within and across disciplines. Addresses methods of determining
treatment effectiveness. Discusses regulations governing public school
services. In addition to scheduled classes, students required to meet
monthly to discuss application to clinical populations.
CMSD538. Diagnostic Methods in Speech-Language Pathology. 4 Units.
Discusses purpose of assessment, including procedures employed in
describing and diagnosing speech and language impairments. In addition
to scheduled classes, students required to meet monthly to discuss
application to clinical populations.
CMSD539. Introduction to Audiology. 4 Units.
Provides anatomy and physiology of the auditory mechanism. Addresses
the nature of acoustic stimulus, disorders of the ear, and problems of the
hard-of-hearing. Covers pure-tone audiometry. Applicable for California
audiometric certification. In addition to scheduled classes, students
required to meet monthly to discuss application to clinical populations.
CMSD545. Issues in School Speech-Language Pathology. 3 Units.
Addresses issues confronted by school speech-language pathologists,
including PL 94-142, IDEA, NCLB, planning for and conducting IEPs,
scheduling and caseload management, evaluating and assessing
students from diverse backgrounds, due process, and advocating for
students.
CMSD546. Laryngopharyngeal Endoscopy Techniques. 1 Unit.
Provides hands-on learning of rigid and flexible endoscopy techniques
within the scope of practice for speech pathologists in the assessment
and management of communication and swallowing disorders.
Loma Linda University 2019-2020 441
CMSD554. Swallowing Disorders. 3 Units.
Lecture and discussion of the speech-language pathologist's role in the
diagnosis and treatment of swallowing disorders in children and adults.
Addresses ethical and cultural issues. Emphasizes analysis of current
literature and clinical applications. Selected laboratory experiences.
CMSD564. Seminar: Aural Rehabilitation and Cochlear Implants/Hearing
Aids. 3 Units.
Studies the mechanisms for achieving hearing rehabilitation—
including amplification, speech reading, auditory training, hearing-aid
orientation, and speech conservation. Considers hearing-aid function
and philosophies of rehabilitation for the hearing impaired (e.g., auditory,
aural, manual, and total communication).
CMSD567. Clinical Practice in Speech-Language Pathology and
Audiology, Advanced. 1-6 Units.
Supervised practice in diagnosis and therapy.
CMSD575. Instrumentation in Speech and Hearing I. 1 Unit.
Lecture, discussion, and laboratory experience in the areas of speech
acoustics, speech production and perception, psychoacoustics, and
speech and hearing physiology.
CMSD576. Instrumentation in Speech and Hearing II. 1 Unit.
A continuation of CMSD 575 content and methodology. Discusses
and connects principles behind speech production, perception,
physiology, aerodynamics, and acoustics with their practical applications.
Prerequisite: CMSD 575.
CMSD577. Bilingualism and Biculturalism. 3 Units.
Focuses on clinical competencies and cultural sensitivity necessary and
appropriate for addressing the needs of bicultural and bilingual persons.
The impact of such knowledge is addressed as it pertains to speech-
language pathology assessment and intervention.
CMSD585. Seminar in Professional Aspects of Speech-Language
Pathology. 3 Units.
Emphasizes ethical, business, and legislative considerations in speech-
language pathology. Students develop a professional resume and
practice interviewing. Covers professional issues such as advocacy,
clinical supervision, and diversity.
CMSD586. Educational Fieldwork I. 1 Unit.
Initial supervised therapy on the elementary and/or secondary level and/
or in a classroom for the severely language-handicapped child.
CMSD587. Counseling in Communication Disorders. 3 Units.
Explores the counseling role of the speech-language pathologist and
identifies clinician responsibilities in working with individuals of different
cultures, ethnicity, gender, age, and belief systems.
CMSD588. Educational Fieldwork II. 8 Units.
Supervised therapy on the elementary and/or secondary level and/or in a
classroom for the severely language-handicapped child.
CMSD589. Remediation/Advanced Directed Teaching. 1 Unit.
For students who have not successfully completed CMSD 588. Requires
remediation or completion of clinical skills necessary for work in the
public schools. Prerequisite: CMSD 588.
CMSD596. Medical Fieldwork I. 1 Unit.
Initial supervised clinical practice in a medical center, rehabilitation
facility, or skilled nursing facility.
CMSD597. Medical Fieldwork II. 8 Units.
Supervised clinical practice in a medical center, rehabilitation facility, or
skilled nursing facility.
CMSD598. Research Methods and Professional Literature in
Communication Sciences and Disorders. 3 Units.
Lecture and discussion that facilitates the student's ability to read and
interpret professional literature, develop research ideas, and develop
professional writing skills.
CMSD599. Remediation/Externship. 1 Unit.
For students who have not successfully completed CMSD 597. Requires
remediation or completion of clinical skills necessary for work in medical
settings. Prerequisite: CMSD 597.
CMSD679. Seminar: Motor Speech Disorders/Augmentative
Communication. 3 Units.
Problem-based learning seminar that focuses on etiology, characteristics,
evaluation, and treatment of motor speech disorders, including the
dysarthrias and apraxia.
CMSD682. Seminar: Traumatic Brain Injury. 3 Units.
Explores pathophysiology, diagnosis, and rehabilitation of cognitive
communication disorders in children and adults with traumatic closed-
head injuries. Lecture and discussion format emphasizes reading current
professional literature and developing skills in formal and informal
assessment and functional treatment.
CMSD684. Seminar: Adult Language Disorders. 3 Units.
Problem-based learning seminar that focuses on etiology, characteristics,
evaluation, and treatment of acquired adult language disorders.
CMSD685. Seminar: Stuttering. 3 Units.
Provides practical instruction in assessment and remediation with
individuals who stutter and/or clutter.
CMSD687. Seminar: Open Seminar. 1-3 Units.
CMSD687A. Seminar: Open Seminar. 1 Unit.
Facilitates students' advanced study of current issues in the diagnosis
and treatment of communication disorders.
CMSD687B. Seminar: Open Seminar. 1 Unit.
Facilitates students' advanced study of current issues in the diagnosis
and treatment of communication disorders.
CMSD688. Seminar: Speech Sound Disorders - Advanced. 3 Units.
Typical development of phoneme acquisition and use. Explores
etiology, characteristics, assessment and treatment of articulation and
phonological disorders and differences in children.
CMSD697. Research. 1-4 Units.
CMSD698. Thesis. 1-6 Units.
CMSD699. Directed Study. 1-3 Units.
Independent study on a research project selected in consultation with
the advisor. For advanced students. May be repeated once. Student's
transcript will show specific area of study, for example: SPPA 699
Directed Study: Adult Language Disorders.
Counseling and Family Science
Global (CFSG)
Courses
CFSG584. Global Health. 3 Units.
Overview of the current status of global health care. Examines the ethical
and practice issues associated with delivery of pediatric health care in
underdeveloped health-care systems--giving critical attention to issues
of pediatric and adolescent growth and development, policies, trends,
advocacy, population growth, and disease. Addresses current trends of
child-life professionals in global settings.
442 Counseling (COUN)
Counseling (COUN)
Courses
COUN501. Research Tools and Methodology: Quantitative. 3 Units.
Current social research methods, practice in the use of techniques,
consideration of the philosophy of the scientific method, and
familiarization with MFAM test instruments. Cross-listing: MFAM 501.
COUN502. Research Tools and Methodology: Qualitative. 3 Units.
Qualitative methodology. Prepares students to undertake research
projects using the intensive interview method of qualitative research.
Explores practical and epistemological issues and problems in qualitative
research in a workshop format. Cross-listing: MFAM 502.
COUN515. Crisis Intervention and Client Advocacy. 3 Units.
Presents basic counseling theory, techniques, crisis intervention, and
client-centered advocacy in recovery-oriented practice environments.
Includes confidentiality, interprofessional cooperation, working with
consumers, professional socialization, and collaboration. Discusses
suicide, substance abuse, domestic violence, incest, spousal abuse,
rape, treating the severely mentally ill, and disaster and trauma response.
Cross-listing: MFAM 515.
COUN524. Psychopharmacology and Medical Issues. 3 Units.
Introduces common physical and medical issues related to the practice
of counseling. Students learn a biopsychosocial-spiritual model to assess
and intervene—emphasizing psychopharmacology, neuroanatomy, the
mind-body relationship, and research relative to the field of counseling.
COUN528. Culture, Socioeconomic Status in Therapy. 3 Units.
Addresses current information and historical narratives related to cultural
diversity that impact belief systems, communication patterns, roles,
and expectations within human relationships and systems. Examines
SES and a wide range of social, racial, and ethnic factors that create
meanings for individuals, couples, families, and mental health counselors.
Emphasizes populations that become professional partners or clients
served within this geographic region. Cross-listing: MFAM 528.
COUN540. Foundations of Counseling and Psychotherapy. 3 Units.
Examines history and scope of counseling specialties, principles of
collaboration among diverse mental health professionals, factors
influencing counseling process, and basic counseling skills. Addresses
social ecology impacting consumers and providers within health care.
Opens ongoing process of nurturing personal qualities related to
counseling practice.
COUN547. Social Ecology of Individual and Family Development. 3 Units.
Studies human individual development and its relationship to the
family life cycle from birth through aging and death of family members.
Discusses biological, psychological, social, and spiritual development
in the context of family dynamics involving traditional two-parent
families, alternative partnerships, single parents, blended families, and
intergenerational communities. Cross-listing: MFAM 547.
COUN556. Psychopathology and Diagnostic Procedures. 3 Units.
Explores the history and development of psychopathology and how it
relates to current clinical practice in general and marriage and family
therapy in particular. Utilizes the multiaxial classifications of the DSM-IV
as a practical basis for diagnostics. Prerequisite: A course in abnormal
psychology. Cross-listing: MFAM 556.
COUN568. Groups: Process and Practice. 3 Units.
Surveys major theoretical approaches, including individual theories,
marital groups, network, and family therapy groups. Group laboratory
experience provided wherein students apply theory to practice and
develop group leadership skills. Cross-listing: MFAM 568.
COUN574. Educational Psychology. 3 Units.
Explores educational psychology through application of development
and learning theories to instruction, achievement motivation, self-
esteem, classroom management, supportive and disruptive processes
on school sites, campus standards, disciplinary practices, legal/ethical
issues. Requires research of effective educational practices and related
foundations. Prerequisite: General psychology.
COUN575. Counseling Theory and Applications. 3 Units.
Counseling theories and applications necessary for work as counselors,
therapists, and other mental health professionals. Historical overview of
all theories from psychoanalytic, Adlerian, existential, person-centered,
Gestalt, behavior, cognitive behavior, reality, feminist, postmodern
(solution-focused and narrative), family systems, and integrative
perspectives. Meaningful integration of ethics, theory, and experience on
personal and case-study levels.
COUN576. Exceptional and Medically Challenged Children. 3 Units.
Studies the determinants, characteristics, problems, and adjustments of
individuals who deviate markedly from the norm in their mental, physical,
emotional, or social aptitudes, traits, and tendencies. Emphasizes
education and career planning.
COUN577. Assessment in Counseling. 3 Units.
Develops competencies and understandings for selecting, administering,
and interpreting the major types of standardized tests and inventories
used in psychology and education. Theoretical principles and issues
presented with hands-on applications. Practicum required.
COUN579. Career Theories and Applications. 4 Units.
Study of career theories such as Holland, Ginzberg, Super; as well as
multiple approaches, including family and systemic influences on career
choice. Application made to values, ethics, meaning, decision making,
and individual differences in twenty-first century work places. Includes
laboratory experience in the field.
COUN584. Advanced Child and Adolescent Development. 2,3 Units.
Psychodynamics involved in child and adolescent problems with
respect to the family relationship. Demonstrates a variety of counseling
approaches to the treatment of children and adolescents, with emphasis
on diverse settings (e.g., education, hospital, and agency). Cross-listing:
MFAM 584.
COUN604. Social Context in Clinical Practice: Gender, Class, and Race. 3
Units.
Introduces social inequalities that result in unfairness, health disparities,
assaults to personal dignity, and family stress. Focuses on how one's
position within social hierarchies—such as gender, socioeconomic status,
race, and sexual orientation—affects psychological and relational health.
Examination of how family therapists and counselors address these
social contextual factors as part of a recovery-based approach that
empowers people within their relationships and social systems.Cross-
listing: MFAM 604.
COUN614. Law and Ethics. 3 Units.
Examines laws, ethical standards, and current trends for mental health
professionals as delineated by organizations such as ACA, ASCA,
BBS, and CTC. Reviews legal and ethical guidelines for mental health
counseling with individuals and families, including topics related to child
welfare, separation, divorce, and financial aspects of family maintenance.
Emphasizes ethical counselor-client relationships and collaboration with
mental health colleagues. Explores counselor's sense of self, human
values, professional behavior, scope of practice, and ethics. Assists in
understanding impact of culture, poverty, social stress, and biology on the
recovery process.
Loma Linda University 2019-2020 443
COUN624. Individual and Systems Assessment. 3 Units.
Applies psychological testing methods in the diagnostic assessment
of individual, family, and group behavioral dynamics as encountered
in marriage and family counseling. Observations and/or laboratory
experience.Cross-listing: MFAM 624.
COUN638. Family Therapy and Chemical Abuse. 3 Units.
Examines current theories of etiology of substance use disorders
and the effects of psychoactive drug use. Emphasizes assessment
and evaluation strategies; impact on mental, biological, relational,
and community systems; evidence-based prevention and treatment
approaches within a recovery process orientation. Explores issues of
regional multicultural competence, human diversity, and access to care.
Cross-listing: MFAM 638.
COUN644. Child Abuse and Family Violence. 3 Units.
Presents characteristics of physical and emotional abuse, neglect, sexual
molestation, and family violence including offender and nonoffender
traits. Focus on treatment including individual, group, and family therapy.
Ethical and legal issues, community resources, and multidisciplinary
approaches to child abuse. Examines cultural, SES, poverty and/or social
stress impacts on mental health and recovery. Cross-listing: MFAM 644.
COUN674. Human Sexual Behavior. 3 Units.
Sexuality in contemporary society from the sociopsychological viewpoint.
Anatomy and physiology of human sexuality: reproduction, normal and
abnormal sexual response, psychosexual development, human fertility,
human sexual dysfunction. Integration of systems theory. A minimum of
thirty contact hours.
COUN675. Dynamics of Aging. 1,2 Unit.
Studies aging and related processes of personal and systemic change,
such as developmental and self-actualization challenges, retirement,
chronic illness, long term care, losses, and other end-of-life issues.
Additional unit of study involves laboratory field experience.
COUN678. Consultation and Program Evaluation. 3 Units.
Examines principles and practices of consultation and program
evaluation within educational and clinical counseling environments.
Emphasizes systemic concepts, leadership development, counselor
advocacy, relational competence, team building, and professional
accountability of personnel and programs.
COUN679. Professional School Counseling. 3 Units.
Integrates knowledge and skills essential for development,
implementation, coordination, and supervision of counseling programs
within educational institutions—with emphasis on the role and function
of school counselors in preschool, elementary, middle, and secondary
grades. Applications made to state graduation requirements, case
management, school law, community, consultation, and professional
ethics.
COUN680. Field Experience in Counseling. 3-9 Units.
Addresses educational assessment, personal and social counseling,
academic and career counseling, program development, program
coordination and supervision, consultation, legal aspects, and
professional ethics in schools and other agencies. Meets State Pupil
Personnel Services requirement of a minimum of 600 clock hours in two
educational levels, public school activity, and involvement with students
from diverse cultural, ethnic, and language backgrounds.
COUN681. School Counseling Practicum and Seminar. 1 Unit.
Focuses on California standards for the Pupil Personnel Services
Credential in School Counseling. Addresses professional development
and practice of school counseling. Enrollment restricted to students in
the M.S. degree in Counseling Program and in the School Counseling
Certificate Program. Requires minimum of two quarters of COUN 681
School Counseling and practicum.
COUN682. Clinical Counseling Practicum and Seminar. 1 Unit.
Focuses on California standards for licensure as a licensed professional
clinical counselor (LPCC). Addresses professional development and
practice of clinical counseling through readings, case presentations,
University mentoring, and group process. Enrollment restricted to
students in M.S. degree in Counseling Program. Registration in COUN 682
required during every quarter of field experience in clinical counseling.
COUN691. Process Approaches to Counseling and Psychotherapy. 2
Units.
Explores advanced process approaches to theory and experiential
work fundamental to self-awareness, relationship skills, behavioral
observations, self-regulatory processes, emotion-focused therapy, and
counselor-client contact with individuals and groups.
COUN692. Cognitive Approaches to Counseling and Psychotherapy. 2
Units.
Integrates advanced cognitive approaches with experiential work,
including current practice of cognitive behavioral therapies such as DBT
and TF-CBT. Includes live demonstrations of professional counseling,
in-class role play, and laboratory experiences that utilize recording
and evaluation of student practice sessions. Enrollment restricted to
candidates in clinical degree programs.
COUN693. Systemic Approaches to Counseling and Psychotherapy. 2
Units.
Integrates theory and advanced approaches to counseling individuals
and groups within various systems. Demonstrates evidenced-based
psychoeducation programs, therapy structures, and mental health
delivery methods, with emphasis on recovery care and trauma response
models. Enrollment restricted to candidates in clinical degree programs.
COUN694. Directed Study: Counseling. 1-4 Units.
Directed study in counseling.
COUN781. School Counseling Field Experience (PPS). 4 Units.
Requires successful completion and evaluation of 200 hours of
counseling activities supervised by a PPS-credentialed school counselor
at a public school site. Students may continue an on-going field
experience registration over a period of five quarters, with an In Progress
(IP) notation until the fifth quarter, which must be graded as Satisfactory
(S) or Unsatisfactory (U).
COUN782. School Counseling Field Experience (PPS). 4 Units.
Requires successful completion and evaluation of 200 hours of
counseling activities supervised by a PPS-credentialed school counselor
at a public school site. Students may continue an on-going field
experience registration over a period of five quarters, with an In Progress
(IP) notation until the fifth quarter, which must be graded as Satisfactory
(S) or Unsatisfactory (U).
COUN783. School Counseling Field Experience (PPS). 4 Units.
Requires successful completion and evaluation of 200 hours of
counseling activities supervised by a PPS-credentialed school counselor
at a public school site. Students may continue an on-going field
experience registration over a period of five quarters, with an In Progress
(IP) notation until the fifth quarter, which must be graded as Satisfactory
(S) or Unsatisfactory (U).
444 Criminal Justice (CRMJ)
COUN784. School Counseling Field Experience. 3 Units.
Fourth course in a series of 3-unit registrations (COUN 781-786) for
University-arranged field experience in school counseling. Requires that
student document 100 hours of counseling practicum; obtain a certificate
of clearance from the California Commission on Teacher Credentialing;
and subsequently complete 100 hours of supervised counseling in a
public school, with on-site supervision by a PPS-credentialed school
counselor. Enrollment restricted to students in the M.S. degree in
Counseling Program and/or the School Counseling Certificate Program
who are working toward the pupil personnel services credential (PPS) in
school counseling.
COUN791. Clinical Counseling Field Experience (LPCC). 3 Units.
Requires successful completion and evaluation of 150 hours—at least
100 of which must be supervised, face-to-face clinical counseling
supported by a minimum of 50 hours involving supervision, reporting,
documentation, and other counseling-related activities. Students may
continue an on-going field experience registration over a period of five
quarters, with an In Progress notation (IP) until the fifth quarter, which
must be graded as Satisfactory (S) or Unsatisfactory (U).
COUN792. Clinical Counseling Field Experience (LPCC). 3 Units.
Requires successful completion and evaluation of 150 hours—at least
100 of which must be supervised, face-to-face clinical counseling
supported by a minimum of 50 hours involving supervision, reporting,
documentation, and other counseling-related activities. Students may
continue an ongoing field experience registration over a period of five
quarters, with an In Progress notation (IP) until the fifth quarter, which
must be graded as Satisfactory (S) or Unsatisfactory (U).
COUN793. Clinical Counseling Field Experience (LPCC). 3 Units.
Requires successful completion and evaluation of 150 hours—at least
100 of which must be supervised, face-to-face clinical counseling
supported by a minimum of 50 hours involving supervision, reporting,
documentation, or other counseling-related activities. Students may
continue an on-going field experience registration over a period of five
quarters, with an In Progress (IP) notation until the fifth quarter, which
must be graded as Satisfactory (S) or Unsatisfactory (U).
Criminal Justice (CRMJ)
Courses
CRMJ515. Crime and Society. 3 Units.
Discusses crime as a social problem and surveys its criminal justice
responses. Provides an overview of criminological theory by placing
crime in its cultural, social, political, and historical context. Describes the
criminal justice system from an institutional perspective; and examines
the intersecting roles of the police, forensic science agencies, the courts,
and corrections as they aim to promote justice in the context of the social
good.
CRMJ517. Criminal Procedure and Rules of Evidence. 3 Units.
Presents criminal procedures as guided by the U.S. Constitution. Focuses
on 4th-, 5th-, 6th-, and 14th-Amendment rights. Includes the introduction
of scientific evidence in criminal trials as the point of intersection
between science and law, pretrial discovery rules, access to expert
witnesses and testing, and federal and state rules of admissibility as
they shape the content and process of evidence presentation by expert
witnesses.
CRMJ519. Expert Testimony: Procedure and Practice. 2 Units.
Familiarizes students with judicial procedure, and provides opportunity
in a simulated trial setting for them to practice testifying as expert
witnesses.
CRMJ520. Restorative Justice. 3 Units.
Provides a new perspective on the purpose and role of the criminal justice
system by examining how restorative justice attempts to forge new
relationships between offenders and the people and communities they
have victimized.
CRMJ574. Theories of Crime and Restitution. 3 Units.
Surveys theory and research with respect to the core criminology and
restitution theories. Emphasis is on the practical application of the
theoretical concepts introduced in the readings.
CRMJ588. Topics in Forensic Science. 2 Units.
Addresses current interests in specific areas of forensic science, offered
at the discretion of the Department of Social Work and Social Ecology.
Topics may include quality assurance, forensic chemistry and controlled
substances, forensic biology, forensic toxicology, questioned documents,
and others. Sections consist of lectures but may also include laboratory
experience under the guidance of criminalists.
CRMJ599. Directed Study/Special Project. 1-4 Units.
Limited to matriculating master's degree in criminal justice students who
wish to pursue independent investigations in criminal justice practice or
policy under the direction of a department faculty member.
CRMJ620. Forensic Mental Health. 3 Units.
Overviews the specialized mental health and substance-abuse disorders
treatment for persons incarcerated in jails, prisons, or special forensic
psychiatric hospitals. Reviews effective treatment methods in forensic
institutions and examines the current criminal justice system's handling
of persons with mental illness and substance-abuse disorders.
CRMJ630. Criminal Justice Planning and Administration. 3 Units.
Examines the structure, function, and effective operation of criminal
justice agencies and organizations—including law enforcement, the
courts, and corrections—within the overall context of the criminal justice
system.
CRMJ697. Research. 2 Units.
Supports students who choose to complete the thesis option. Provides
research matriculation in the collection and analysis of data for the
thesis. Students required to register for two quarters, or a total of 4 units.
CRMJ698. Thesis. 2 Units.
The culminating work of the student's independent research, under the
direction of the research advisor. Registration during the quarter in which
student defends research and submits final document to the department
and School of Behavioral Health.
CRMJ757A. Professional Practicum and Seminar. 3 Units.
Experiential learning in criminal justice. Students must satisfactorily
complete 160 practicum hours and 20 hours of concurrent seminar.
CRMJ757B. Professional Practicum and Seminar. 3 Units.
Experiential learning in criminal justice. Students must satisfactorily
complete 160 practicum hours and 20 hours of concurrent seminar.
CRMJ757C. Professional Practicum and Seminar. 3 Units.
Experiential learning in criminal justice. Students must satisfactorily
complete 160 practicum hours and 20 hours of concurrent seminar.
CRMJ787. Advanced Professional Practicum and Seminar. 4 Units.
Experiential learning in advanced criminal justice practice. Students must
satisfactorily complete 200 practicum hours and 20 hours of concurrent
seminar.
Dental Anesthesiology (ANDN)
Loma Linda University 2019-2020 445
Courses
ANDN314. Dental Anesthesia: Local Anesthesia and Inhalation Sedation.
4 Units.
A philosophy of patient management, including use of local anesthetics
and nitrous oxide/oxygen sedation, as well as the physiological and
psychological aspects of pain and anxiety. Covers the history of
anesthesia, patient evaluation, pharmacology armamentarium and
complications regarding use of these agents, and management of
office emergencies. Students practice local anesthetic injections and
administer nitrous oxide/oxygen to each other.
ANDN521. Principles of Medicine, Physical Diagnosis, and Hospital
Protocol. 1 Unit.
Studies methods recognizing normal and abnormal physical conditions.
Reviews organ systems to expand the dentist's general medical
knowledge. Specific topics reviewed include blood diseases, systemic
diseases, cardiac disease, patient admission, physical examination, and
hospital charting. Repeated registrations required to fulfill total units.
ANDN547. Anesthesia Grand Rounds. 1 Unit.
Weekly meeting of the Department of Dental Anesthesiology featuring
guest lecturers who present a variety of current topics in anesthesiology.
One session per month designated as the Mortality and Morbidity
Conference.
ANDN549. Contemporary Anesthesia. 1 Unit.
Presents current concepts, practice, and controversies in general
anesthesia. Reviews textbook chapters on a weekly basis during the Fall
and Winter quarters.
ANDN604. Anesthesia Literature Review. 1 Unit.
Weekly session reviews current anesthesia literature.
ANDN652. Introduction to General Anesthesia. 1 Unit.
Focuses on rapid acquisition of basic knowledge of the important
elements of general anesthesia by new anesthesia residents in their first
month of training.
ANDN654. Practice Teaching in Anesthesia 1. 1 Unit.
Provides opportunity for second-year residents to participate in teaching
anesthesia-related topics to first-year residents.
ANDN674. Crisis Management in Anesthesia. 0.5 Units.
Provides opportunity for residents to respond to simulated anesthesia
challenges and complications as their anesthesia knowledge and skills
are developed. Offered at the LLU simulation center each quarter over the
24-month program.
ANDN697A. Research. 1 Unit.
Student identifies a research project, prepares a protocol, and obtains
approval for the protocol. Multiple registrations may be needed to
complete these research activities.
ANDN697B. Research. 1 Unit.
Student participates in ongoing research or original projects, collects and
analyzes data, and writes a report of findings. Multiple registrations may
be needed to complete research activities.
ANDN697C. Research. 1 Unit.
Resident completes research project, holds a public presentation of
research, and submits a publishable paper to his/her research guidance
committee (RGC) for approval. Multiple registrations may be needed to
complete the publishable paper.
ANDN746. General Anesthesia. 10 Units.
Administration of general anesthesia and regional block anesthesia to
a variety of medical and dental patients in the operating room, under
the supervision of attending anesthesiologists. A minimum of 300 clock
hours per quarter (8 quarters) required to fulfill total units.
ANDN751. Dental Anesthesia: Local Anesthesia and Inhalation Sedation.
4 Units.
A philosophy of patient management, including use of local anesthetics
and nitrous oxide/oxygen sedation, as well as the physiologic and
psychologic aspects of pain and anxiety. Course covers the history
of anesthesia, patient evaluation, pharmacology, armamentarium,
complications regarding use of these agents, and the management of
office emergencies. Students practice local anesthetic injections and
administer nitrous oxide/oxygen to each other.
ANDN801. Dental Anesthesia: Advanced Topics. 2 Units.
Theory of general anesthesia. Hospital dentistry, patient evaluation,
medical consultations. Reviews local anesthesia and introduces
additional techniques of pain and anxiety control.
Dentistry (DENT)
Courses
DENT700. Dental Fundamentals I. 16 Units.
Introduction to terminology, morphologic characteristics, and
interrelationships of permanent teeth. Introduces periodontal diseases
and their classifications. Techniques for producing intraoral and extraoral
radiographs and digital images, digital image processing, radiation
protection and safety, and infection control. Presents source, use, and
manipulation of dental materials, and their physical properties relative to
dentistry.
DENT710. Professionalism, Mission, and Personal Development I. 3
Units.
Introduction to skills required for communication in a healthcare
environment. Addresses individual, professional, and practical issues
confronted by the dentist as a health-care professional. Discusses ethical
issues in contemporary dentistry. Provides Christian resources for ethical
decision making.
DENT720. Patient-Centered Care I. 4 Units.
Introduces patient care, fundamentals of dental assisting, and the EHR
leading to becoming an integral part of the dental team.
DENT730. Biomedical Sciences and Oral Ecosystems I. 35 Units.
An in-depth study of the human anatomical sciences related to the dental
profession. Presents molecular processes as a foundation for adequate
understanding of physiology. Reviews biomolecules, enzymology,
and metabolism. Introduces regulatory motifs, genetic principles, and
expression of genetic information. Physiological principles and systems
in man and bases of normal function.
DENT750. Dental Fundamentals II. 40.5 Units.
Continues DENT 700, furthering the knowledge and development of skills
to practice general dentistry. Prerequisite: DENT 700.
DENT760. Professionalism, Mission, and Personal Development II. 3.5
Units.
Continues DENT 710, focusing on skills to thrive in a professional
environment. Life skills taught to maintain a balanced life in mission and
personal development. Prerequisite: DENT 710.
446 Dental Educational Services (DNES)
DENT770. Patient-Centered Care II. 10 Units.
Continues DENT 530. Introduces skills to move students from working
as an assistant to becoming a disease control-level dental provider.
Prerequisite: DENT 730.
DENT780. Biomedical Sciences and Oral Ecosystem II. 18 Units.
Continues DENT 730, focusing on how to relate the body's systems and
environment with the practice of dentistry. Prerequisite: DENT 730.
DENT800. Dental Fundamentals III. 23 Units.
Continuation of DENT 750. Furthers knowledge and development of skills
in the practice general dentistry. Prerequisite: DENT 750.
DENT810. Professionalism, Mission, and Personal Development III. 2
Units.
Continues DENT 760, focusing on skills to thrive in a professional
environment. Teaches life skills to maintain a balanced life in mission and
personal development. Prerequisite: DENT 760.
DENT820. Patient-Centered Care III. 16.5 Units.
Clinical application of the principles of dentistry. Opportunities to gain
experience in cases of the type treated by the general dentist—including
attendant diagnostic procedures, planning and sequencing of treatment,
disease-control procedures, and appropriate continuing-care procedures
following treatment. Prerequisite: DENT 770.
DENT830. Biomedical Sciences and Oral Ecosystems II. 10 Units.
Continuation of DENT 730. Focus on relating the body's systems and
environment with the practice of dentistry. Prerequisite: DENT 780.
DENT850. Dental Fundamentals IV. 3 Units.
Provides foundational knowledge and skills necessary to perform
endodontic treatment on uncomplicated permanent teeth. Treatment
planning and problem solving in removable prosthodontics and
combination cases. Prerequisite: DENT 800.
DENT860. Professionalism, Mission, and Personal Development IV. 8
Units.
Continues DENT 810, focusing on skills to thrive in a professional
environment. Teaches life skills to maintain a balanced life in mission and
personal development. Prerequisite: DENT 810.
DENT870. Patient-Centered Care IV. 46 Units.
Clinical application of the principles of dentistry. Opportunities to gain
experience in cases of the type treated by the general dentist—including
attendant diagnostic procedures, planning and sequencing of treatment,
disease-control procedures, and appropriate continuing-care procedures
following treatment. Prerequisite: DENT 820.
DENT880. Biomedical Sciences and Oral Ecosystems IV. 2 Units.
Continues DENT 830, focusing on relating the body's systems and
environment with the practice of dentistry. Prerequisite: DENT 830.
Dental Educational Services (DNES)
Courses
DNES200. Curricular Practical Training. 0 Units.
Presents opportunities for service learning in different environments.
Increases students' awareness of the importance of oral health education
and professional practice and, in the process, gives them insight into
different cultural and socioeconomic conditions. Students develop an
understanding of LLUSD service learning heritage and the role they play
in promoting the healing and teaching ministry of Jesus Christ to their
community.
DNES305. Etiology and Management of Dental Caries. 2 Units.
Etiology, prevention, and management of dental caries. The specific
plaque hypothesis; the role of diet, host resistance, and time in caries.
Remineralization, principles of medical management, caries risk
assessment, patient education.
DNES400. Interprofessional Laboratory Experience. 0 Units.
An interprofessional laboratory experience that allows dental and dental
hygiene students to interact, communicate, and problem solve in a
simulated clinical setting with students from other disciplines.
DNES500. Curricular Practical Training. 0 Units.
Presents opportunities for service learning in different environments.
Develops in students an increased awareness of the importance of oral
health education and professional practice and, in the process, provides
insights into different cultural and socioeconomic conditions. Develops
students' understanding of LLUSD service learning heritage and the role
they play promoting the healing and teaching ministry of Jesus Christ to
their community.
DNES504. Curricular Practical Training for IDP. 0 Units.
Presents opportunities for service learning in different environments.
Develops an increased awareness of the importance of oral health
education and professional practice and, in the process, provides insights
into different cultural and socioeconomic conditions. Develops students'
understanding of LLUSD service learning heritage and the role they play
promoting the healing and teaching ministry of Jesus Christ to their
community.
DNES700. Orientation to Tooth Morphology. 2 Units.
Tooth morphology, terminology, morphologic characteristics, and the
interrelationship of permanent teeth. Laboratory experience waxing
various teeth.
DNES705. Etiology and Management of Dental Caries. 2 Units.
Etiology, prevention, and management of dental caries. The specific
plaque hypothesis; role of diet, host resistance, and saliva in caries.
Diagnosis, lesion progression, remineralization. Principles of medical
and surgical management. Caries risk assessment. Establishes a caries-
management program. Patient education.
DNES707. Personal Development. 2 Units.
Introduces students to individual, professional, and practical issues
confronted by the dentist as a member of the health professions. Topics
include understanding human behavior, as well as maladaptive behaviors;
developing coping skills and a professional perspective; and managing
stress.
DNES708. Introduction to the Dental Profession. 1 Unit.
Overview of dentistry as it has evolved into a health-care profession.
History of dentistry, characteristics of professions, dental ethics, purpose
and structure of professional organizations, discussion of the specialties.
Introduces personal finance.
DNES718. Communication Basics for the Dentist. 1 Unit.
Introduces students to the skills required for communication in a health-
care environment. Topics include basic communication skills, problem-
solving strategies, patient-provider communication, and communication
with special needs populations (e.g., pediatric patients).
DNES794. Public Health Dentistry. 2 Units.
Introduces community dentistry, oral epidemiology, public health
programs, preventive dentistry, health education, and volunteer programs.
DNES800. Interprofessional Laboratory Experience. 0 Units.
An interprofessional laboratory experience that allows dental and dental
hygiene students to interact, communicate, and problem solve in a
simulated clinical setting with students from other disciplines.
Loma Linda University 2019-2020 447
DNES804. Applied Statistics. 2 Units.
Introduces research methodology. Develops critical statistical thinking,
enabling students to critique research results reported in dental journals
and to understand and correctly interpret the research so that new
findings can be properly implemented in dental practice. Provides
students with statistical tools necessary to pursue lifetime learning in the
dental sciences.
DNES806. Research Design. 2 Units.
Developing a research protocol. Authoring skills, role of the mentor and
investigator, topic selection, assurances and approvals (animals/IRB),
fiscal responsibility, and research misconduct.
DNES806L. Research Design Laboratory. 1 Unit.
Student reviews literature and designs a research proposal in preparation
for professional presentation of a table clinic. Student conducts research
experiment or project culminating in presentation of the results at a
professional meeting.
DNES807. Practice Management I. 2 Units.
Management of a dental practice and dental career: development
a personal strategic career plan and development of a resume.
Interpretation of basic accounting reports and statements such as
balance sheets, income statements, and cash flow. Development of a
personal budget. Management of student and other debt.
DNES809. Practice Management II. 2 Units.
Office management, including leadership, communication, and teamwork.
Personnel policy. Patient care, including scheduling. Selecting the
dental team. Working as an associate or employee. Transitioning to
dental practice. Locating the dental practice. Successful dental practice
business plan.
DNES851. The Dentist and the Law. 2 Units.
Addresses statutes, regulations, and case law that govern the practice of
dentistry.
DNES889. National Board Part II Review. 2 Units.
Reviews basic and clinical sciences and their application in case-based
testing format to prepare students for National Dental Board Examination
Part II.
Dental Hygiene (DNHY)
Courses
DNHY303. Dental Materials and Techniques. 2 Units.
Materials and equipment used in dentistry. Practice in the manipulation
and use of common materials. Includes a laboratory component.
DNHY305. Oral Anatomy Lecture. 2 Units.
Anatomy of the teeth and surrounding tissues.
DNHY305L. Oral Anatomy Laboratory. 1 Unit.
Laboratory for DNHY 305, Oral Anatomy Lecture.
DNHY309. Radiology I. 3 Units.
Principles governing radiation production and safety relative to
radiographic anatomy/dental materials. Fundamentals of intraoral and
extraoral techniques, darkroom procedures, and mounting of radiographs.
Practical application of techniques. Basic fundamentals of quality
assurance.
DNHY310. Radiology II. 3 Units.
Continues laboratory techniques. Intraoral and extraoral radiographic
interpretation—including anatomy, pathology, and interpretation of
the disease process of the oral hard tissues. Basic fundamentals of
radiographic selection criteria. Includes laboratory component.
DNHY321. Preclinical Dental Hygiene I Lecture. 2 Units.
Preclinical phases of dental hygiene, including instrumentation
techniques, patient management, intra- and extraoral soft-tissue
assessment, charting procedures, disease processes, patient-health
assessment, basic operatory preparation, clinical asepsis, and oral
health-care techniques.
DNHY321L. Preclinical Dental Hygiene I Laboratory. 2 Units.
Laboratory course for DNHY 321, Preclinical Dental Hygiene I.
DNHY322. Preclinical Dental Hygiene II Lecture. 2 Units.
Continues DNHY 321. Prerequisite: DNHY 321.
DNHY322L. Preclinical Dental Hygiene II Laboratory. 2 Units.
Laboratory course for DNHY 322, Preclinical Dental Hygiene II Laboratory.
Prerequisite: DNHY 321, DNHY 321L.
DNHY323. Preclinical Dental Hygiene III. 2 Units.
Continues DNHY 322. Prerequisite or concurrent*: DNHY 321, DNHY 322*,
DNHY 321L, DNHY 322L*.
DNHY323L. Preclinical Laboratory. 1 Unit.
Laboratory course for DNHY 323, Preclinical Laboratory. Prerequisite or
concurrent*: DNHY 321L, DNHY 322L*, DNHY 321, DNHY 322*.
DNHY328. Dental Hygiene Portfolio Practicum. 1 Unit.
Student develops a capstone project to show evidence of personal
growth and success in the dental hygiene core competencies.
DNHY375. Dental Hygiene Clinic. 1 Unit.
Clinical application of skills and techniques of dental hygiene.
Prophylaxes on pediatric and adult patients.
DNHY376. Dental Hygiene Clinic. 4 Units.
Continues DNHY 375. Prerequisite or concurrent: DNHY 375.
DNHY380. Medically Compromised Patients. 2 Units.
Lectures dealing with the medically compromised patient relative
to the use of local anesthetics, drug interactions, need for antibiotic
premedication, and necessary modification in treatment planning.
Repeated registrations required to fulfill total units.
DNHY381. Pharmacology for the Dental Hygienist I. 2 Units.
Introduces the basic principles of pharmacology. Emphasizes the use,
actions, and clinical implications/contraindications to medications used
by dental patients.
DNHY382. Pharmacology for the Dental Hygienist II. 2 Units.
Continues DNHY 381. Emphasizes application through the use of case
studies.
DNHY390. Introductory Statistics. 2 Units.
Fundamentals of statistical analysis and critique of research data in
scientific literature and in student research projects. Inferential and
descriptive statistics, frequency distribution, histograms, bar graphs,
and statistical tests. Computer applications in preparing and analyzing
research data. Domain II.
DNHY405. Introduction to Periodontics. 2 Units.
Reviews gross and microscopic anatomy of the periodontium in health
and disease. Primary etiology of periodontal disease. Examines patient's
clinical periodontal status. Introduces the diagnostic and treatment-
planning process.
DNHY406. Orthodontics Concepts for Dental Hygiene. 1 Unit.
Applies basic skeletal and dental growth, and development to
orthodontics. Includes treatment modalities and procedures required for
successful practice of orthodontics.
448 Dermatology (DERM)
DNHY408. Professional Ethics. 2 Units.
Develops understanding of hygienist's obligations to the public and to
his/her professional association. Defines the ethical and mature conduct
expected of professional health-care providers. Compares and contrasts
professional ethics and personal morality as they relate to dental hygiene
practice.
DNHY409. Jurisprudence and Practice Management. 2 Units.
Laws and regulations that govern the practice of dental hygiene, with
special emphasis on California regulations. Standards of government
regulations. Obligations of the hygienist to the public and to his/her
profession.
DNHY411. Dental Hygiene Topics I. 2 Units.
Student develops advanced hygiene-care planning skills, with emphasis
on knowledge synthesis. Topics cover aspects of patient care, including
whole-patient care and patients with special needs.
DNHY412. Dental Hygiene Topics II. 2 Units.
Continues instruction in advanced clinical skills. Areas covered include
pulp vitality, dentinal hypersensitivity, esthetic whitening procedures,
chemotherapeutic agents, and use of technology for the dental hygiene
process of care.
DNHY413. Dental Hygiene Topics III. 2 Units.
Topics related to employment for dental hygienists. Additional topics
include various opportunities in the dental hygiene profession and
educational advancement strategies.
DNHY414. Personal Finance. 2 Units.
Personal finance topics, including credit, taxes, insurance, real estate,
budgeting, housing, and inflation.
DNHY415. Applied Nutrition. 2 Units.
Basic concepts of nutrition. Balance, adequacy, nutrient density, dietary
choice, weight management, nutrition, and oral health. Addresses
nutritional needs of children and the aged, and medically and dentally
compromised patients. Dietary assessment and counseling.
DNHY416. Dental Health Education I. 2 Units.
Current theories and principles of psychology as they relate to learning
and teaching, personality development and change, and interpersonal
processes and dynamics.
DNHY417. Dental Health Education II. 2 Units.
Principles and practices involved in teaching dental public health.
Fieldwork in local schools and community. Methods and practice of
professional presentation.
DNHY421. Research I. 2 Units.
Introduces research methodology. Evaluates literature, emphasizing
statistics adequate for interpretation of the literature. Student reviews
literature and designs a research proposal in preparation for professional
presentation of a table clinic or informational project. Inprogress (IP)
given until completion of all units for this course.
DNHY422. Research II. 2 Units.
Review and emphasis of research methodology. Develops literature
review, emphasizing statistics adequate for interpretation of the
literature. Student continues to develop a research proposal in
preparation for professional presentation of a table clinic or informational
project. Student conducts research experiment or project culminating
in presentation of the results at a professional meeting. In progress (IP)
given until completion of all units for this course.
DNHY431. Public Health Dentistry. 3 Units.
Philosophy, principles, language, and objectives of public health and
public health dentistry. Critical review of the literature.
DNHY435. Special Topics in Periodontal Therapy. 2 Units.
Studies advanced periodontal topics and special problems related to
periodontal therapy.
DNHY450. Junior Clinical Seminar. 1 Unit.
A two-quarter course that introduces topics and issues directly and
indirectly related to the comprehensive practice of dental hygiene.
DNHY451. Clinical Seminar I. 1 Unit.
Topics and issues related to clinical competency and development of
critical-thinking skills through the use of patient-care examples and class
discussion.
DNHY452. Clinical Seminar II. 1 Unit.
Topics and issues related to clinical competency and preparation for the
clinical board examination. Student development of advanced patient-
care plans.
DNHY453. Clinical Seminar III. 1 Unit.
Topics and issues related to clinical competency. Presentation of
advanced patient-care plans. Prerequisite or concurrent: DNHY 452.
DNHY475. Dental Hygiene Clinic I. 4 Units.
Integrates all components of oral health care into the clinical treatment of
patients.
DNHY476. Dental Hygiene Clinic II. 4 Units.
Integrates all components of oral health care into the clinical treatment of
patients. Prerequisite or concurrent: DNHY 475.
DNHY477. Dental Hygiene Clinic III. 4 Units.
Integrates all components of oral health care into the clinical treatment of
patients. Prerequisite for concurrent*: DNHY 475, DNHY 476*.
DNHY495. Dental Hygiene National Board Preparation. 1,2 Unit.
Lecture and case-based reviews of the entire dental hygiene curriculum,
including, but not limited to: prerequisite basic sciences; preclinical,
laboratory, and clinical sciences; and behavioral sciences. Reviews in
preparation for the dental hygiene national board examination directly
related to concurrent test-taking skill workshops based on standardized
testing evidence for success.
DNHY497. Advanced Shadowing Experience. 12 Units.
An elective course open to students seeking shadowing experience in
dental hygiene. Credits do not count toward an academic degree.
Dermatology (DERM)
Courses
DERM891. Dermatology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of dermatology, including research.
Dietetics (DTCS)
Courses
DTCS301. Human Nutrition. 3 Units.
Fundamentals of normal nutrition. Carbohydrates, proteins, fats, vitamins,
minerals; their roles in human metabolism. Introduction to nutrition in the
life cycle. Per week: lecture three hours.
Loma Linda University 2019-2020 449
DTCS302. Food Selection and Presentation. 5 Units.
Foods and their nutritive values. Changes associated with maturation,
preservation, table preparation, transportation, and storage in relation to
food safety. Nutritional concepts and cultural food patterns in planning
and producing meals. Meal service in family, social, and professional
settings. Per week: lecture three hours, practicum six hours. Laboratory
fee.
DTCS304. Community Nutrition. 4 Units.
Community-based nutrition education which requires knowledge of
normal nutrition and life-cycle issues. Includes nutrition assessment;
medical nutrition-therapy topics; legislative processes and politics;
program planning, implementation, management, and evaluation;
counseling, teaching, and facilitating group processes; interpreting data
and research findings; identifying and accessing community nutrition
resources.
DTCS305. Professional Issues in Nutrition and Dietetics. 1 Unit.
Examines the growth of nutrition and dietetics as a profession, and the
role of the professional in the restoration and maintenance of health.
Nontraditional roles of the registered dietitian and dietetic technician,
registered. Emphasizes development of professionalism, accountability,
and responsibility for life-long learning. Requires preparation of a
professional portfolio and a project completed throughout the program
and submitted prior to graduation. May be repeated once for credit.
DTCS311. Human and Clinical Nutrition for Nursing. 4 Units.
Fundamentals of normal nutrition. Carbohydrates, proteins, fats, vitamins,
minerals; their roles in human metabolism. Investigates the role of
nutrition at various stages in the life cycle of the individual in health and
disease. Nutrition intervention in the prevention and treatment of disease
in the clinical setting.
DTCS312. Clinical Nutrition for Nursing. 2 Units.
Nutrition intervention in the prevention and treatment of disease in the
clinical setting.
DTCS321. Nutrition and Human Metabolism. 4 Units.
Nutritional requirements and metabolism of essential nutrients for
the human organism at the cellular level. Focuses on macro- and
micronutrients metabolism. Per week: lecture four hours. Prerequisite:
Anatomy and physiology, biochemistry.
DTCS329. Organic Chemistry with Applications for Nutrition. 4 Units.
Covers the nomenclature, chemical/physical properties, and common
reactions of carbon-based compounds relevant to human nutrition.
DTCS334. Biochemistry with Applications for Nutrition. 4 Units.
The chemistry and metabolism of carbohydrates, lipids, proteins, and
nucleic acids. Preliminarily investigates the chemical basis of life
processes, emphasizing aspects of human nutrition. Includes laboratory
experiments to support student competency. Prerequisite: DTCS 329; or
equivalent.
DTCS338. Introduction to Clinical Nutrition. 2 Units.
Basic knowledge of the responsibilities of the clinical dietitian:
familiarizing students with the electronic medical record and the nutrition
care process. Emphasizes nutrition assessment knowledge and skills.
DTCS340. Nutrition through Life Stages. 3 Units.
Includes a review of basic nutrition, as well as normal nutrition needs of
individuals across the lifespan, with a focus on pregnancy and lactation;
normal infant growth and development; and childhood and adolescence.
Adult men’s and women’s health issues, geriatrics, food allergies,
vegetarian diets, obesity, and eating disorders.
DTCS342. Medical Nutrition Therapy I. 5 Units.
Basic biochemical and physiological conditions necessitating dietary
modifications in the clinical management of the patient. Includes
cardiovascular disease and hypertension, diabetes. Involves patient
interviewing and counseling, nutrition assessment and documentation,
and use of computer-assisted nutritional analysis. Ongoing study of
medical terminology. Advanced topics include lipids and antioxidants.
DTCS343. Medical Nutrition Therapy II. 5 Units.
Basic biochemical and pathophysiologic processes necessitating dietary
modifications in clinical patients with pulmonary disease; disorders
of the digestive, liver, and biliary systems, and pancreas; alcoholism;
renal disease; solid-organ transplantation; and sepsis/trauma. Nutrition
assessment, patient interviewing, and counseling. Applies enteral and
parenteral nutrition support when indicated. Introduces preparation of an
in-depth case study.
DTCS371. Quantity Food Purchasing, Production, and Service. 5 Units.
Emphasizes methods to achieve quantitative and qualitative standards
in quantity food production. Menu planning for institutions. Practicum in
food purchasing, production, and service. Open to dietetics students only.
Per week: lecture two hours, practicum nine hours.
DTCS372. Food Systems Organization and Management. 4 Units.
Studies food-service systems. Effective utilization of resources within the
food system. Computer application in food-systems management. Per
week: lecture two hours, practicum six hours.
DTCS395. Nutrition and Dietetics Practicum. 12 Units.
Supervised experience in medical nutrition therapy, community, and
administrative dietetics in hospitals, outpatient clinics, public health
departments, and food systems. Performance review and evaluation. Ten
weeks (400 clock hours) during the summer at the end of the junior year.
DTCS405. Senior Seminar. 1 Unit.
Develops professional skills, team efforts to market nutrition in the
community, volunteer efforts in the community, professional networking,
and special topics as determined by nutrition and dietetics faculty.
Emphasizes professional portfolio and transition to entry-level nutrition
educator/dietitian/food service director. Introduces preparation of an in-
depth case study.
DTCS442. Nutrition Counseling. 3 Units.
Applies techniques of nutrition counseling, with emphasis on improving
skills in verbal and nonverbal communication, assertiveness, dealing with
cultural differences, dealing with death and dying. Skills in administration
for the nutrition counselor. Ethical implications in health care. Per week:
lecture two hours, practicum three hours.
DTCS445. Nutrition Care Management. 4 Units.
Applies operations analysis, financial management, quantitative
decision making, and productivity-management techniques to enhance
the delivery of nutrition care. Staff justification, continuous quality
improvement, reimbursement for nutrition services, case management,
and entrepreneurship.
DTCS452. Advanced Nutrition. 4 Units.
Covers three interrelated topics in modern nutrition research: functional
foods that provide physiological benefit beyond meeting basic nutritional
needs; food toxicology—that is, the physiological consequences of
natural and synthetic toxins found in the foods we consume; and
nutritional genomics applied to evaluation of the links between nutrition,
health, and the human genome. Prerequisite: DTCS 321.
450 Dietetics (DTCS)
DTCS453. Advanced Medical Nutrition Therapy. 3 Units.
Theory and application of critical-care nutrition to complex medical
conditions. Interpretation and synthesis of fluid and electrolyte balance,
acid/base balance, vital signs, ICU monitoring forms, interpretation of
laboratory data and diagnostic tests, medical and surgical history, and
drug/nutrient interactions. Focus on a problem-list approach to nutrition
assessment, documentation, intervention, and outcome evaluation. Per
week: lecture two hours, practicum three hours.
DTCS461. Food Science. 4 Units.
Chemical, physical, and biological effects of maturation, processing,
storage, and preservation on the structure, composition, palatability,
product quality, and microbiological safety of food and its additives.
Per week: lecture four hours, laboratory three hours. Laboratory fee.
Prerequisite: Basic foods, human nutrition, organic chemistry.
DTCS473. Medical Nutrition Therapy Affiliation. 6,12 Units.
Student applies knowledge and skills in clinical facilities as s/he works
with a staff dietitian and confers with supervisor to develop and enhance
advanced-level professional competence. Student completes a major
project relating to medical nutrition therapy. For 6 units, minimum of five
weeks (200 clock hours); for 12 units, minimum of ten weeks (400 clock
hours). May take more than once for credit.
DTCS476. Exercise Physiology in Medical Nutrition Therapy. 3 Units.
Basic preparation for development and leadership of exercise programs.
Includes: exercise-physiology training, acute and chronic effects of
exercise, simple assessment of fitness, role of exercise in prevention
of common health problems, and management of selected risk factors.
Discusses endurance, strength, flexibility, and aerobic exercises.
Laboratory included. Prerequisite: Anatomy and physiology.
DTCS499. Nutrition and Dietetics Independent Study. 1-5 Units.
Project or paper to be submitted on a topic of current interest in an area
of nutrition and dietetics. Regular meetings provide the student with
guidance and evaluation. Elected on the basis of need or interest.
DTCS504. Metabolism of Nutrients. 5 Units.
The study of normal metabolism of carbohydrates, lipids, and proteins.
Includes vitamin and mineral involvement, as well as metabolic changes
due to the presence of various hormonal states.
DTCS506. Professional Seminar in Nutrition and Dietetics. 1 Unit.
Review and application of topics in nutrition and dietetics in preparation
for professional practice and the registration examination for dietitians.
Student presentations covering professional competencies and material
essential for high-level practice.
DTCS510. Public Health Nutrition Issues and Policies. 3 Units.
Nutrition policies and interventions that lead to prevention of and care
for diseases prevalent in the community. Genetic and environmental
influences related to nutrition health studies.
DTCS517. Carbohydrates and Lipids. 4 Units.
A comprehensive study of the sources, metabolism, and function of
carbohydrates and lipid—including their influence on human health and
disease states.
DTCS518. Proteins, Vitamins and Minerals. 4 Units.
A comprehensive study of the sources, metabolism, and function of
proteins, vitamins, and minerals—including their influence on human
health and disease states.
DTCS519. Functional Foods and Phytochemicals. 2 Units.
Study of phytochemicals and their impact on treatment and prevention of
diseases and their role in health maintenance.
DTCS526. Pharmacology in Medical Nutrition Therapy. 2 Units.
Pharmacology at the graduate level, including kinetics, dynamics,
and therapeutics of drugs. Basic definitions, sources of information,
classification of drugs, and principles and mechanisms of drug actions.
Emphasizes drug-nutrient interactions.
DTCS534. Pediatric Medical Nutrition Therapy. 3 Units.
Management of the nutrition needs of the pediatric population. Focuses
on growth and development in the normal and abnormal child. Addresses
the biochemical and physiological conditions that necessitate dietary
modifications in the clinical management of the patient. Per week: lecture
2 hours, practicum 3 hours.
DTCS536. Health Care Financial Management. 3 Units.
Management of the nutrition care-management system involving
prospective reimbursement and dietitian billing, business plan
development, budget development and analysis of budget variances,
operation statements, and productivity related to a department budget.
DTCS542. Nutrient Delivery, Education, and Counseling. 2 Units.
Techniques and models used in the nutrition intervention step of the
nutrition care process. Investigates food/nutrient provision, education
(assessment to evaluation), counseling (theoretical basis/approach and
strategies); as well as coordination of nutrition care.
DTCS544. Medical Nutrition Therapy II. 5 Units.
Basic biochemical and pathophysiologic processes that necessitate
dietary modifications in the clinical management of the patient with
pulmonary disease—including cystic fibrosis; digestive disorders;
disorders of the liver, biliary system, and pancreas; alcoholism; renal
disease; solid-organ transplantation; sepsis/trauma; metabolic disorders;
and neurologic disorders—including spinal cord injury and stroke.
Continues nutrition assessment, patient interviewing, and counseling.
Applies enteral and parenteral nutrition support when indicated in the
clinical management of patients with these conditions. Introduces
preparation of an in-depth case study. Graduate level project will be
required. Per week: lecture 3 hours, practicum 6 hours.
DTCS545. Nutrition Care Management. 4 Units.
Applies classical management theories and current application in the
delivery of nutrition care; applies continuous quality management,
staffing decision making, operations analysis, business planning,
quantitative decision making, and productivity-management techniques
to enhance the delivery of nutrition care. Includes reimbursement
for nutrition services, servant leadership, case management, and
entrepreneurship. Major paper due at end of quarter.
DTCS554. Advanced Medical Nutrition Therapy. 3 Units.
Uses case-study approach to apply critical care nutrition to complex
medical conditions. Interprets and synthesizes decision information
regarding fluid and electrolyte balance, acid-base balance, vital signs,
ICU and surgical history, and drug-nutrient interactions. Focuses on
problem-based evaluation. Develops and analyzes a clinical case study.
Emphasizes geriatric care and the special needs of this population.
DTCS566. Food Chemistry and Experimental Foods. 4 Units.
Chemical, physical, and biological changes of food in processing and
preservation. Experimentation in recipe development and improving the
nutritional quality of food.
Loma Linda University 2019-2020 451
DTCS574. Advanced Food Systems Management. 3 Units.
Develops competencies in total quality management; quality control;
production planning, including forecasting production demand;
linear programming; program evaluation and review technique
(PERT); productivity management, including line balancing; financial
management, including economics; food and labor cost control;
budgeting project; and financial analysis of operations. Per week: lecture
3 hours, practicum three hours.
DTCS575. Food Systems Management. 4 Units.
Develops administrative skills in effective management of food systems.
Qualitative and quantitative standards, budget development and analysis,
labor-management relations, computer-assisted information system.
DTCS576. Exercise Physiology in Medical Nutrition Therapy. 3 Units.
Develops leadership in the development and presentation of exercise
programs. Includes exercise-physiology training, acute and chronic
effects of exercise, simple assessment of fitness, role of exercise in
prevention of common health problems, and management of selected risk
factors. Discusses endurance, strength, flexibility, and aerobic exercises.
Laboratory included.
DTCS584. Contemporary Issues in the Dietetic Profession. 4 Units.
Investigates nutrition trends in the public arena. Reviews current nutrition
topics in popular literature, with evaluation of health implications using
peer-reviewed evidence.
DTCS585. Operations Management in Food and Nutrition Services. 4
Units.
Develops conceptual skills in operation of a food or nutrition service
using quantitative decision making, forecasting, planning tools,
development of quality standards and control mechanisms, job design,
layout, work measurement, inventory control, and information systems.
DTCS589. Capstone Course in Nutrition and Dietetics. 3 Units.
Develops a systems viewpoint of advanced medical nutrition therapy,
management skills, and application of technology. Advanced application
of operations management in nutrition care; development and application
of high ethical standards in all aspects of the profession—including
patient care; and human-resource management. Identifies trends that
affect the operation of the department.
DTCS599. Nutrition and Dietetics Independent Study. 1-5 Units.
Project or paper to be submitted on a topic of current interest in an area
of nutrition and dietetics. Regular meetings provide the student with
guidance and evaluation. Elected on the basis of need or interest.
DTCS605. Nutrition Seminar. 1 Unit.
Study and discussion of current topics in nutrition. Requires a major
paper, including meta-analysis of literature and presentation of a nutrition
topic.
DTCS694. Research. 1-8 Units.
Independent research for doctoral degree candidates and qualified
master's degree students on problems currently being studied in the
department, or in other department(s) with which they collaborate.
Research program arranged with faculty member(s) involved. Minimum
of 100 hours required for each unit of credit. Written report required.
DTCS777. Food Systems Management Affiliation. 6 Units.
Five weeks (200 hours) of supervised experience in food systems
management in health care or school food service. May be repeated for
additional credit. Prerequisite: DTCS 575.
DTCS778. Clinical Nutrition Affiliation. 6,12 Units.
Student applies knowledge and skills in clinical facilities as s/he works
with a staff dietitian and confers with supervisor to develop and enhance
advanced-level professional competence. Student completes a major
project relating to medical nutrition therapy. For 6 units, minimum of five
weeks (200 clock hours); for 12 units, minimum of ten weeks (400 clock
hours). May be repeated for additional credit.
DTCS795. Nutrition and Dietetics Graduate Practicum. 12 Units.
Supervised professional practice in medical nutrition therapy, community
nutrition, and food systems management. Professional experiences
in health care, public health centers, and food production facilities.
Performance review and assessment, written weekly reports of learning
achieved, and review. May be repeated for additional units. Ten weeks
(400 clock hours) during the summer term.
Emergency Medical Care (EMMC)
Courses
EMMC217. Community Emergency Response Team I. 1 Unit.
Theory and practice of the community emergency response team role.
Addresses disaster preparedness, fire suppression, disaster medical care,
search and rescue, crisis psychology, response to terrorism, and team
organization and administration. Requires completion of skills laboratory.
EMMC301. Pathophysiology in Emergency Care I. 3 Units.
Develops understanding of human anatomy and physiology to integrate
pathophysiology, disease mechanisms, and dysfunction within an
emergency medicine framework. Emphasizes integration of organ
systems ranging from cardiac, vascular, respiratory, gastrointestinal,
and genitourinary; along with specific mechanisms--such as injury,
inflammation, and infection-- that highlight pathology in medical patients.
EMMC302. Pathophysiology in Emergency Care II. 3 Units.
Advances knowledge and integration of pathophysiology within
emergency medicine by adding additional organ systems and approaches
to disease mechanisms. Emphasizes integration of neurology, endocrine,
musculoskeletal, and multisystem areas with a focus on injury and
inflammation in trauma patients.
EMMC303. Pathophysiology in Emergency Care III. 2 Units.
Focuses on critical thinking, conceptual knowledge, and application of
the foundational principles of pathophysiology. Emphasizes recognition
of common disease states, integration of the disease mechanisms and
process, and presentation of case reflections to summarize pathology in
patients presenting with medical or traumatic complaints.
EMMC308. Pharmacology. 3 Units.
General overview of pharmacology, including pharmacokinetics,
pharmacodynamics, and therapeutics of drugs. Basic definitions, sources
of information, classification of drugs, and principles and mechanisms of
drug actions. Emphasizes prehospital drug categories.
EMMC314. ECG Interpretation and Analysis. 2 Units.
Develops basic ECG interpretation skills. Focuses on anatomy and
physiology, underlying pathophysiology, and basic rhythm recognition.
Overview of related treatments. Emphasizes skills needed by bedside
practitioner to differentiate between benign and life-threatening
dysrhythmias.
452 Emergency Medical Care (EMMC)
EMMC315. Cardiology. 3 Units.
Development of assessment skills and medical management of patients
with acute and chronic cardiovascular disorders. Focuses on anatomy
and physiology, underlying pathophysiology, advanced history taking
and physical assessment, cardiovascular pharmacology, electrical
modalities, cardiac diagnostic testing, and current research. Emergency
care of patients with myocardial infarction and cardiovascular trauma.
Interaction with cardiac patients and clinical observation of diagnostic
studies.
EMMC316. 12-Lead ECG Interpretation. 2 Units.
Application and interpretation of the 12-lead system. Emphasizes
recognition of the acute myocardial infarction. Includes identifying axis
deviation, acute ischemic conditions, electrolyte imbalances, bundle-
branch block, and infarct impostors. Attention to care of cardiac patients,
emphasizing patient assessment, data collection, and use of the 12-lead
to guide rapid intervention. Certificate issued upon successful course
completion.
EMMC317. Community Emergency Response Team Development and
Instruction. 2 Units.
Development of sustainable community emergency response team
(CERT) programs. Review of core CERT knowledge, competencies, and
instructional techniques in disaster preparedness, fire suppression,
disaster medical care, search and rescue, crisis psychology, response to
terrorism, and team organization and administration. Discussion of adult
learning theories and skills instruction. Meets federal/state criteria to
become a CERT trainer. Prerequisite: EMMC 217 or equivalent CERT Basic
certification.
EMMC325. Current Issues in Emergency Medical Care. 2 Units.
Seminar-style discussion on current issues and controversies in
emergency medicine. May include topics such as prehospital use of
thrombolytic therapy; managed care; primary-care, advanced scope
paramedic practice, etc.
EMMC331. Theories of Emergency Medical Services I. 3 Units.
Introduces prehospital medical services. Roles and responsibilities of
paramedics and EMTs. EMS systems design, constraints, and operating
problems. EMS environment and scene issues. Medical-legal issues.
History and current state of prehospital care and medical oversight.
EMMC332. Theories of Emergency Medical Services II. 3 Units.
Investigates the dimensions of emergency medical services. Influence of
environment on oxygen delivery. Develops paradigms for EMS. Decision
making in the constrained environment. Stress models and role theories.
Discusses EMS as sequential environments from public health to critical
care.
EMMC389. Junior Seminars. 0.5,1 Units.
Discusses issues of professionalism and career development in the
whole person context; written, oral, and electronic communication;
writing and research skills; use of computer resources.
EMMC425. Instruction and Curriculum Design in Emergency Services. 3
Units.
Methods of instruction and curriculum design for adult learners.
Classroom management techniques and instruction in public education,
in-service and continuing education, higher education, clinical teaching,
conferences, and individual guidance. Applies curriculum design theories
to instructional units and objectives, and assessment procedures and
tools. Introduces learning-experience design, appropriate technology
selection, learner centered materials, and respect for diversity in learning.
EMMC429. Psychosocial Models and Interventions. 3 Units.
Applies major models of stress, crisis, and psychological trauma to the
roles of health-care providers. Addresses psychosocial reactions and
responses of populations, individuals, and care providers to societal
disruption and trauma, medical emergencies, and death and dying.
Addresses suicide intervention, critical incident debriefings, and death
notification as well as methods of providing temporary, adequate
psychological care for individuals in psychosocial crisis.
EMMC435. Disasters, WMD, and Terrorism. 3 Units.
Introduces EMS response involving large-scale natural disasters and
weapons of mass destruction (WMD). Explores prehospital and hospital
treatment. Evaluates current issues facing EMS personnel. Crisis and
consequence management, theories of terrorism response, and state and
federal resources. Discusses interagency roles, overview of social and
psychological aspects, policy development and the media, comparison of
response protocols of disaster versus terrorist incidents.
EMMC436. Trauma and Surgical Care. 3 Units.
Emergency evaluation, assessment, and care of the trauma patient.
Prehospital resuscitation, stabilization, and rapid transport. Overview of
traumatic injuries, multisystem trauma, surgical management, and care
of the trauma patient. Principles of care of the patient after stabilization
and surgery. Discusses kinematics, emerging trends in trauma care,
trauma centers, and injury-prevention programs.
EMMC445. Perinatal and Pediatric Care. 3 Units.
Emergency evaluation and care of the perinatal and pediatric
patient. Cardiac, gastrointestinal, hematologic, renal, and metabolic
conditions and treatment. Discusses appropriate versus inappropriate
child development and behavior, including developmental stages,
temperaments, feeding disorders, sleep disorders, mentally challenged,
and attention deficit. Psychosocial aspects of pediatric, child, and
adolescent psychiatric disorders.
EMMC446. Physical Diagnosis. 3 Units.
Systemic review of assessment techniques utilized in patient
assessment. Emphasizes assessment of major body systems. Overview
of physical examination techniques and interpretation of findings.
Lecture, reading, and discussion of case.
EMMC447. Geriatrics and Aging. 3 Units.
A forum for discussing current trends in aging and for identifying the
needs of an older population. Discusses psychological and social
changes in the older adult. Physiologic process of aging and the medical
considerations unique to age. Management of geriatric trauma, medical
emergencies, and the impact of chronic diseases. Establishing a social
response to aging and viable health care-delivery models for older adults.
EMMC448. Advanced Physical Diagnosis and Critical Care. 3 Units.
Advanced assessment techniques utilized in management of critical care
patient. Emphasizes interpretation of laboratory tests, chest radiographs,
arterial blood gases, and other tests used to evaluate the patient.
Theories of mechanical ventilation and oxygen therapy. Administration
of aerosol treatments, gases, and gas mixtures. Operation of transport
ventilators and intravenous pumps and infusion devices.
EMMC451. Health Care Management for Prehospital Providers. 2 Units.
Basic principles of management and how they relate to EMS systems.
Federal, state, and local authority for EMS delivery and services,
resources for and constraints of EMS systems, relationship to and impact
on public safety and health care-delivery systems, interface of public and
private organizations, current and future issues.
Loma Linda University 2019-2020 453
EMMC452. Seminars in EMS Management I. 2 Units.
Management theories applied to EMS management and practice. Public/
private sector integration, public/media relations, government relations,
stress management, management/leadership-skills development,
decision making, performance improvement.
EMMC453. Seminars in EMS Management II. 2 Units.
Further applies management theories to EMS management and
practice. The quality management process and its relationship to
continuous learning, promoting organizational/system change, evaluating
effectiveness of performance-improvement projects, strategic planning,
and integration of EMS with public safety and public health.
EMMC464. Ethics and Leadership in Emergency Services. 2 Units.
Examines theory and conceptual frameworks for ethical leadership as
a collective enterprise. Explores emerging paradigms of leadership.
Clarifies and contrasts differing approaches to leadership and
leadership development, and the situational approach of processes
of administration, management, and leadership. Develops a personal
philosophy of leadership, assesses individual characteristics, and relates
those strengths to leadership situations.
EMMC471. Senior Project I. 2 Units.
Project developed, implemented, and evaluated by students for in-depth
experience in area of choice. May include research; community projects;
and/or education, management, or clinical affiliations. Students work
under direct supervision of assigned faculty mentor.
EMMC472. Senior Project II. 2 Units.
Continues project developed in EMMC 471.
EMMC484. Legal Issues in Health Care. 2 Units.
Introduces the legal system as it pertains to health-care professionals.
Concepts of malpractice, litigation, consent for and refusal of medical
treatment, advanced directives, and patient confidentiality. Discusses
employment issues, including discrimination and sexual harassment.
Develops health and safety programs per OSHA regulations, risk
management, legal issues in vehicle operations and equipment, and EMS
and law-enforcement interactions.
EMMC489. Senior Seminars. 1 Unit.
Discusses issues of scholarship, professionalism, portfolio development
and refinement, short- and long-term goal setting, and development of
resume/curriculum vitae.
EMMC498. Special Topics. 1-4 Units.
Special topics in emergency medical care.
EMMC499. Special Topics Laboratory/Clinical Practicum. 1-8 Units.
Special topics in emergency medical care laboratory and clinical
practicum.
Emergency Medicine (EMDN)
Courses
EMDN821. Emergency Medicine Clerkship. 1.5-3 Units.
Focuses on management of the undifferentiated or emergent patient
presentation. Exposes students to areas unique to emergency medicine,
such as the emergency medical system. Utilizes bedside teaching,
lectures, online/independent learning, and simulation to instruct the
student in distinguishing emergent vs nonemergent presentations in the
following patient categories: altered mental status, abdominal pain, chest
pain, respiratory distress/shortness of breath, shock, syncope, trauma,
and fever.
EMDN891. Emergency Medicine Elective. 1.5-27 Units.
Provides emergency department experience in several locations.
Includes, contact with adult and pediatric patients; introduction to
administrative interaction, residency conferences, and grand rounds; and,
interaction with the radio room, triage desk, and transport nurse.
Emergency Preparedness and
Response (EMPR)
Courses
EMPR524. Local and State Emergency Preparedness and Response. 3
Units.
Utilizes a case-study approach to examine the actions and interventions
of public health practitioners and emergency managers applied to
multiple phases of a disaster. Emphasizes development of an operational
understanding of the emergency support functions that have local and
regional application, as well as of public health emergencies faced by
local communities.
EMPR525. National and International Emergency Preparedness and
Response. 3 Units.
Utilizes a case-study approach to examine the actions and interventions
of public health practitioners and emergency managers in multiple
phases of a disaster. Emphasizes development of an operational
understanding of the emergency support functions that have national
and global application, as well as the public health emergencies faced by
global communities.
EMPR526. Public Health Issues in Emergency Preparedness and
Response. 3 Units.
Examines the critical public health considerations and environmental
health issues of concern in an emergency, disaster, or complex
humanitarian emergency. Covers public health responsibilities of
assessment, water and food, shelter, sanitation, and prevention of
communicable diseases. Utilizes case studies and a table-top exercise to
provide practical application of the principles presented in the class.
EMPR540. Seminars in Emergency Preparedness and Response. 3 Units.
Utilizes current events and case studies to illustrate current issues in
emergency preparedness and response. Guided discussions on infectious
disease, isolation, and quarantine; WMDs; biosurveillance and medical
countermeasures; surge capacity and medical evacuation; psychosocial
impacts; role of technology. Emphasizes situational analysis, public
relations, and risk communication.
Endodontics (ENDN)
Courses
ENDN534. Endodontic Treatment Conference. 1-2 Units.
Evaluates and discusses diagnosis, treatment planning, prognosis, and
outcome of endodontic treatment cases. Repeated registrations required
to fulfill the total units.
ENDN601. Principles of Endodontics. 2 Units.
Comprehensive study of various aspects of endodontics. Repeated
registrations required to fulfill the total units.
ENDN604. Literature Seminar in Endodontics. 2 Units.
Reviews literature pertaining to the principles and practice of
endodontics. Repeated registrations required to fulfill total units.
ENDN654. Practice Teaching in Endodontics. 1 Unit.
Supervised teaching in the endodontic preclinical laboratory and
predoctoral clinic. Repeated registrations required to fulfill total units.
454 English (ENGL)
ENDN657. Written/Oral Board Review Course for the American Board of
Endodontics. 2 Units.
Weekly lecture series that exposes advanced specialty students to the
crucial content and format of the American Board of Endodontics (ABE)
examination. Assists students with preparing for and taking the required
written portion of the examination prior to completion of the endodontics
program, and exposes them to the oral examination that is part of the
board certification process for the endodontics profession.
ENDN697A. Research. 1 Unit.
Student identifies a research project, prepares a protocol, and obtains
approval for the protocol. Multiple registrations may be needed to
complete these research activities.
ENDN697B. Research. 1 Unit.
Conducting the actual research project, including the data collection.
Multiple registrations may be needed to complete these research
activities.
ENDN697C. Research. 1 Unit.
Student completes research project, holds a public presentation of
research, and submits a publishable paper to his/her research guidance
committee (RGC) for approval. Multiple registrations may be needed to
complete the publishable paper.
ENDN698. Thesis. 1 Unit.
ENDN725. Clinical Practice in Endodontics. 1-8 Units.
Provides practice and experience in all aspects of endodontics.
Emphasizes obtaining experience in treating complex endodontic cases.
Repeated registrations required to fulfill total units.
ENDN726. Clinical Practice of Implant Dentistry in Endodontics. 1,2 Unit.
Clinical experience in the diagnosis and treatment of patients who may
benefit from implant dentistry therapy. Repeated registrations required to
complete total units.
ENDN831. Endodontics I. 1 Unit.
Didactic course provides foundational knowledge to prepare the student
to manage patients with diseases of pulpal origin.
ENDN832. Endodontics II. 2 Units.
Preliminary laboratory course that introduces basic skills necessary to
perform endodontic treatment on permanent teeth with uncomplicated
root canal systems. IDP students complete 2 units over the D3 Spring and
Summer quarters before a final grade is given.
ENDN834. Endodontics III. 1 Unit.
Didactic course that contains essential information on various topics
in endodontics and elevates the students' diagnostic and treatment-
planning skills.
ENDN835. Endodontics IV. 1 Unit.
Secondary laboratory course that reinforces prior basic skills taught
in ENDN 832, and introduces additional skills necessary to perform
endodontic treatment on uncomplicated permanent teeth using advances
in technology.
English (ENGL)
Courses
ENGL212. Writing for Scholarly Audiences. 4 Units.
Applies rhetorical principles to further expository and persuasive writing
and sharpening of skills in basic research writing. Readings, class
discussions, and writing assignments foster critical thinking skills
(recognition of logical fallacies) and acquaint students with academic
language. Includes an introduction information literacy as well as to
various styles of documentation. Students will enroll through Loma Linda
University for course content and instruction provided online by the
Division of English of Union College in Lincoln, Nebraska. Grades will be
filed with and transcripts will be provided by Loma Linda University.
ENGL300. Writing Seminar for Health-Care Professionals. 2 Units.
Teaches students to develop the essay for research-oriented papers.
Focuses on paragraph and essay development.
Environmental Health (ENVH)
Courses
ENVH414. Introduction to Environmental Health. 3 Units.
Introduces an overview of the major areas of environmental health, such
as ecology, environmental law, and population concerns; environmental
diseases and toxins; food, water, and air quality; radiation; noise; and
solid and hazardous waste.
ENVH468. Water Quality Assurance. 3 Units.
Principles and processes involved in providing safe and adequate water
supplies. Water-source development, quantity and quality assurance,
source and system design, and inspection parameters. Protection of
water sources from contamination; and the abatement of, and correction
techniques applied to, degraded water quality. Potable water supplies,
fresh and saline bodies of water, and municipal liquid-waste disposal.
Prerequisite: Program prerequisite courses; or written consent of program
advisor.
ENVH509. Principles of Environmental Health. 3 Units.
Rural and urban environmental factors that affect human-health status,
enjoyment of the quality of life, and human survival. Focuses within a
framework of air, water, food quality, residential environments, industrial
sites, recreational patterns, and environmental risk avoidance. Stresses
prevention of disease and promotion of healthful environments. Not
applicable toward a major in environmental health.
ENVH515. Food Quality Assurance. 3 Units.
Principles and techniques of quality assurance for food preparation
and prevention of food-borne diseases. Sanitary and safe preparation,
storage, transportation, and handling of foodstuffs and products. Criteria
and methods of inspection and surveillance, facilities design, and plan
checking. Food degradation, contamination, additives, and toxicants.
Performance criteria for food handlers, with application to environmental
techniques in education, enforcement, and consultation. Prerequisite:
Program prerequisite courses or written consent of program advisor.
ENVH525. Special Topics in Environmental and Occupational Health. 1-4
Units.
Lecture and discussion on a current topic in environmental and
occupational health. May be repeated for a maximum of 4 units
applicable to degree program.
Loma Linda University 2019-2020 455
ENVH558. Global Environmental Health. 2 Units.
Global implications of human impact on terrestrial, atmospheric, and
marine environments. Considers dilution and dispersion of pollutants,
climatic changes, endangered species, desertification, deforestation,
vehicle emissions, free-trade agreements, renewable resources, and
export of hazardous industry to developing nations. Impact of political,
economic, and cultural factors on present and future mitigation
strategies.
ENVH566. Outdoor Air Quality and Human Health. 3 Units.
Sources and characteristics of air pollutants and their effects on humans
and human environment. Methods used in sampling of pollutants,
controls, and abatement of air-quality standards violations. Prerequisite:
Program prerequisite courses; or written consent of program advisor.
ENVH567. Hazardous Materials and Solid-waste Management. 3 Units.
Production, collection, transportation, treatment, recycling, and disposal
of solid wastes and hazardous materials. Toxic effects and hazard-
producing characteristics of these materials; and the process of disposal-
site design, siting, and operation. Prerequisite: Program prerequisite
courses; or written consent of program advisor.
ENVH568. Water Quality Assurance. 3 Units.
Principles and processes involved in providing safe and adequate water
supplies. Water-source development, quantity and quality assurance,
source and system design, and inspection parameters. Protection of
water sources from contamination; and the abatement of, and correction
techniques applied to, degraded water quality. Potable water supplies,
fresh and saline bodies of water, and municipal liquid-waste disposal.
Prerequisite: Program prerequisite courses; or written consent of program
advisor.
ENVH569. Environmental Sampling and Analysis. 4 Units.
Practical laboratory experience that serves as an introduction to
techniques used in measurement and evaluation of environmental
health problems. Techniques pertinent to air, water, and food sanitation.
Occupational stressors and radiological health. Prerequisite: Program
prerequisite courses; or written consent of program advisor.
ENVH575. Indoor Air Quality. 3 Units.
Social and technical factors associated with nonindustrial, indoor air-
quality issues. Ventilation, source assessment, complaint investigations,
control measures, sanitation, building design, enforcement criteria, and
case studies. Prerequisite: Microbiology or consent of instructor.
ENVH581. Principles of Industrial Hygiene. 3 Units.
Introductory course in industrial hygiene. Industrial/occupational health,
hygiene and safety, philosophy, legislation, and regulation. Prerequisite:
Program prerequisite courses; or written consent of program advisor.
ENVH586. Environmental Health Administration. 3 Units.
Introduces the administration and management of organizations involved
in environmental health within the context of the health-care system.
Provides an overview of regulatory and policy issues, applicable statutes,
and emerging management systems.
ENVH587. Environmental Toxicology. 3 Units.
Principles and mechanisms of toxicology as applied to environmentally
encountered toxic agents. Toxicants of current public health importance
and their pathologic effect on representative tissues and organs. Dose-
response relationships; hazard and risk assessment; and determination
of toxicity of environmental carcinogens, teratogens, mutagens,
pesticides, metals, plastics, and organic solvents. Prerequisite: Program
prerequisite courses; or written consent of program advisor.
ENVH589. Environmental Risk Assessment. 3 Units.
Principles and methods of risk assessment associated with human
exposure to toxic chemicals and other environmental hazards.
Quantitative risk-assessment methodologies and approaches. Ecological
risk assessment; risk management issues involved in taking appropriate
public health action; risk communication, acceptability, and perception;
and informational resources.
ENVH605. Seminar in Environmental and Occupational Health. 1 Unit.
Areas of current interest. May be repeated for additional credit.
ENVH694. Research. 1-14 Units.
Independent research on problems currently receiving study in the
department. Research program arranged with faculty member(s)
involved. Minimum of thirty hours required for each unit of credit. Limited
to qualified master's degree students. Prerequisite: Consent of instructor
responsible for supervision and of program advisor.
ENVH696. Directed Study/Special Project. 1-4 Units.
Individual arrangements for advanced students to study under the
guidance of a program faculty member. May include readings, literature
reviews, or other special projects. Minimum of thirty hours required for
each unit of credit. A maximum of 4 units applicable to any master's
degree program. Prerequisite: Consent of instructor responsible for
supervision and of program advisor.
Environmental Sciences (ENVS)
Courses
ENVS401. Earth System Science and Global Change. 4 Units.
A systems-level approach to understanding environmental issues.
Explores the dynamic biogeophysical processes in the atmosphere,
biosphere, geosphere, hydrosphere, and sociosphere. Focuses on
acquiring an interdisciplinary understanding of the basic principles and
concepts of earth system science and the human dimensions of global
environmental change.
ENVS434. The Environmental Context of Community Health. 3 Units.
Presents biological, ecological, and human environmental factors
found in environmental and community health studies. Includes: asset
assessments; identification of key needs; and, dialogue with community
partners. Consideration of possible implementation strategies and
experience in a developing country. Includes three weeks of on-site
environmental and community health study in a developing country.
ENVS455. Environmental Law and Regulation. 4 Units.
Introduces local, state, federal, and global laws and policies regarding
the use, ownership, protection, and regulation of natural resources.
Emphasizes understanding of the decision-making process behind
the rights and limits of private, public, and governmental parties when
utilizing or protecting natural resources.
ENVS485. Seminar in Environmental Sciences. 0.5 Units.
Selected topics dealing with recent developments. May be repeated for
additional credit.
ENVS487. Internship in Environmental Sciences. 4,8 Units.
Working under the joint supervision of a faculty member and an off-
campus sponsor, student develops an environmental sciences academic
component within the internship. Student also participates directly in the
maintenance or conservation of the environment. May be repeated for
additional credit for up to 8 units. Prerequisite: Internship and registration
approval by a faculty member in the Department of Earth and Biological
Sciences.
456 Excellence in STEM Experiential Education (EXSD)
ENVS488. Topics in Environmental Sciences. 1-4 Units.
Reviews current knowledge in specified areas of environmental sciences.
Registration indicates specific topic to be studied. May be repeated for
additional credit. Offered on demand.
ENVS495. Special Projects in Environmental Sciences. 1-4 Units.
Special project in the field, laboratory, or library under the direction of a
faculty member. May be repeated for additional credit.
ENVS497. Undergraduate Research. 1-4 Units.
Original investigation and/or literature study pursued under the direction
of a faculty member. May be repeated for additional credit.
Excellence in STEM Experiential
Education (EXSD)
Courses
EXSD504. EXSEED STEM Education. 3 Units.
Individually and collaboratively investigate STEM/STREAMS initiatives
and programs at all K-12 levels. Includes examination of state and
Seventh-day-Adventist education standards, exploring an interdisciplinary
approach to STEM/STREAMS education using a project-based learning
approach through a mission-focused learning lens. Incorporates a blend
of hands-on workshops, readings, and reflective discourse opportunities.
Grant proposal writing will be considered a voluntary and enhancing
component.
Epidemiology (EPDM)
Courses
EPDM414. Introduction to Epidemiology. 3 Units.
Methods and strategies used to investigate distribution, determinants,
and prevention of disease in human populations. Disease classification,
measures of disease frequency and relative effect, and methods used to
isolate effects. Assessments of environmental conditions, lifestyles, and
other determinants of disease. Interpretation of results and statistical
associations. Critical evaluation of scientific literature. Laboratory
included. Prerequisite or concurrent: STAT 414.
EPDM509. Principles of Epidemiology. 3 Units.
Outlines principles and methods used to investigate distribution,
determinants, and disease prevention strategies. Includes: measures of
disease frequency, effect, and potential impact; comparison and contrast
of study designs; methods to identify and control confounding; methods
to improve validity, information, and selection bias; and, methods to
assess causation, evaluate statistical significance, evaluate screening
for latent disease, and interpret results. Prerequisite or concurrent*: STAT
509 or STAT 521*; AHCJ 472 or AHCJ 572; or consent of instructor.
EPDM510. Epidemiologic Methods I. 3 Units.
An intermediate-level course on epidemiologic concepts and methods.
Topics include causation, measures of disease occurrence, measures
of effect, study design, types of bias, assessment and correction for
bias, confounding, and interaction. Prerequisite: EPDM 509; STAT 521; or
consent of instructor.
EPDM511. Epidemiologic Methods II. 3 Units.
Second course in the epidemiologic methods sequence. Advanced study
designs and multivariable modeling of exposure-disease relationships.
Includes: hybrid and incomplete designs; the model-building approach;
generalized linear and multi-variate models; and, maximum likelihood
theory. Prerequisite: EPDM 510;STAT 522; or consent of instructor.
EPDM512. Epidemiologic Methods III. 3 Units.
Expands coverage of generalized linear models and time-to-event models.
Covers contemporary advancements in epidemiologic methods in
the analysis of observational data. Exercises focus on data analysis
and written reports. Prerequisite: EPDM 511; STAT 522; or consent of
instructor.
EPDM515. Clinical Trials. 3 Units.
Theory and practice of intervention studies, including community and
clinical trials. Course includes components of a trial protocol, different
types of trial design, analysis methods, and ethical considerations.
Prerequisite: EPDM 509; STAT 509 or STAT 521.
EPDM520. Data Collection Methods. 3 Units.
An overview of the principles and procedures of data collection as
applied to the health sciences. Topics covered include: research designs;
different research techniques (quantitative, qualitative, and mixed
methods); modes of data collection; sampling methods; questionnaire
development; sources of error in data collection; and ethical research.
Students develop a data-collection instrument and perform data
collection from initial conceptualization of the research topic.
EPDM525. Special Topics in Epidemiology. 1-4 Units.
Lecture and discussion on a current topic in epidemiology. May be
repeated for a maximum of 4 units applicable to degree program.
Prerequisite or concurrent: EPDM 509.
EPDM530. Disease Distributions and Determinants I. 3 Units.
First of a two-course sequence on the distributions of common diseases
and their determinants. Covers the epidemiology of cardiovascular
disease, diabetes, obesity, and related risk factors that include nutritional
and social epidemiology. Prerequisite: EPDM 509; or consent of
instructor.
EPDM531. Disease Distributions and Determinants II. 3 Units.
Second of a two-course sequence on the distributions of common
diseases and their determinants. Covers the epidemiology of cancer,
genetic and molecular epidemiology, environmental epidemiology, and
related risk factors. Includes special topics. Prerequisite: EPDM 509; or
consent of instructor.
EPDM544. Epidemiology of Infectious Disease. 3 Units.
Applies epidemiologic concepts, methods, and principles to infectious
diseases of public health significance. Addresses “old,” changing, and
emerging diseases. Discusses the role of surveillance systems in
infection control and the potential of developing appropriate public health
interventions within the context of prevention, control, and eradication
programs. Prerequisite or concurrent: EPDM 509.
EPDM555. Epidemiologic Methods in Outcomes Research and
Continuous Quality Improvement. 3 Units.
Epidemiologic methods of outcomes research and continuous quality
improvement techniques in medical care processes. Includes: medical
care as a process; use of control charts in process improvement;
measurement of quality of care; and, patient satisfaction. Addresses cost
benefit, cost effectiveness, cost utility, and decision-tree analysis applied
to medical care and public health. Prerequisite: EPDM 509 or EPDM 510.
EPDM567. Epidemiology of Aging. 3 Units.
Presents global demographic trends, determinants, and measures of
population-age structure. Includes: health, morbidity, disability, and
mortality; mechanisms, biomarkers, and genetics of aging; chronic
disease risk factors and prevention; research and clinical trials; ethics;
economics; and, drug use. Prerequisite or concurrent: EPDM 509 or EPDM
510; STAT 509 or STAT 521.
Loma Linda University 2019-2020 457
EPDM588. Environmental and Occupational Epidemiology. 3 Units.
Evaluates principles and approaches used in the assessment of
environmental exposure; selection of applicable study designs;
and, determination of analytic methods used in the investigation of
environmental health problems. Epidemiologic analysis of selected and
controversial environmental exposures that impact public health practice,
disease morbidity, and mortality outcomes. Prerequisite: EPDM 509 or
EPDM 510; STAT 509 or STAT 521.
EPDM605. Seminar in Epidemiology. 1 Unit.
Discussion of current topics in epidemiology and statistics. Requires Fall
quarter registration with participation Fall, Winter, and Spring quarters.
EPDM606. Doctoral Seminar in Epidemiology. 1 Unit.
Discussion of current topics in epidemiology and statistics important
for professional development. Requires Fall quarter registration with
participation Fall, Winter, and Spring quarters for a minimum of 9 units.
EPDM610. Advanced Epidemiologic Methods. 4 Units.
Provides in depth training in study designs and multivariable modeling
of exposure-disease relationships. Uses model-building approaches,
including causal diagrams, methods of variable selection and
specification, confounding, interaction, and trend testing. Focuses on
survival analysis concepts. Prerequisite: EPDM 509; EPDM 510; STAT
521; STAT 522; STAT 548.
EPDM625. Special Topics in Epidemiology. 1-3 Units.
Lecture and discussion on a current topic in epidemiology. May be
repeated for a maximum of 6 units applicable to degree program.
Recommended for doctoral students. Prerequisite: EPDM 509.
EPDM635. Epidemiological Studies of Adventists. 1 Unit.
Reviews and critically evaluates the epidemiological research conducted
in Seventh-day Adventist populations. Examines the history, rationale,
methods, findings, and scientific contributions of this research.
Prerequisite: EPDM 509.
EPDM645. Epidemiology of Tobacco Use and Control. 2 Units.
An epidemiological overview of the tobacco pandemic--global/national
tobacco trends, socioeconomic impact, prevention/control issues,
and multisectoral strategies. Describes tobacco’s "hidden" burden
relative to infectious diseases and adverse maternal-infant outcomes.
Introduces basic tools to measure tobacco use, monitor tobacco policy
implementation, conduct surveillance/evaluation of global/local tobacco
control programs. Facilitates participation in ongoing field-based
projects.
EPDM664. Epidemiology of Cardiovasular Disease. 2 Units.
Examines both the descriptive and etiologic epidemiology of the major
cardiovascular diseases, including hypertension, ischemic heart disease,
congestive heart failure, and stroke. Covers the experimental designs
and analytic techniques commonly used in cardiovascular epidemiology.
Critically reviews the experimental and epidemiological evidence relating
risk factors for cardiovascular diseases. Reviews the design and results
of major cardiovascular disease intervention studies. Prerequisite: EPDM
509.
EPDM665. Epidemiology of Cancer. 2 Units.
Examines both the descriptive and etiologic epidemiology of cancer.
Examines recent statistics and historic trends for disease burden,
incidence, survival, and mortality in the US and globally. Critically reviews
the literature on the etiology, risk factors, and prevention of particular
high-incidence/mortality cancers, with an emphasis on the role of
lifestyle factors (tobacco, alcohol, diet, physical activity, and obesity).
Prerequisite: EPDM 509.
EPDM668. Molecular Epidemiology. 2 Units.
Provides an overview of basic concepts of molecular epidemiology,
with a focus on applications of biomarkers in epidemiology. Covers
technologies, tools, and design considerations for epidemiologic studies
involving biomedical data. Includes a survey of standard techniques for
statistical analysis in molecular epidemiology. Prerequisite: EPDM 509.
EPDM685. Preliminary Research Experience. 2 Units.
Experience gained in various aspects of research under the guidance of
a faculty member and by participation in an ongoing project. Must be
completed prior to beginning dissertation research project. Limited to
doctoral degree students.
EPDM694. Research. 1-14 Units.
Independent epidemiologic research program arranged with faculty
member(s) involved. Written report and oral presentation required.
Prerequisite: Consent of instructor responsible for supervision and of
academic advisor.
EPDM697. Dissertation Proposal. 1-10 Units.
Student develops the written dissertation proposal. Doctoral dissertation
committee chairman works with the student on mutually agreed-
upon objectives. Evaluation based on the accomplishment of these
objectives. Culminates in a written and oral dissertation proposal defense
and advancement to candidacy. Doctoral students only. Successful
completion of comprehensive exams.
EPDM698. Dissertation. 1-14 Units.
Based on the doctoral research study, student writes a dissertation in
submitted-paper format, submits the individual manuscripts to scientific
journals, and responds to reviewers' comments. Prerequisite: EPDM 697
and advancement to candidacy.
EPDM699A. Applied Research. 1 Unit.
Independent epidemiologic research. Research program arranged with
faculty member(s) involved. Written report and oral presentation required.
EPDM699B. Applied Research. 1 Unit.
Independent epidemiologic research. Research program arranged with
faculty member(s) involved. Written report and oral presentation required.
EPDM699C. Applied Research. 1 Unit.
Independent epidemiologic research. Research program arranged with
faculty member(s) involved. Written report and oral presentation required.
EPDM699D. Applied Research. 1 Unit.
Independent epidemiologic research. Research program arranged with
faculty member(s) involved. Written report and oral presentation required.
Family Medicine (FMDN)
Courses
FMDN599. Directed Elective Study. 1.5-18 Units.
FMDN701. Family Medicine Clerkship. 1.5-6 Units.
Presents concepts and practice of family-centered primary health care
in family medicine. Includes: patient assessment; basic diagnosis and
treatment; recognition of psychosocial problems; and, the practice of
integrative and whole person care by assessing patient strengths and
stresses within the context of family, community, support systems, and
spiritual life.
458 Family Studies (FMST)
FMDN821. Family Medicine Subinternship. 1.5-6 Units.
A four-week rotation during which the senior subintern participates
as a member of the family medicine inpatient service team. Provides
experience in managing hospitalized patients and hospital follow-up,
with emphasis on increasing decision-making skills. Increases students'
knowledge about acute illnesses and treatment, and familiarizes students
with management of patients over the period of transition from the
inpatient to the outpatient setting.
FMDN891. Family Medicine Elective (General Family Medicine). 1.5-27
Units.
Offers fourth-year medical students the opportunity to explore various
areas of family medicine, such as outpatient clinics, palliative medicine,
sports medicine, research, etc.
Family Studies (FMST)
Courses
FMST518. Advanced Theories in Child Development. 3 Units.
Examines child development from the perspectives of family systems,
symbolic interactionism, structural functionalism, family development,
social construction, and others. Investigates theories and stages of
development—from birth through adolescence—from classical and
contemporary literature in the physical, cognitive, language, social,
emotional, and moral development domains.
FMST526. Marriage and the Family. 3 Units.
Studies the family from perspectives of psychology, anthropology,
biology, history, politics, and religion. Investigates the major movements
or moving forces in society that have influenced families living in the
United States and elsewhere. Evaluates the important contemporary
issues in families and presents theories of family functioning that inform
therapeutic and educational interventions by professionals.
FMST534. Family Life Education Module 1. 3 Units.
Covers content, critical thinking, and application of issues related to laws
and ethics in the practice of family life education, family law, and public
policy matters in the United States of America and around the world;
and substantive areas in the marriage and family literature. Prepares
family life educators with content required for certification as family life
educators and related family life professionals.
FMST535. Family Life Education Module 2. 3 Units.
Treats content, critical thinking, and application of issues in family
life education, parent education and guidance, and family resource
management that are important to the knowledge base of family life
educators and related family life professionals.
FMST604. Advanced Qualitative Methods. 4 Units.
An overview of qualitative methods and their application to research of
marriage and family therapy. Includes an examination of ethnographics,
naturalistic inquiry, phenomenological research, the grounded theory
approach, and narrative inquiry.
FMST684. Doctoral Seminar. 1 Unit.
Students develop and refine their dissertation proposals through
presentation and discussion with faculty and other students in a
workshop format. Dissertation proposal is an expected outcome of this
series of courses.
FMST694. Directed Study: Family Studies. 1-3 Units.
FMST697. Research. 1-6 Units.
Independent research relating to marital and family therapy, under the
direction of a faculty advisor.
FMST699. Dissertation Research. 1-20 Units.
Completes independent research contributing to the field of family
studies. Prerequisite: Advancement to doctoral candidacy.
Geology (GEOL)
Courses
GEOL204. Physical Geology. 4 Units.
Introductory geology course that provides the student with a broad
picture of geological processes operating on and within the earth.
Introduction to minerals, sedimentary and igneous rocks, and fossils.
Weathering, earthquakes, volcanism, erosion and sedimentation, and
plate tectonics. Three class hours, one three-hour laboratory or field trip
per week.
GEOL316. Mineralogy. 4 Units.
Studies minerals, including: crystallography and crystal chemistry, phase
diagrams, and systematic classification. Mineral identification based on
hand sample, optical, and other analytical techniques. Three class hours
and one three-hour laboratory or field trip per week.
GEOL317. Igneous and Metamorphic Petrology. 4 Units.
Systematically studies igneous and metamorphic rocks, including:
classification by petrography and geochemical methods; application
of one-, two-, and three-component phase diagrams; and models of
petrogenesis. Three class hours and one three-hour laboratory or field trip
per week.
GEOL416. Sedimentology and Stratigraphy. 6 Units.
Focus on the sedimentary rock record through a study of rock types,
depositional processes, and models. Stratigraphic nomenclature
and approaches to correlation on local, regional, and global scales.
Laboratory analysis of primary and diagenetic mineralogy, textures, and
sedimentary structures in clastic and carbonate rocks. Field descriptions
of sedimentary rocks, structures, and sequences; and field experience in
interpreting depositional processes and stratigraphic relationships.
GEOL424. Structural Geology. 4 Units.
Theory of stress and strain and examination of rock deformation in a
framework of plate tectonics. Examples presented in field settings.
GEOL426. Invertebrate Paleontology. 4 Units.
Structure, classification, ecology, and distribution of selected fossil
invertebrate groups. Principles and methods involved in the study and
analysis of invertebrate fossils. Three class hours and one three-hour
laboratory per week.
GEOL427. Vertebrate Paleontology. 4 Units.
Systematics, biology, and biogeography of ancient fossil vertebrates, with
emphasis on the origins of major groups.
GEOL434. Introduction to GIS for the Natural Sciences (2). 2 Units.
Principles and practice of GIS data acquisition, data editing, map making,
and geodatabase management. Recommended for students beginning a
research project.
GEOL435. GIS Spatial Analysis for the Natural Sciences (3). 3 Units.
Advanced analysis of GIS data; statistical analysis, geographic analysis
of spatial data, and methods of displaying, editing, and modeling spatial
data using ArcGIS and related GIS tools. Recommended for students who
have research data in hand to analyze.
Loma Linda University 2019-2020 459
GEOL436. Low Temperature Geochemistry. 4 Units.
Principles of the chemistry of systems that pertain to surface geological
and environmental settings. Major topics include: water quality, mineral
solubility, natural systems represented by chemical equations, carbonate
equilibrium systems, mineral stability plots, and oxidation-reduction
systems. Prerequisite: College chemistry; consent of instructor.
GEOL443. Historical Geology. 4 Units.
Overview of salient geological and paleontological features in the
geological record, explaining the way they are interpreted in the
formulation of models of Earth’s history.
GEOL444. Paleobotany. 4 Units.
Fossil plants; their morphology, paleoecology, taphonomy, classification,
and stratigraphic distribution. Analyzes floral trends in the fossil record.
Three class hours and one three-hour laboratory or field trip per week.
GEOL455. Modern Carbonate Depositional Systems. 3 Units.
Examines modern and Pleistocene carbonate systems in the field, using
these environments as models for understanding sediment production,
facies development, and early diagenesis for many ancient carbonates.
Presentations and readings on specific environments combined with field
descriptions, mapping, analysis, and reports. Requires rigorous hiking and
snorkeling in shallow water.
GEOL456. Field Methods of Geologic Mapping. 4 Units.
Advanced geologic mapping of complex areas, with interpretation of their
history; includes mapping of igneous, metamorphic, and sedimentary
rocks. Experience in preparation of geologic reports of each mapped
locality.
GEOL465. Hydrogeology. 4 Units.
Theory and geology of groundwater occurrence and flow, the relation of
ground water to surface water, and the potential distribution of ground
water by graphical and analytical methods. Three class hours and one
three-hour laboratory per week.
GEOL475. Philosophy of Science and Origins. 4 Units.
Concepts in the history and philosophy of science, and application of
these principles in analyzing current scientific trends.
GEOL485. Seminar in Geology. 0.5 Units.
Presentations and discussion of selected topics featuring recent
developments. Members of all geology meet together.
GEOL486. Research and Experimental Design. 2 Units.
Concepts, methods, and tools of research—including experimental design
and data analysis.
GEOL487. Field Geology Studies. 1-6 Units.
Special field study trips lasting one or more weeks. Student involvement
required, including field presentations and fieldwork assignments, such
as the measurement and analysis of sedimentary sections, facies
profiling, paleontologic excavation, mapping, or other geological or
paleontology field activity. One unit of credit per week. May be repeated
for additional credit.
GEOL488. Topics in Geology. 1-4 Units.
A didactic course in a specified area of earth science to cover time-
sensitive subjects or topics on demand. Requires an independent study
title request form that describes the specific area covered in the class
and course requirements.
GEOL489. Readings in Geology and Paleontology. 1-4 Units.
Focused readings and discussion of literature with course instructor in
a seminar setting. Requires an independent study title request form that
describes the specific area covered in the class and course requirements.
GEOL495. Special Projects in Geology. 1-4 Units.
Special project in the field, laboratory, museum, or library under the
direction of a faculty member. Registration indicates the specific field of
the project.
GEOL497. Undergraduate Research. 1-4 Units.
Credit for supervised research activities, including activities related to
completion of the senior thesis. Requires an independent study title
request form that explains the research and evaluation criteria.
GEOL510. Orientation to Graduate Geology. 1 Unit.
Provides a platform for introducing students to skills and strategies for
successfully navigating through their graduate degree and for pllanning
their future professional career development.
GEOL512. Invertebrate Paleontology. 4 Units.
Structure, classification, ecology, and distribution of selected fossil
invertebrate groups. Considers principles and methods involved in the
study and analysis of invertebrate fossils. Per week: Class three hours,
plus one three-hour laboratory. Additional work required beyond GEOL
426.
GEOL513. Vertebrate Paleontology. 4 Units.
Fossil vertebrates, with emphasis on the origins of major groups.
Systematics, biology, and biogeography of ancient vertebrates. Additional
work required beyond GEOL 427.
GEOL514. Paleobotany. 4 Units.
Fossil plants, their morphology, paleoecology, taphonomy, classification,
and stratigraphic distribution. Analyzes floral trends in the fossil record.
Per week: three class hours and one three-hour laboratory or field trip.
Additional work required beyond GEOL 444.
GEOL516. Sedimentology and Stratigraphy. 6 Units.
Rock types, depositional processes, and models. Stratigraphic
nomenclature and approaches to correlation on local, regional, and
global scales. Laboratory analysis of primary and diagenetic mineralogy,
textures, and sedimentary structures in clastic and carbonate rocks.
Field descriptions of sedimentary rocks, structures, and sequences; and
field experience in interpreting depositional processes and stratigraphic
relationships. Requires additional laboratory and field activities over
GEOL 416.
GEOL517. Modern Carbonate Depositional Systems. 3 Units.
Examines modern and Pleistocene carbonate systems in the field, using
these environments as models for understanding sediment production,
facies development, and early diagenesis for many ancient carbonates.
Presentations and readings on specific environments combines with field
descriptions, mapping, analysis, and reports. Requires rigorous hiking and
snorkeling in shallow water. Additional work required beyond GEOL 455.
GEOL518. Earth Structure, Process, and History. 4 Units.
Study of geological processes and the resulting geological record.
Introduces minerals and rocks, sedimentary and igneous processes,
fossils, plate tectonics, geological history, and models of earth history.
Student prepares a teaching module on the topic. Open only to students
in the M.S. degree program in natural sciences. Per week: class three
class hours, one three-hour laboratory or field trip.
GEOL526. Introduction to GIS for the Natural Sciences. 2 Units.
Principles and practice of GIS data acquisition, data editing, map making,
and geodatabase management. Recommended for students beginning a
research project.
460 Geology (GEOL)
GEOL535. GIS Spatial Analysis for the Natural Sciences. 3 Units.
Advanced analysis of GIS data; statistical analysis, geographic analysis
of spatial data, and methods of displaying, editing, and modeling spatial
data using ArcGIS and related GIS tools. Recommended for students who
have research data in hand to analyze.
GEOL545. Taphonomy. 4 Units.
Processes that affect an organism from death until its final burial
and fossilization, and utilization of this information in reconstructing
ancient assemblages of organisms. Three class hours per week. One
laboratory per week to study, describe, and interpret fossil assemblages
of vertebrates, invertebrates, and microfossils.
GEOL554. Limnogeology. 4 Units.
Ancient lake deposits, including their sedimentologic, paleontologic,
mineralogic, geochemical, and stratigraphic characteristics. Investigates
as analogs the depositional processes occurring in modern lakes.
Laboratory and several extended field trips.
GEOL555. Carbonate and Evaporite Geology. 4 Units.
Advanced course on the geology of carbonate and evaporite rocks,
including: petrography, depositional systems, diagenesis, and overview of
current topics of research. Includes weekly laboratory experience in the
analysis of carbonate and evaporite samples and a field trip to ancient
carbonate sequences.
GEOL556. Paleoenvironments. 3 Units.
Venue to learn skills to distinguish and reconstruct ancient depositional
environments. Applies paleontologic, sedimentologic, and geochemical
data and methods to interpretation of paleoenvironments, with emphasis
on organism-sediment relationships. Investigates as analogs processes,
sediments, and organisms in modern depositional environments.
GEOL557. Paleoenvironments Field Trip. 1 Unit.
Field-based geology that integrates with GEOL 556, Paleoenvironments.
Ten days spent visiting a variety of ancient and modern depositional
environments. Published observations reviewed and relived to develop a
regional context and collect primary field data.
GEOL558. Philosophy of Science. 4 Units.
Selected topics in the history and philosophy of science, and application
of these principles in analyzing contemporary scientific trends.
GEOL559. Philosophy of Science and Origins. 1 Unit.
Studies selected topics in the history and philosophy of science, and
applies these principles in analyzing current scientific trends. Provides an
advanced update in the topic for students who have had a similar course
at the undergraduate level.
GEOL565. Analysis of Sedimentary Rocks. 4 Units.
Provides exposure to a range of analytical tools used to answer
questions in sedimentary geology. Emphasizes three instruments
—optical microscope, x-ray diffractometer, and scanning electron
microscope—and introduces other analytical approaches. Participants
will use case studies to develop skills in project design, collection of
quantitative data, and evaluating existing datasets.
GEOL566. Clastic Sedimentary Geology. 4 Units.
Advanced course on the geology of clastic sedimentary rocks--including:
petrography, depositional systems, diagenesis, and overview of current
topics of research. Includes weekly laboratory experience in the analysis
and description of clastic rock samples and a field trip to ancient clastic
sequences.
GEOL567. Stratigraphy and Basin Analysis. 4 Units.
Addresses vertical and lateral relationships of sedimentary units and
facies in the context of the development and filling of sedimentary
basins within a chronostratigraphic framework. Emphasis on the impact
of tectonics, sea level variations, and autogenic processes and their
expression as sequences with specific stratal geometries in different
basin types. Both surface (field outcrop studies) and subsurface (well
logs and seismic stratigraphy) approaches to basin analysis will be
covered.
GEOL575. Hydrogeology. 4 Units.
Theory and geology of groundwater occurrence and flow, the relation
of groundwater to surface water, and the potential distribution of
groundwater by graphical and analytical methods. Three class hours and
one three-hour laboratory per week.
GEOL588. Topics in Geology. 1-4 Units.
A didactic course in a specified area of earth science to cover time-
sensitive subjects or topics on demand. Requires an independent study
title request form that describes the specific area covered in the class
and course requirements.
GEOL594. Readings in Geology and Paleontology. 1,2 Unit.
Focused readings and discussion of the literature with the course
instructor in a seminar setting. Requires an independent study title
request form that describes the specific area covered in the class and
course requirements.
GEOL595. Readings in Limnogeology. 1 Unit.
Readings and analysis of current and classic scientific literature dealing
with modern and ancient lake environments—including geochemistry,
sedimentology, biology and paleontology, and related subjects. Activities
include student presentations of papers, discussion, and research
proposals and reports. One extended, multiday field trip required.
GEOL607. Seminar in Geology. 0.5 Units.
Presentations and discussion of selected topics featuring recent
developments. Members of all geology programs meet together.
GEOL616. Research and Experimental Design. 2 Units.
Concepts, methods, and tools of research—including experimental design
and data analysis.
GEOL617. Proposal Writing and Grantsmanship. 2 Units.
Develops skills in writing proposals and in acquiring funding for research.
Increases understanding of the culture of research. Reviews the
infrastructure of science funding and identifies individualized sources
of potential funding. Presents successful proposal-writing strategies
for both governmental and nongovernmental sources of funding.
Emphasizes development of effective writing skills during preparation of
the student's thesis or dissertation proposal.
GEOL618. Writing for Publication. 1 Unit.
Explores the mechanics and processes of preparing, submitting, revising,
and resubmitting a manuscript for publication in a peer-reviewed journal.
Designed for students who are well along in the process of writing
their first manuscript for publication. Prepares students to handle the
manuscript revision process when the manuscript is returned from
reviewers, as well as the final stage of resubmission to the journal.
GEOL658. Advanced Philosophy of Science readings (2). 2 Units.
Reading and discussion of selected references in the philosophy of
science, and the application of these concepts in the practice of scientific
research and interpretation, including their influence on scientific study
of origins. Best taken near the end of a student's graduate program. Two-
hour class session per week.
Loma Linda University 2019-2020 461
GEOL695. Special Projects in Geology. 1-4 Units.
Special project in the field, laboratory, museum, or library under the
direction of a faculty member. Registration indicates the specific field of
the project.
GEOL697. Research. 1-8 Units.
Credit for supervised research activities. Requires an independent study
title request form that explains the research and evaluation criteria.
GEOL698. Thesis Research. 1-8 Units.
Credit for supervised research activities and for writing of the master’s
thesis. Requires an independent study title request form that explains
the research and evaluation criteria. Grade received does not indicate
whether thesis is completed and approved.
GEOL699. Dissertation Research. 1-8 Units.
Credit for supervised research activities and for writing the doctoral
dissertation. Requires an independent study title request form that
explains the research and evaluation criteria. Grade received does not
indicate whether dissertation is completed and approved.
Gerontology (GERO)
Courses
GERO515. Diversity and Aging. 3 Units.
Assists students in understanding the complexity of variables related to
the aging process. Examines ethnicity, gender, social class, and culture
within the context of the physical, mental, social, political, and financial
effects of aging.
GERO599. Directed Study/Special Project. 1-4 Units.
Limited to matriculating master's degree in gerontology students who
wish to pursue independent investigations in criminal justice practice or
policy under the direction of a department faculty member.
GERO615. Economics and Management Issues of Older Adult Services. 4
Units.
Acquaints students with economic and management issues and
their impact on social policies that direct older adult services. Uses
descriptions of economic and management issues to analyze system
impact on social policies related to the older adult population. Students
learn how to meet the challenges inherent in a dynamic and rapidly
changing environment and develop skills and competencies for meeting
future challenges and bridging the gap between theory and practice.
GERO617. Bio-psycho-social-spiritual Theories of Aging. 4 Units.
An interdisciplinary team-taught learning experience that provides an
integrative understanding of the bio-psycho-social-spiritual aspects
and theories of aging, and the impact of these on older adults and their
families.
GERO654. Therapeutic Interventions with Older Adults. 3 Units.
Integrates theories and practice skills needed for effective interventions
with older adults and their families. Considers the significance of the
individual's bio-psychosocial-spiritual history within an environmental
context while also recognizing the specific needs of older adults.
Assessment and evidence-based clinical intervention methods that
bridge health and mental health services are also examined along with
service delivery and case-management systems.
GERO697. Research. 2-4 Units.
Supports students choosing to complete the thesis option. Provides
research matriculation in the collection and analysis of data for the
thesis. Students required to register for two quarters, or a total of 4 units.
GERO698. Thesis. 2 Units.
The culminating portion of the student's independent research, under
the direction of the research advisor. Students register for class during
the quarter in which they defend their research and submit their final
document to the department and to the School of Behavioral Health.
GERO757A. Professional Practicum and Seminar. 3 Units.
Students complete 3 units of professional practicum during each quarter.
Each 3 units require 160 hours of practicum and 20 hours of seminar.
GERO757B. Professional Practicum and Seminar. 3 Units.
Students complete 3 units of professional practicum during each quarter.
Each 3 units require 160 hours of practicum and 20 hours of seminar.
GERO757C. Professional Practicum and Seminar. 3 Units.
Experiential learning in gerontology settings. Students placed at
practicum sites that serve geriatric clients. Students must satisfactorily
complete 160 practicum hours and 20 hours of concurrent seminar.
GERO787. Advanced Professional Practicum and Seminar. 4 Units.
Experiential learning in advanced gerontology practice. Students must
satisfactorily complete 200 practicum hours and 20 hours of concurrent
seminar.
Global Health (GLBH)
Courses
GLBH516. HIV/AIDS: Implications for Public Health. 3 Units.
Historical, epidemiological, and public health aspects of HIV/AIDS. Viral,
immunologic, laboratory, and clinical manifestations associated with
HIV/AIDS. Includes: approaches to preventing/controlling the epidemic;
socioeconomic, political, and health impact of HIV/AIDS; and, related
implications such as legal, ethical, and health-care management issues.
GLBH517. Cultural Issues in Health Care. 3 Units.
Critical analysis of broad sociocultural and political forces that impact
domestic and international health, and health-care access and delivery.
Addresses how culture informs the understanding and experience of
health and illness. Introduction to assessment of race relations and
ethnocentric beliefs and attitudes that contribute to the gap between
marginal populations and health-care providers. Presents sociocultural
change strategies within the context of power and privilege.
GLBH524. Cultural Competence and Health Disparities. 2 Units.
Introduces diversity and cultural responsiveness in public health and
health care. Examines population diversity, health professions diversity,
and cultural responsiveness in addressing and eliminating disparities
in national and global health. Discusses biological inheritance, race and
ethnicity identifiers, socioeconomics, socioenvironment, and health-care
beliefs and behavior. Introduces cultural competency in public health and
tenets for developing and applying cultural awareness.
GLBH545. Integrated Community Development. 4 Units.
Analyzes issues, challenges, resources, and strategies in implementing
and managing integrated community development and health projects.
Focuses on basic development needs of rural and urban communities.
Taught from the perspectives of anthropology, sociology, agriculture,
economic development, and public health. The final course in the GLBH
core curriculum. Restricted to students in the major. Prerequisite: GLBH
564, GLBH 565, GLBH 566, GLBH 567, GLBH 568, GLBH 569.
462 Graduate Dentistry (GRDN)
GLBH550. Women in Development. 3 Units.
Global epidemiological profile of women in terms of educational patterns,
economic productivity, social status, and mortality and morbidity
patterns. Risks to physical and psychosocial health. National and
international legal and regulatory issues and programs to promote
access to health care, economic productivity, and the health of women.
GLBH561. Epidemiology of Tobacco Use and Control I. 3 Units.
First of three courses addressing the tobacco pandemic. Provides a
foundation for global/national tobacco-prevention and -control strategies.
Explores its epidemiology and its significant impact on societal health
and economics. Examines underlying principles governing multi-sectoral
and multidisciplinary approaches developed as part of the coordinated
public health response. Introduces of monitoring, surveillance, and
evaluation techniques used in tobacco- prevention/control programs.
GLBH562. Epidemiology of Tobacco Use and Control II. 3 Units.
Explores the foundation for tobacco control. Includes: tobacco-control
policy, and legislative and regulatory measures; socioeconomic status
variables; research in tobacco use; individual and environmental factors
that influence susceptibility to tobacco dependence; counteracting
the tobacco industry; partnerships in tobacco control; monitoring,
surveillance, evaluation, and reporting of tobacco use and control; and
developing a national plan of action for tobacco control.
GLBH564. Fundamentals of Global Health I. 3 Units.
A three-course series that addresses the context and realities of global
health and transformational development. Includes analysis of the
burden of disease at global, national, and local levels; cultural, social,
economic, and environmental determinants of health; infectious and
noncommunicable diseases; reproductive, maternal, newborn, and child
health; nutrition; injuries and violence; and current global health events.
Students research a low-middle income country throughout the year.
GLBH565. Interventions in Community Health and Development I. 3
Units.
First of three courses addressing methodological techniques and skills
applicable to planning, implementation, and evaluation of primary health-
care programs. Focuses on improvement of health, safety, and well-
being of all people in local and global settings by promoting wellness,
preventing avoidable disease, disabilities, and deaths, and eliminating
social and health disparities.
GLBH566. Fundamentals of Global Health II. 3 Units.
Second in a three-course series addressing global health and
transformational development. Analysis of public health systems at
the global, national, and subnational levels. Includes: assessment of
health workforce; health financing; policies and programs; health supply
logistics; and, the role of disasters, politics, conflict, and war in public
health.
GLBH567. Interventions in Community Health and Development II. 3
Units.
Second of three courses addressing methodological techniques and
skills applicable to planning, implementation, and evaluation of primary
health-care programs. Focuses on improvement of health, safety,
and well-being of all people in local and global settings by promoting
wellness, preventing avoidable disease, disabilities, and deaths, and
eliminating social and health disparities. Prerequisite: GLBH 565.
GLBH568. Fundamentals of Global Health III. 3 Units.
Third in a three-course series addressing global health and
transformational development. Study of nongovernmental, UN, bilateral,
and multi-lateral organizations involved in global health. Includes:
financing; engagement in professional career development activities; and,
preparation of a complex funding application such as The Global Fund to
Fight AIDS, Tuberculosis, and Malaria. Prerequisite: GLBH 564, GLBH 566;
or consent of instructor.
GLBH569. Interventions in Community Health and Development III. 3
Units.
Third of three courses addressing methodological techniques and skills
applicable to planning, implementation, and evaluation of primary health-
care programs. Focuses on improvement of health, safety, and well-
being of all people in local and global settings by promoting wellness,
preventing avoidable disease, disabilities, and deaths, and eliminating
social and health disparities. Prerequisite: GLBH 565, GLBH 567.
GLBH584. Special Topics in Global Health. 1-3 Units.
Lectures and discussions on a current topic in global health. May be
repeated for a maximum of 3 units applicable to degree program.
GLBH605. Seminar in Global Health. 1 Unit.
Issues, trends, organizational structure, and practice of international
public health. Issues impacting global health, the structure and functions
of government and NGOs in the delivery of public health services, and
preparation to practice international health. Selected guest lecturers and
student participation.
GLBH700. MIP-Peace Corps Field Practicum. 0 Units.
Designed for students who must maintain continuous registration in the
School of Public Health as a condition of the twenty-seven month Peace
Corps field practicum that is part of their master's degree program.
GLBH797. MIP Residency in Global Health. 12 Units.
Individual, guided study in operational field practice, under faculty
supervision. Limited to graduate students in the INTH Master's
Internationalist Program (M.P.H./MIP) whose projects have been
approved by their committee.
Graduate Dentistry (GRDN)
Courses
GRDN514. Introduction to Biomedical Research. 4 Units.
Provides basic information necessary to develop a research proposal.
Focuses on applied statistics, as well as proposal writing—which
emphasizes critical evaluation of the literature, proposal design, and
proposal methodology. Culminates in an approved research proposal
suitable for submission to the departmental Research Guidance
Committee (RGC). Lectures, seminars.
GRDN535. Clinical Oral Pathology. 2 Units.
Differential diagnosis of oral disease. Includes epidemiology, etiology,
clinical, radiographic, and/or microscopic features. Management of oral
diseases.
GRDN601. Practice Management. 2 Units.
Prepares student for specialty practice. Concepts of employment,
records, incorporating, insurance, and practice planning.
GRDN609. Professional Ethics. 2 Units.
Provides students with a theological and philosophical framework for
professional ethics. Topics include individual rights, autonomy, informed
consent, and responsibilities of the professional person in the dental field,
as well as in society as a whole.
Loma Linda University 2019-2020 463
GRDN622. Biomedical Science I. 2 Units.
Advanced, course offered every other year (alternating with GRDN 623)
during Autumn Quarter. Course content includes applied oral bacteriology,
immunology, topics in oral medicine, applied pharmacology, and orofacial
pain. Students expected to have prior basic knowledge in the various
topic areas.
GRDN622A. Biomedical Science. 2 Units.
Advanced, one-quarter course offered Fall Quarter annually. Includes an
overview of immunology, developmental anatomy of the head and neck,
TMD symptomology and treatment modalities, bacterial cytology, growth
and metabolism, emerging infectious diseases with focus on HIV/AIDS
and Hepatitis C, dental caries and caries risk assessment, antibiotics and
their mechanisms of action and clinical application, viral diseases, and
the connection between oral and systemic diseases.
GRDN622B. Biomedical Science. 2 Units.
Advanced, one-quarter course offered annually Winter Quarter. Includes
cell cycles, wound healing, surgical principles, oral principles, implants,
and radiology. Prior basic knowledge in the various topic areas expected.
Prerequisite: GRDN 622A.
GRDN623. Biomedical Science II. 4,5 Units.
Advanced, two-quarter course offered every other year (alternating with
GRDN 622) during Autumn and Winter Quarters. Course content includes
cell biology, applied oral pathology, biology of hard tissues, physiology,
and biochemistry. Students expected to have basic knowledge in the
various topic areas.
GRDN632. Basic Microsurgery Techniques. 2 Units.
An integrated, forty-hour laboratory course tailored to the needs of the
individual student. Principles and application of microscope operator
and use, microinstrumentation, microdissection, micromanipulation, and
microsuturing techniques. Performance of various microvascular and
microneural repair procedures.
GRDN700. Advanced Dental Education Remediation. 1-8 Units.
Outlines how deficiencies will be remediated and reassessed for the
course in question.
Gynecology and Obstetrics (GYOB)
Courses
GYOB599. Gynecology and Obstetrics Directed Study. 1.5-18 Units.
GYOB701. Gynecology and Obstetrics Clerkship. 1.5-9 Units.
Addresses normal and high-risk obstetrics and gynecology, women's
health, reproduction, birth control, gynecological cancers, and
gynecological pathology in a clinical setting. Includes examinations,
diagnoses, procedures, deliveries, and surgeries.
GYOB891. Gynecology and Obstetrics Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of gynecology and obstetrics, such as benign gynecology, high-risk
obstetrics, lactation, oncology, research, etc.
Health Administration (HADM)
Courses
HADM501. Health Policy and Leadership Seminar. 1 Unit.
An orientation seminar designed for the first or second quarter of the
M.P.H. degree in health policy and leadership. Identifies the expectations
of the degree, raises awareness and understanding of academic
standards, and promotes cohort and professional loyalty.
HADM505. Managerial Statistics and Epidemiology for Healthcare. 4
Units.
Overview of basic statistical and epidemiological concepts and
tools, with the objective of showing how they can be used to improve
management decisions in the health sector. Includes interpretation and
analysis of statistical associations, and distribution and understanding
and applying determinants of health events and disease outcomes in
human populations.
HADM506. Fundamentals of Health-Care Finance. 3 Units.
Covers different forms of business organizations and their impact
on taxes and cash flows. Focuses particularly on third-party payer
system, time value of money, financial risk and return, debt and equity
financing, securities valuation, market efficiency, debt refunding, and
lease financing. Prerequisite: HADM 507 or equivalent.
HADM507. Principles of Accounting in Health Care. 3 Units.
Overview of the accounting cycle, balance sheets, income statements,
basic accounting principles, ethics, internal controls, accounting for
assets, current liabilities, and stockholder's equity. Course can be waived
by students who have taken an upper division accounting course prior
to enrolling at this University from an accredited four-year university.
Prerequisite: Accounting course or consent of instructor.
HADM509. Principles of Health Policy and Management. 3 Units.
Introduces concepts of the health policy process and factors that impact
health and access to health care, including but not limited to organizing,
financing, and delivering health services. Familiarizes students with
concepts of the health policy process, emphasizing the leadership and
management skills necessary to navigate the necessary changes in the
current health system and to demonstrate understanding of the policy
development process.
HADM510. Health Policy Analysis and Synthesis. 3 Units.
Introduces major approaches for understanding the health policy
process. Explores how to identify and analyze the forces and interests
involved in health policy issues, including stakeholder analysis.
Examines how to write a policy brief and describes various techniques of
advocating for health policy change.
HADM514. Health-Care Economics. 3 Units.
Uses analytical tools of economics to describe the behavior of various
agents in the health-care industry, including providers and patients, third
party payers, the government, and the pharmaceutical industry. Explores
the importance of health-care labor markets; analyzes the issue of equity,
efficiency, and costs; and explores differences between health-care
systems around the world.
HADM525. Special Topics. 1-4 Units.
Lecture and discussion on a current topic in health policy and
management or leadership. May be repeated for a maximum of 8 units
applicable to degree program.
HADM528. Organizational Behavior in Health Care. 3 Units.
Focuses on understanding, predicting, and influencing human behavior
in an organization. Students gain experience using practical individual
and group case studies and reading/researching organizational behavior
books and topics that facilitate thinking through problems/issues and
finding solutions as leaders, managers, and employees in organizations.
464 Health Administration (HADM)
HADM529. Applied Leadership Concepts in Health-Care Organizations. 3
Units.
Enhances and applies leadership principles related to managing change
process, building and strengthening teams, practicing skills in persuasion
and resolution of conflicts, and developing innovative and skilled leaders.
Uses case studies and interactive methods to create an innovative
environment in which students can apply and enhance their knowledge of
the health-care industry.
HADM534. Health-Care Law. 3 Units.
Examines health care as a highly regulated industry, providing students
with an understanding of the vast range of legal issues facing health-care
practitioners and administrators. Gives particular attention to topics in
regulatory compliance, medical malpractice, health-care contracting, and
employment law.
HADM536. Health Policy Communications. 3 Units.
Strategies for advancing health policy messages. Identifies various forms
of public communication and provides techniques for communicating
effectively with the mass media and stakeholders in the health system.
Focus on critical thinking in addition to oral and written communication.
HADM542. Managerial Accounting for Health-Care Organizations. 3
Units.
Financial data used in decision making. Cost behavior, activity-based
costing, cost allocation, product costing and pricing, operational budgets,
capital budgeting, and behavioral aspects of control. Prerequisite: HADM
507; One course in financial accounting, or consent of instructor.
HADM545. Government Policy and Health Disparities. 3 Units.
Overview of health disparities in framing health policy discussions.
Examines the federal government's use of funding and regulation to
influence health-care delivery in the United States. Reviews the role of
state and local governments in developing and implementing health
policy. Explores how research is used in documenting disparities and
evaluating interventions.
HADM546. Attaining Philanthropic Support: Fundamentals of
Fundraising. 2 Units.
Provides an overview of working in the nonprofit sector postgraduation,
and the essentials of how to fund raise—especially from private sources
such as individuals, foundations and corporations, and other entities.
Addresses the technical, methodological, relational, and ethical principles
that undergird fund-raising.
HADM555. Health-Care Delivery Systems. 3 Units.
Reviews current trends in health-care financing; integrated delivery
systems; managed care, as well as some focus on health-care operations,
including: billing, coding, pricing, utilization review, case management,
and systems. Reviews and discusses current events and research
relating to the health-care system structure throughout the world and
relative to U.S. health-care policy.
HADM559. Health-Care Marketing. 3 Units.
Applies marketing concepts to health care delivery systems. Emphasizes
a strategic market-management approach for developing or evaluating
strategies and programs for a health care organization.
HADM564. Health-Care Finance. 3 Units.
Covers capital structure decisions, capital budgeting, financial analysis
and forecasting, project risk analysis, working capital management,
business valuation, mergers and acquisitions, reimbursement methods,
and financial risk management. Prerequisite: HADM 506.
HADM574. Managing Human Resources in Health-Care Organizations. 3
Units.
Purposefully explores how the strategic management of human
resources creates value and delivers results in health care. Addresses
an emerging human-resource paradigm, in addition to focusing on the
traditional perspectives of human resources that center around the
personnel function.
HADM575. Management Information Systems in Health Care. 3 Units.
Systems theory and application in the design and operation of integrated
management information systems in a health-care setting. Examines
hardware, software, and human interfaces.
HADM577. Governance for Non-Profit Excellence. 3 Units.
Survey of leadership in organizational settings. Includes: differential roles
of volunteer board members, agency executives, and staff members;
nominating and recruiting board members; legal and other policies
affecting board members; agendas, minutes and board manuals; crisis
and conflict management; managing volunteers; visioning and long-
range planning; non-profit accountabilities; and, meetings and consensus
building.
HADM578. Foundations of Fund Development. 3 Units.
Reviews the art and science of fund-raising. Includes: the psychology
of fund raising; donor motivation; fund-raising plans; research in fund-
raising; annual funds and direct mail; major gift development; grant
proposals; the "ask" process; planned giving and capital campaigns;
staffing development offices; proposal and case statement development;
gift stewardship; and, software-driven accountabilities and reporting.
HADM579. Legal Issues in Nonprofit Management and Policy. 3 Units.
Provides a review and understanding of legal issues that particularly
pertain to nonprofit organizations, including: responsibilities assumed
by boards of directors; accountabilities pertaining to the IRS and other
local, state and federal government entities; the nature of financial
accountability intrinsic to the nonprofit sector; and ethical constructs
that apply to nonprofit organizations.
HADM580. Foundations of Leadership. 3 Units.
Provides a general introduction to the literature of leadership and
management, especially as they apply to managing nonprofit
organizations. Focuses particularly on the competencies, skills,
responsibilities, and expectations of managers and leaders (in their
differentiated roles) as found within current theoretical and practice
frameworks.
HADM581. Orientation for Leadership I: Vision and Understanding. 4
Units.
The first in the series designed to provide an orientation for leadership.
Student evaluates personal skills and understanding of leadership while
creating a personal vision of his or her role in leadership for the future.
HADM582. Orientation for Leadership II: Exploring the Nature of
Leadership. 4 Units.
The second in the series designed to provide an orientation for
leadership. Focuses on the definition and scope of leadership, the
qualities of leadership, and various leadership styles. Explores the nature
of leadership within both the individual and organizational context. May
be taken concurrently with HADM 581 or HADM 583.
HADM583. Orientation for Leadership III: Setting a New Direction. 4
Units.
Builds on the work completed in HADM 581. Under the guidance of an
assigned advisor, students create either a personal development plan or
an academic plan to be submitted as part of the admission requirement
for the doctoral leadership degree. Prerequisite: HADM 581.
Loma Linda University 2019-2020 465
HADM584. Current Topics in Health Policy and Leadership. 1 Unit.
Lectures and discussion on current issues in leadership. Specific content
varies from quarter to quarter. May be repeated for additional credit.
HADM585. Policy Development for a Twenty-First Century Health
System. 3 Units.
Addresses the unique application of leadership theory and best practice
to the field of public health, health care, and related areas.
HADM586. Building Healthy Communities: Integrative Health Policy. 3
Units.
Examines the public health system, how health policy is developed,
and the diverse stakeholders involved in the process. Examines
effective partnerships with government agencies, the private sector,
nongovernmental organizations, communities, and social entrepreneurs.
Explores and analyzes in depth how these partnerships have worked
together to make positive health improvements through effective policies
will be explored.
HADM587. Health Policy Analysis and Research. 3 Units.
Provides students with the skills needed to translate research into policy
and practice. Examines how research impacts public health and health
policies. Explores the relationship between statistics, research, and public
policy; and understanding policy development and the politics that inform
public health policy. Focuses on collaboration with government agencies
and community groups in evaluating outcomes associated with changing
policies at the institution, community, and state levels.
HADM588. Leadership, Policy, and Environmental Change. 3 Units.
Examines public health approaches to improve health through
environmental and policy change. Explores theoretical and practical
applications of legislative advocacy in the area of health policy.
HADM589. Advanced Practice in Leadership. 3 Units.
Explores leadership through reflection on and analysis of past
experiences, readings in textbook and articles, discussion of
contemporary leadership theories, and learning activities designed
to apply this knowledge to the student’s personal setting. Focuses
especially on discussion of issues encountered in leading teams and
organizations. Assesses leadership style as well as applied leadership,
change theory, entrepreneurial skills, and innovative practice.
HADM594. Applied Health-Care Management Project. 2 Units.
Development of an applied project for a health-care organization.
Prerequisite: HADM 607; completion of 40 units of program requirements;
program director approval.
HADM595. Leadership—Past, Present, and Future. 3 Units.
An in-depth study of the historical and theoretical foundations of
leadership, exploring a wide range of sources across time and culture.
Emphasizes major theories influencing the current understanding of
leadership and its relationship to management. Prerequisite: HADM 582
or equivalent.
HADM601. Quantitative Methods in Health-Care Management. 3 Units.
Use of quantitative techniques to analyze processes and apply decision-
making tools to optimize performance in health-care institutions.
Includes forecasting, facility location and layout, resource allocation,
workload management, productivity measurement, supply chain and
inventory management, quality control and improvement, project
management, and queuing theory. Prerequisite: STAT 509; or consent of
instructor.
HADM604. Health Systems Strategic Planning. 3 Units.
Describes strategic planning process and examines tools needed
to analyze external factors and internal capabilities related to an
organization. Includes: development of vision, mission, and goal
statements; objectives; control mechanisms; human resource
management; marketing; finance; and, impact of business, demographic,
cultural, political, and regulatory decisions on long-term success.
HADM605. Health-Care Quality Management. 3 Units.
Focuses on quality systems that include developing clear mission or
vision, setting measurable strategic quality goals, deploying goals for
action by identifying specific activities to be done, and controlling results.
Analysis of quality process in health care historically, with emphasis on
key strategies for success.
HADM607. Orientation to Professionalism Seminar. 1 Unit.
Prepares students for professional distinction in their careers through
participation in a seminar series, resume preparation, self-assessments,
and other activities. Serves as an orientation to either the 800-hour
practicum series (HADM 724) or the applied project-based course (HADM
594).
HADM614. Research Design and Practice I. 3 Units.
Introduces research methods, including ethnography. Examines
literature for information on processes, and provides field experience
for participation observations, interviewing, and the discovery of theory.
Includes ethical consideration and the development of a research
proposal.
HADM615. Research Design and Practice II. 3 Units.
Planning and conducting a research project. Advanced analysis
of appropriate research design for research and development of a
publishable research paper for a peer-review journal. Prerequisites: HADM
614.
HADM620. Health Policy Theories and Concepts. 3 Units.
Introduces key theories, writers, and conceptual frameworks that
influence contemporary health policy analysis and development. Reviews
the evolution of health policy in the US. Examines the health policy
development process, which includes problem identification, policy
formulation, and implementation.
HADM625. Health Policy Advocacy and Civic Engagement. 3 Units.
Matches students with public health–related agencies or coalitions to
gain in-depth knowledge of agenda setting, power analysis, legislative
research, and legislative advocacy in relation to specific health issues.
Explains the impact of the political process and develops skills
associated with community organizing and civic engagement for policy
advocacy and communicating effectively using traditional and innovative
strategies, including but not limited to mass and social media.
HADM685. Preliminary Research Experience. 3 Units.
Experience gained in various aspects of research under the guidance of
a faculty member and by participation in an ongoing project. Must be
completed prior to beginning the dissertation research project.
HADM689. Graduate Seminar in Leadership. 2 Units.
While working under the direction of a department faculty member,
student applies leadership theory to specific situations and evaluates
the effectiveness of such interventions. Limited to doctoral students.
Permission of instructor required. May be repeated for a total of 8 units.
466 Health Care Administration (HCAD)
HADM690. Health-Care Management Capstone. 3 Units.
A capstone course that completes the M.B.A. degree program. Integrates
the core and cross-cutting health care management competencies,
resulting in a learning experience that combines health care perspectives,
theories, skills, and tools in an applied format. Final products--derived
through case studies, guest lectures, and literature review--include a
comprehensive strategic plan that incorporates all the elements of a
business plan designed specifically for a health care organization.
HADM697. Dissertation Proposal. 1-10 Units.
Doctoral student develops a dissertation proposal and works in
collaboration with the research adviser on mutually agreed-upon
objectives that will provide the basis for evaluation. Culminates
in a dissertation proposal. Prerequisite: Successful completion of
comprehensive exams.
HADM698. Dissertation. 1-8 Units.
Doctoral student prepares dissertation manuscript presenting results
of the research study. Prerequisite: HADM 697 and advancement to
candidacy.
HADM699. Applied Research. 1-4 Units.
Assignment to private, government, international, or voluntary health
agency or other approved organization where practical application of
the materials studied on campus is made under the guidance of the
department faculty and the organization involved. Research project
that includes substantial analysis of data and discussion of results.
Written report and oral presentation required. Prerequisite: Consent of
department advisor and of instructors responsible for supervision.
HADM724A. Health-Care Administration Practicum. 2 Units.
Provides experiential learning opportunities in health-care administration
with an emphasis on student skill sets and interests, and organizational
needs. Includes 100 clock hour practicum.
HADM724B. Health-Care Administration Practicum. 4 Units.
Provides experiential learning opportunities in health-care administration
with an emphasis on student skill sets and interests, and organizational
needs. Includes 200 clock hour practicum.
HADM724C. Health-Care Administration Practicum. 6 Units.
Provides experiential learning opportunities in health-care administration
with an emphasis on student skill sets and interests, and organizational
needs. Includes 300 clock hour practicum.
HADM724D. Health-Care Administration Practicum. 8 Units.
Provides experiential learning opportunities in health-care administration
with an emphasis on student skill sets and interests, and organizational
needs. Includes 400 clock hour practicum.
Health Care Administration (HCAD)
Courses
HCAD305. Health-Care Communication. 3 Units.
Basic communication applications of health-care organizations.
Communication theory, language, oral reporting, conducting meetings
and conferences, interpersonal techniques of listening and interviewing,
nonverbal communication, crises management, and public relations and
multicultural as well as ethical considerations.
HCAD328. Health-Care Organizational Behavior. 3 Units.
Applies behavioral-science concepts to understanding individual and
group behavior in health-care organizations. Topics include: attitude
formation, perceptual processes, motivation, job design, reward systems,
leadership, group processes, organizational structure and design.
HCAD359. Health-Care Marketing. 3 Units.
Surveys major marketing topics, including consumer behavior, product,
pricing, placement, and promotions.
HCAD374. Health-Care Human Resources. 3 Units.
Purposefully explores how the strategic management of human
resources creates value and delivers results in health care. Addresses
an emerging human-resource paradigm in addition to focusing on the
traditional perspectives of human resources that center around the
personal function.
HCAD401. Health-Care Operations Management. 3 Units.
Explains quantitative methods used to analyze and improve
organizational processes within a health care organization. Decision
analysis, break-even analysis, materials management, linear
programming, queuing theory, quality management, network modeling,
and game theory.
HCAD409. Principles of Health-Care Administration. 3 Units.
Introduction to the administration of organizations within the context
of the economic, regulatory, and financial constraints of the health-
care delivery system. Areas covered include: concepts of organizational
management; the management functions (planning, decision making,
organizing, staffing, directing, and controlling); budgeting; committees
and teams; adaptation, motivation, and conflict management; authority,
leadership, supervision; and human resource management.
HCAD414. Sustainability for Health-Care Management. 3 Units.
Approaches health care management by focusing on health-care
sustainability guidelines that reflect the intrinsic relationship between
delivering quality health care and the ecological health of the community.
Examines social trends and drivers of sustainable health systems and
explores various approaches for health care providers and systems to
become better stewards of the environment. Studies the relationship
between hospital design, sustainability initiatives, and quality of care.
HCAD417. GIS for Health-Care Management. 3 Units.
Use of geographic information system (GIS) methods to address key
issues faced by managers responsible for health-care systems in
government or private sector organizations. Focuses on geodesign; that
is, the use of geotechnologies to find optimal solutions to geospatially
defined issues. Introduces fundamentals of mapping, spatial query,
pattern analysis, and spatial statistics. Emphasizes methods for
modeling key processes in health care including suitability, movement,
and interaction.
HCAD465. Health-Care Financial Mangement. 3 Units.
Focuses on accounting and financial management principles and
concepts relevant to department-level management of health services
organizations. Explores the financial environment in which health-care
organizations operate.
HCAD498. Health-Care Policy and Strategy. 3 Units.
Strategic planning process and tools needed to analyze external factors
and internal capabilities as they relate to particular organizations.
Development of vision, mission, goals, objectives, and control
mechanisms. Provides insight into best practices for implementing
developed strategy as it relates to the human resource management,
marketing, and finance departments.
Loma Linda University 2019-2020 467
HCAD499. Directed Study. 1-4 Units.
Student individually arranges to study under the guidance of a program
faculty member. Project or paper to be submitted on a topic of current
interest in an area related to health-care management. Regular meetings
provide the student with guidance and evaluation. Activities may also
include readings, literature review, or other special or research projects. A
maximum of 4 units is applicable to any degree program.
Health-Care Business and Leadership
(HCBL)
Courses
HCBL345. Project Management in Health Care. 3 Units.
Evaluate, recommend, negotiate, and manage projects for health-care
applications. Project management techniques that integrate resources
and facilitate workflow to produce desired outcomes.
HCBL346. Legal and Ethical Environment in Health Care. 3 Units.
Fundamentals of health-care law, confidentiality, and ethics. Topics
include liability theories, patient consent, privacy and security, evidence
and discovery, and risk management, and compliance.
HCBL434. Financial Management for Health Care. 3 Units.
Budget variance analysis, analysis of cost components, operating
statements, and productivity related to a department budget. Examines
financial accounting systems, financial evaluation ratios, and reports.
Cost benefits realization preparation.
HCBL471. Information Systems Management in Health Care I. 4 Units.
Detailed analysis of information systems used to support patient care,
with emphasis on system development life cycle and support of health
information technologies. Focuses on information governance initiatives.
Health Geoinformatics (HGIS)
Courses
HGIS421. Cartography and Map Design. 3 Units.
Cartographic principles and guidelines, including geodesy, map
projections, coordinate and locational systems, scale and distance,
direction, vertical factors, mapping methods and techniques, and
graphic representation of Earth patterns. Provides the foundation for
understanding advanced geospatial technologies, including GIS, remote
sensing, and global positioning systems.
HGIS422. Principles of Geographic Information Systems. 4 Units.
Comprehensive overview of the concepts, functions, applications,
technologies, and trends pertaining to automated geographic information
systems (GIS). Framework for understanding the design, development,
implementation, and management of GIS. Topics include: GIS hardware
and software considerations, data resources, technical issues and
applications in GIS.
HGIS423. Practical Issues in GIS. 4 Units.
Addresses key tasks and issues in the implementation and management
of government and private sector GIS systems. Includes: principles and
approaches for GIS implementation; project management; organizational
issues; GIS needs assessments, software/hardware considerations;
financial and staffing requirements; project scope delineation; project
planning and control; and, pilot projects.
HGIS424. Desktop GIS Software Applications. 4 Units.
Introduces state-of-the-art, PC-based GIS applications. Student acquires
the conceptual knowledge as well as the hands-on experience needed to
optimally utilize available functions within desktop GIS technology for
display, editing, analysis, and presentation of spatial and thematic data.
Focuses on ArcView GIS and its analytical extensions.
HGIS434. Advanced GIS Software Applications. 3 Units.
Comprehensive overview of the concepts, functions, skills, applications,
technologies, and trends of modern remote sensing in environmental and
health data acquisition and analysis; as well as applications in related
public health issues. Topics include GIS-based image interpretation
and data generation, satellite remote sensing, introduction to IDRISI
Kilimanjaro and ERDAS Imagine; as well as other modeling tools, such as
ArcGIS Modler, Stella, ArcPAD, GPS, CARTALink, etc.
HGIS435. Sources, Capture, and Integration of GIS Data. 3 Units.
Provides overview of some of the technologies and methods used in
capturing, processing, integrating, and displaying GIS data. Topics
include: global positioning systems, satellite digital imagery, image
processing, aerial photography, digital orthophotography, GIS applications
for the World Wide Web, and GIS data sources on the Internet.
Fundamentals of conceptual and physical design, construction, currency,
and integrity of geospatial databases.
HGIS436. Spatial Analysis with GIS. 4 Units.
Focuses on modeling and analyzing complex spatial relationships in GIS.
Addresses selective retrieval of spatial information, and computation
or mapping of statistical summaries. Includes: advanced quantitative
statistics for analyzing data feature types and structures; investigating
patterns in spatial data; feature manipulation; distance measurement;
spatial overlay; proximity, spatial correlation, point pattern, surface,
network, and grid analyses; spatial interaction; and, spatial modeling.
HGIS437. GIS in Public Health. 2 Units.
Reviews GIS methods and analytical techniques for improving public
health research and practice in epidemiology, health promotion,
international health/development, health care administration,
environmental health and contamination, and emergency management.
Current applications of GIS technology and methods at international,
national, and local levels. Prerequisite: HGIS 436.
HGIS438. Introduction to Web GIS. 4 Units.
Introduces basic Web-based techniques, design and publication of maps,
and geographic analyses. Includes: Web map design and geographic
analysis via the Internet; REST Web services; building geospatial
mashup applications; optimizing Web map services; creating and using
geoprocessing Web services; and, mobile GIS.
HGIS498. Health Geographics Senior Project. 2,4 Units.
Three-quarter senior research or applications project conducted
during the student's final academic year. Student demonstrates
mastery of spatial analysis skills by assessing relevant public and oral
presentations. May be repeated for additional credit. Must have a total
of 12 units. Paper and oral presentation required during final quarter of
registration.
HGIS499. Directed Study/Special Project. 1-4 Units.
Individual arrangements for undergraduate, upper division students to
study under the guidance of a program faculty member. May include
readings, literature review, or other special projects. Minimum of thirty
hours required for each unit of credit. A maximum of 4 units applicable to
any undergraduate degree program.
468 Health Informatics (HLIF)
HGIS521. Cartography and Map Design. 2 Units.
Map design and content, design procedures, production techniques, color
selection, use of text, creation of visual hierarchy and visual balance.
Explores thematic and general mapping with use of GIS data for mapping
purposes. Discusses ArcGIS software. Map critiquing. Provides the
foundation for understanding advanced geospatial technology, including
GIS, remote sensing, and global positioning systems.
HGIS522. Principles of Geographic Information Systems and Science. 2
Units.
Comprehensive overview of the concepts, functions, applications,
technologies, and trends pertaining to automated geographic
information systems (GIS). Topics include: GIS hardware and software
considerations, data resources, technical issues and applications in GIS.
HGIS523. Practical Issues in GIS. 3 Units.
Addresses key tasks and issues in the implementation and management
of government and private sector GIS systems. Includes: principles and
approaches for GIS implementation; project management; organizational
issues; GIS needs assessments, software/hardware considerations;
financial and staffing requirements; project scope delineation; project
planning and control; and, pilot projects.
HGIS524. GIS Software Applications and Methods. 3 Units.
Project-oriented course introduces state-of-the-art, PC-based GIS
technology and applications. Provides the conceptual knowledge and
hands-on experience needed to optimally utilize available functions
within desktop GIS technology for modeling, displaying, editing,
analyzing, and presenting spatial and thematic data. Focuses on ArcGIS
and its analytical extensions, as well as Leica Geosystems ERDAS
Imagine.
HGIS526. Seminar in Geographic Information Systems. 1 Unit.
Covers various aspects of GIS technology and its applications to
health that might otherwise be excluded from the usual and customary
health geoinformatics academic curriculum. Topics of interest include
metadata creation and management, health geoinformatics spatial data
infrastructure, data interoperability, and mobile mapping technology.
Presenters with specific expertise invited to cover areas of interest.
HGIS527. Geospatial Technologies for Emergency Preparedness and
Management. 3 Units.
Applies geospatial technology, data, tools, and methods to preparedness
and emergency management. Includes: integration of existing geospatial
tools into the framework of emergency preparedness and management;
strategies for improving geospatial decision support; and, issues related
to data availability, security, and policies. Prerequisite: HGIS 524; prior
knowledge of GIS.
HGIS535. Integration of Geospatial Data in GIS. 2 Units.
Surveys capturing, processing, integrating, and displaying GIS data.
Focuses on public health applications of global positioning systems,
satellite digital imagery, image processing, aerial photography, digital
orthophotography, GIS applications for the World Wide Web, and GIS data
sources on the Internet.
HGIS536. Spatial Analytic Techniques and GIS. 3 Units.
Modeling and analyzing complex spatial relationships through GIS
technology. Selective retrieval of spatial information and computation
or mapping of statistical summaries. Advanced methods of analysis
using spatial statistics. Prerequisite: HGIS 522 or HGIS 524; or consent of
instructor.
HGIS537. Health Care Geographics. 2 Units.
GIS in health services research and the health-care sector. Introduces
GIS-based methods of mapping, modeling, and analyzing issues, such
as patients' access to health care and services, locating new medical
facilities and health services, delineating medical service areas and
consumer markets. Presents emerging applications of GIS to the scale of
individual facilities and the mapping of the human body itself.
HGIS538. Introduction to Web GIS. 3 Units.
Introduces basic Web-based techniques, design and publication of
maps, and geographic analysis through the Internet. Students learn
how to design Web maps and implement geographic analysis via the
Internet. Includes lectures, laboratory exercises, and a final project.
Emphasizes understanding of REST Web services, building geospatial
mashup applications, optimizing Web map services, creating and using
geoprocessing Web services, and mobile GIS.
HGIS539. GIS Applications in Environmental Health. 2,3 Units.
Addresses GIS display, modeling, analysis of environmental hazards/
toxicants, and population exposure to environmental contaminants.
Includes: geography and modeling of hazard sources; hazard
surveillance; spatial characterization/modeling of contamination; GIS-
enhanced risk assessment/management; management of public health
safety problems; and, applications of GIS to environmental health and
disaster/emergency responses. Prerequisite: HGIS 524 or HGIS 536; or
consent of instructor.
HGIS546. Introduction to Spatial Epidemiology. 2 Units.
Provides overview of GIS-based mapping and statistical methods for
describing, displaying, quantifying, and modeling spatial variations in
disease, especially with respect to exposures at the small-area scale.
Main topics include disease mapping, analysis of spatial clustering of
health events, disease surveillance, and ecological modeling. Presents
currently implemented spatial epidemiologic applications at the
international, national, and local levels.
HGIS547. GIS for Public Health Practice. 2 Units.
Community health assessment and planning, chronic disease prevention,
public health, health disparities analysis, and immunization. Prerequisite:
HGIS 522 or HGIS 524.
HGIS549. Remote Sensing Applications in the Health Services. 3 Units.
Overview of concepts, functions, skills, applications, technologies, and
trends in modern remote sensing for environmental and health data
acquisition and analysis. Includes: GIS-based image interpretation and
data generation; satellite remote sensing; remote sensing applications;
and, software and modeling tools.
HGIS555. Advanced Remote Sensing Application and Systems Modeling
in Health and Earth Science. 3 Units.
Introduces systems science enhancing research and application within
environment, health, and earth systems. Includes, dynamic modeling
tools, and application of systems thinking and analysis to specific
interdisciplinary issues within public health and other applied sciences.
HGIS557. Geographical Techniques for Health and Environmental
Analysis. 3 Units.
Geographic tools for graphic display and spatial analysis of domestic and
international health, epidemiological health services, and environmental
health problems and issues. Uses of geographic information systems
(GIS), desktop mapping, medical geographical applications, and
geocoded, computerized databases in health and environmental planning,
decision making, and research.
Health Informatics (HLIF)
Loma Linda University 2019-2020 469
Courses
HLIF510. Health-Care Information Systems. 4 Units.
Development and diffusion of current and futuristic information systems
in health-care organizations. Explores an array of systems, from modular
applications to enterprise-wide systems. Encompasses the concepts
of EHR, PHR, HIE, regulatory movements, system architecture, system
theory, and strategic planning for information systems. Course includes
weekly laboratory (2-4 hours) focused on demonstrating competency
with Microsoft Excel.
HLIF515. The U.S. Health-Care System. 3 Units.
Analysis of health-care delivery in the United States, including
organizations that provide health care, health-care professionals, beliefs
and values, access issues, medical technology, regulatory requirements,
reimbursement methods, and cost containment. Examines the evolution
of the health-care delivery system beginning with the preindustrial era
and ending with projections for the future of health-care delivery in the
United States.
HLIF520. Data Management: Modeling and Development. 3 Units.
Explores the concepts of data and the criticality of appropriate data
management to successfully model, develop, and implement health-care
information systems. Specific topics include database management, data
integrity, knowledge management, data mining, data integration, data
visualization, data architecture, and data warehousing.
HLIF525. Management of Health-Care Data and Information. 2 Units.
“Investigates and analyzes standardization movements and
reimbursement systems in health informatics. Topics addressed include
SDOs, HL7, federal standardization, ANSI, UMLS, EDI, SNOMED CT, and
revenue cycle management.”.
HLIF526. Quality and Performance Improvement for Health Care. 2
Units.
Explores methods, design, and process for quality improvement
within health-care organizations. Topics covered include workflow
analysis, error prevention, problem detection, problem solving, change
management, and systems evaluation.
HLIF530. Data Analytics and Decision Support. 3 Units.
“Studies various data sources available for healthcare data analytics,
along with direct application of software tools and techniques to extract,
transform, analyze, visualize healthcare data. Review of strategies
supporting decision support and knowledge management.”.
HLIF532. Financial Management in Health Care. 2 Units.
Study of economics and financial management in health-care
organizations. Analyses of economic market impacts, various health-care
payment mechanisms, ratio analysis, cost-benefit analysis, operational
and capital budgeting, and investment strategies.
HLIF540. Leadership Perspectives and Practice. 3 Units.
Examines organizational culture and the various structures, designs,
and models as they relate to leadership. Specific topics include change
management, personnel management, governance, ethics, group
dynamics, and human factor in health informatics.
HLIF545. System Design, Implementation, and Management. 3 Units.
Study of the fundamentals of the system development life cycle (SDLC)
—including system analysis assessment, techniques and tools, system
design/development strategies, system implementation and operations,
and system evaluation.
HLIF548. Human Computer Interactions. 2 Units.
Critical analysis of the cognitive science and human factors related to
EHRs, PHRs, and consumer informatics. Topics addressed include user
needs, application design concepts, patient empowerment, and human-
computer interaction.
HLIF555. Health-Care Vendor and Project Management. 2 Units.
Investigates contemporary health-care information systems vendor
offerings and effective techniques for establishing effective vendor
relationships. Topics include request for information, request for
proposals, contract negotiations, and project management.
HLIF560. Policy Development for Privacy and Security in Health-Care
Systems. 3 Units.
Study of the regulatory, social, and ethical issues of privacy and security
in health care information systems. Topics covered include HIPAA, breech
legislation/reporting requirements, security requirements/defenses,
business continuity planning, and other regulatory issues related to
privacy and security.
HLIF565. Technical Structures in Health Informatics. 3 Units.
Examines the principles of computer science as related to the
development and diffusion of technology supporting health-care
information systems. Topics covered include technical infrastructure
support of the following: business continuity, daily operations,
wireless communication, security, EDI/HIE, networking protocols,
system integration, programming languages, and system integration
issues. Introduces students to computer programming and software
development.
HLIF570. Professional Portfolio. 2 Units.
Development of a professional e-portfolio that includes a personal
video of introduction, the development of personal and professional
goals, resume and cover letter writing, major projects completed from
each course and from previous work experience, career mapping,
reaction papers in response to the University's core values, publications
completed, service learning, and other items as developed during the
program.
HLIF575. Capstone Project and Special Topics in Health Informatics. 2
Units.
Summative evaluation based on completion of either a systems
application business plan or a data-analytics project utilizing
competencies gained in the program. Facility-based or theory-based
projects. Preparation and presentation of a complete capstone project.
HLIF580. Health-Care Policy. 2 Units.
Analysis of current health-care policy development at a local, regional,
state, and national levels. Includes review and critical analysis of
proposed policy and contemporary forces impacting various policy
agendas.
HLIF584. Professional Practicum and Seminar for Health Informatics. 2
Units.
Experiential learning in health informatics. Students must satisfactorily
complete 110 practicum hours. Second year standing in MSHI program;
successful completion of all curriculum courses for the first 6 quarters of
the program.
HLIF599. Health Informatics Independent Study. 1-4 Units.
Student submits a project or paper on a topic of current interest in an
area of health information administration. Regular meetings to provide
the student with guidance and evaluation. Elected on the basis of need or
interest. May be repeated.
470 Health Information Administration (HLIN)
Health Information Administration
(HLIN)
Courses
HLIN301. Introduction to Health Data Management. 4 Units.
Introduces scope, functions, and administration of health information
management as a profession. Overview of documentation content and
structure of paper, hybrid, and electronic health records. Requirements
of accrediting, certifying, and licensing entities that guide patient health-
data collection, with emphasis on acute care settings. Surveys functions
within a health information management department.
HLIN303. Clinical Classification Systems I. 3 Units.
Principles and conventions for ICD-10-CM and ICD-10-PCS coding
techniques by body system and disease process. Basic coding
techniques for diagnoses, surgical procedures, and other reasons for
health-care encounters.
HLIN304. Clinical Classification Systems II. 3 Units.
Continues coding techniques and conventions for ICD-10-CM and ICD-10-
PCS by body system and disease process. Basic coding techniques
for diagnoses, surgical procedures, and other reasons for health-care
encounters.
HLIN305. Health-Care Statistical Applications. 3 Units.
Problem-solving approach to health-care statistical applications and
data presentation. Introduces research statistics. Laboratory sessions
include instruction in the use of Microsoft Excel for data presentation and
analysis.
HLIN308. Introduction to Data Analytics. 4 Units.
Introduces data management, collection, analysis, and uses in health
care. Concepts of transforming data into information, data analytic
techniques, and data presentation. Uses software tools for the
manipulation, analysis, and presentation of data. Introduces basic health-
care statistical techniques.
HLIN314. Computer System Architecture. 2 Units.
Study of computer system architecture and infrastructure: hardware,
software, network topologies and components, networking and
telecommunications, terminology, and concepts. Provides an
understanding of how a computer works and the reasoning behind
computer design.
HLIN321. Health Information Science and the Health-Care System I. 4
Units.
Overview of U.S. health-care delivery, including the history of health-
care institutions, external governance, regulations and standards,
reimbursement methods, and the health-care organizations and
professionals that provide services. Introduction to information
management in health care.
HLIN322. Health Information Science and the Health-Care System II. 4
Units.
Expanded concepts of information management in health care, including
practical applications in information science, accrediting bodies, data
management, documentation guidelines and requirements, and data
integration standards. Practical applications of information governance
in alternative health-care delivery systems. Prerequisite: HLIN 321.
HLIN325. Pharmacology for Health Information Administration. 2 Units.
Provides understanding of pharmacology as required for medical record
analysis, audits, and other related studies. Basic definitions, sources of
information, and classification of drugs.
HLIN334. Clinical Classification Systems. 4 Units.
Overview of clinical classification systems, terminologies, vocabularies,
and nomenclatures. Internal and external auditing systems for coding
compliance.
HLIN335. Advanced Classification Systems and Coding Compliance. 4
Units.
Application of clinical classification systems and the guidelines for
coding compliance. Managing physician query, severity of illness
systems, and clinical documentation-improvement processes.
Prerequisite: HLIN 334.
HLIN340. Seminar and Portfolio for Health Information Management. 4
Units.
Students develop a portfolio that illustrates their acquisition of the
knowledge and skills that prepare them for entry into the profession, as
well as reflects on the student learning outcomes set by Loma Linda
University—including wholeness, Christ-centered values, commitment to
discovery and lifelong learning, effective communication, embracing and
serving a diverse world, and collaboration. Service learning requirements
included.
HLIN344. Health-Care Informatics and Database Management. 4 Units.
Study of computer system architecture and infrastructure: hardware,
software, network topologies and components, networking and
telecommunications, terminology, and concepts. Technology support
for data collection, storage, analysis, and reporting—including database
development and management for meeting user information needs.
Construction of data manipulation, extraction, and reporting tools.
HLIN347. Advanced Information Privacy and Security. 4 Units.
Compares requirements affecting the privacy, security, control, and
disclosure of health information. In-depth analysis of legislation
governing privacy and security measures in health care. Data quality
tools and measures. Examination of security safeguards, including
risk assessment, contingency planning and data recovery for various
technologies. Prerequisite: HCBL 346.
HLIN348. Pathopharmacology for Health Information Administration. 4
Units.
Study of the disease processes in human body systems, as well as drug
interventions used in treatment and prevention of disease.
HLIN354. Professional Practice Experience. 3 Units.
Simulated professional practice experiences and assignments in health
information management and technology, during the Spring Quarter of
the junior year; includes use of software-as-a-service systems. Written
and oral reports of experience.
HLIN361. Professional Practice Experience I. 1 Unit.
Supervised experience in health information departments and other areas
of health care or health-related facilities. Includes applied laboratory
assignments for health information administration professional courses.
HLIN362. Professional Practice Experience II. 1 Unit.
Supervised experience in health information departments and other areas
of health care or health-related facilities. Includes applied laboratory
assignments for HIIM professional courses.
HLIN365. Professional Practice Experience III. 1 Unit.
Supervised clinical experience in a health facility or health-related
organization, with simulated laboratory experiences and assignments,
during the Spring Quarter of the junior year. Written and oral reports
of experience. Prerequisite: Successful completion of required fall
quarter courses, enrollment in or completion of required winter courses,
and enrollment in required spring quarter courses; or permission of
department chair.
Loma Linda University 2019-2020 471
HLIN395. Professional Practice Experience I—Junior Affiliation. 3 Units.
Three-week supervised clinical experience in a health facility or health-
related organization at the end of the junior year. Written and oral reports
of experience, with classroom discussion. Not required of registered
health information technologists (RHITs). Prerequisite: Completion of
junior-year courses and laboratory assignments; or permission of the
department chair.
HLIN401. Health Information Systems I. 4 Units.
The first in a series of two courses focusing on information system
planning, development, and management health care. Topics addressed
include system architecture, technology infrastructure, integration, and
interoperability; application categories employed in health care, including
electronic health records; data- management strategies, including data
quality and standardization movements; decision support; consumer
informatics; human computer interfaces; and data and system security.
HLIN402. Health Information Systems II. 5 Units.
Second course in a series of two courses focusing on information
system planning, development, and management in health care. Topics
include system architecture, technology infrastructure, integration ,and
interoperability; application categories employed in health care, including
electronic health records; data management strategies, including data
quality and standardization movements; decision support; consumer
informatics and human-computer interfaces; and data and system
security.
HLIN404. Clinical Terminologies and Vocabularies. 2 Units.
Clinical terminologies, code sets, classifications systems, and
nomenclatures as used in the electronic health record.
HLIN407. Financial Management for Health Information Management. 2
Units.
Budget variance analysis, analysis of cost components, operating
statements, and productivity related to a department budget. Examines
financial accounting systems, financial evaluation ratios, and reports.
Cost benefits realization preparation.
HLIN408. Reimbursement for Health Care. 2 Units.
Financial aspects of health care involving prospective reimbursement
systems, analysis of various health-care reimbursement schemes, and
financial disbursements. Management issues in reimbursement using
DRGs, APCs, and other prospective payment systems. Strategies and
techniques for successful revenue cycle management.
HLIN430. Quality Management and Performance Improvement in Health
Care. 3 Units.
Continuous quality improvement methodologies and processes applied
to patient safety and satisfaction, internal and external regulatory
requirements, risk management, evidence-based medicine, and utilization
review to achieve optimum patient care.
HLIN432. Database Management. 2 Units.
Theories and steps of database development using Microsoft Access.
Design and construct relationships, forms, advanced queries with SQL,
reports, and macros.
HLIN435. Seminar and Portfolio for Health Information Management II. 4
Units.
Students continue to develop a portfolio that illustrates the potential
graduate's ability to meet the student learning outcomes set by Loma
Linda University. Provides students with a format for demonstrating
their acquisition of the knowledge and skills that prepare them for
credentialing and entry into the profession. Prerequisite: HLIN 340.
HLIN437. Data Analytics and Visualizations for Health Care. 4 Units.
Introduces data analytics in health care. Concepts of transforming data
into useful information to support organizational decisions and outcomes
management. Utilizes software tools for the manipulation, analysis, and
visualization of data. Applies statistical methods with data extraction
methodologies, data exploration, and mining.
HLIN438. Revenue Cycle Management for Health Care. 4 Units.
In-depth analysis of the U.S. health-care reimbursement system.
Addresses principles of revenue cycle management, payment
methodologies, and associated data requirements.
HLIN439. Management in Health Care. 4 Units.
Principles of management and human resources, including: human
resource acquisition, training, development, and evaluation; productivity;
benchmarking; problem solving, and decision making.
HLIN440. Leadership and Strategy Management in Health Care. 4 Units.
Leadership theory and principles, including: communication skills;
negotiating and influencing; team building and management; workflow
optimization; strategy and vision planning; diversity and cultural
influences. Reflection and evaluation assessment of personal awareness,
strengths, and weaknesses.
HLIN442. Legal Aspects of Health Information Administration II. 3 Units.
Compares federal and state laws regarding access and disclosure of
patient information. Release of general and sensitive patient information.
Response to subpoenas, court orders, and search warrants. Introduces
the contents of the Health Insurance Portability and Accountability Act
(HIPAA), with in-depth emphasis on the privacy section. Components of
the Health Information Technology for Economic and Clinical Health Act.
Overview of medical identity theft. Elements of reporting requirements.
HLIN444. Corporate Compliance in Health Care. 3 Units.
Practical application of the guiding principles of corporate compliance in
health-care organizations. Analyzes standards and policies established
by the Center for Medicare and Medicaid Services. Studies in-depth
The Joint Commission, HIPAA, qui tam laws, and fiscal intermediaries
—emphasizing business ethics and integrity. Includes the process of
institutional audits for fraud and abuse. Includes clinical documentation
improvement theory as it relates to health care.
HLIN445. Coding Seminar. 2 Units.
Advanced coding concepts and comprehensive review of all health-care
coding systems. Current procedural terminology (CPT) at the beginning
and intermediate levels. Reviews the federally supervised coding auditing
process, including state and federal coding and billing regulations,
chargemaster maintenance, coding ethics, coding quality, and coding
compliance. Various code sets and terminologies used in health- care
systems. Overview of E & M coding. Prerequisite: HLIN 304; or equivalent.
HLIN451. Quality Improvement in Health Care. 3 Units.
Quality improvement methodology. Data retrieval, display, and follow-up
for various sectors of health care. Mechanisms for promoting facility-
wide participation in achieving optimum patient care, as delineated in
medical staff-information management, accreditation, and government
standards. Risk management as an integral facet of quality improvement.
Relationship to corporate compliance.
HLIN454. Professional Practice Experience II. 4 Units.
Directed experience at an approved health-care or health-related facility.
Applies skills and knowledge to management. Written and oral reports of
experience, with classroom discussion. International experience may be
available. Prerequisite: HLIN 354.
472 Health Professions Education (HPED)
HLIN462. Professional Practice Experience IV. 1 Unit.
Supervised experience in health information departments and other areas
of health care or health-related facilities, with emphasis on management.
Includes applied laboratory assignments for HIIM professional courses.
HLIN463. Professional Practice Experience V. 1 Unit.
Supervised experience in health information departments and other areas
of health care or health-related facilities, with emphasis on management.
Includes applied laboratory assignments for HIIM professional courses.
HLIN472. Information Systems Management in Health Care II. 4 Units.
Advanced study of information system development, diffusion, and
strategic application in health care. Examines system usability, regulatory
compliance, advanced security, interoperability, and valuation. Health
information organizations and operations, consumer and public health
informatics, internal and external data integrity and validity. Prerequisite:
HCBL 471.
HLIN475. Research Methods in Health Information Management. 3
Units.
Introduces the scientific method in research. Focuses on the major
steps of the research process as these steps relate to research report
evaluation, proposal writing, literature review, development of conceptual
framework, identification of variables, statement of hypotheses, research
design, and analysis and presentation of data. Common research design
and assessment of risk in epidemiologic studies.
HLIN483. Alternative Delivery Systems in Health Care. 4 Units.
Focuses on health information management in delivery systems
such as: long-term care, hospital-based and free-standing ambulatory
care, hospice, home health, dialysis centers, veterinary medicine,
consulting, correctional facilities, mental health, substance abuse,
dental, rehabilitation, managed care, and cancer registry. Health record
content, format, and regulatory requirements; the role of the HIM
professional; data collection; risk and utilization management; and
quality improvement areas.
HLIN484. Current Topics in Health Information Administration. 4 Units.
Focuses on career planning, management skills, and professional
development. Health information management professionals working in
various health-care settings share their knowledge and experience with
students. Includes preparation exercises for the national credentialing
examination.
HLIN493. Health Information Management I. 4 Units.
Introduces basic management functions, philosophies, principles, and
tools of health-care management. Emphasizes management theory,
management tools, and application. Specific topics include: planning,
organizing, controlling, management by objective, problem solving and
decision making, and group dynamics.
HLIN494. Health Information Management II. 4 Units.
Advanced study of topics relevant to management and leadership in the
HIM profession, including leadership theory and strategies; ergonomics/
workplace design; individual and organizational productivity; innovation
and change management; labor legislation; emotional intelligence;
cultural and workforce diversity; ethical and social responsibility;
disaster preparedness; entrepreneurism; tactical and strategic planning;
contemporary leadership issues.
HLIN495. Professional Practice Experience Senior Affiliation. 3 Units.
Directed experience at an approved health care or health-related facility.
Applies skills and knowledge to management. Written and oral reports of
experience, with classroom discussion. International experience may be
available.
HLIN499. Health Information Administration Independent Study. 1-4
Units.
Student submits a project or paper on a topic of current interest in an
area of health information administration. Regular meetings to provide
the student with guidance and evaluation. Elected on the basis of need or
interest. May be repeated.
Health Professions Education (HPED)
Courses
HPED504. Pedagogy and Technology. 3 Units.
Teaching and learning theories adapted to technology. Explores learning
management systems. Overview of instructional design.
HPED517. History and Philosophy of Adventist Medical and Health
Education. 3 Units.
Explores the essence of Loma Linda University and the Seventh-day
Adventist philosophy of medical and health education as found in the
writings of Ellen G. White and others. Discusses the core values of LLU
and the science and promotion of healthy lifestyles and health-care
delivery.
HPED525. Education Theory for the Health Professional. 3 Units.
Overview of education theories relevant to andragogy and education
of health professionals. Also explores theories of online teaching and
learning.
HPED535. Current Issues in Health Professions Education. 3 Units.
Explores education foundations and trends in the different health
professions. Reviews historic transitions and issues currently impacting
the professions.
HPED551. Master's Thesis I. 3 Units.
Selection of research topic, evaluation of current literature on the subject,
and contruction of data collection instrument. Students can select this
option in lieu of the HPED Capstone Project 1. Prerequisites: completion
of the core courses in the MS degree program in Health Professions
Education, and in consultation with the program director.
HPED552. Master's Thesis II. 3 Units.
Collection of data using approved instrument, analysis of results,
discussion, and documentation of findings according to thesis format.
Prerequisites: Successful completion of HPED 551 Master's Thesis I and
consent of program director.
HPED561. Leadership in the Health Professions I. 3 Units.
Inventory and assessment of personal leadership skills and strengths in a
faith-based context.
HPED562. Leadership in the Health Professions II. 3 Units.
Overview of theories of leadership as applied to academic and health
professions contexts. Study of leadership characteristics of significant
individuals. Prerequisite: HPED 561 Leadership in the Health Professions
I.
HPED573. Readings in Academic Leadership. 3 Units.
Dynamics of leadership in an academic environment. Explores and
discusses the historical and current natures of academic leadership.
HPED581. Capstone Project in Health Professions Education I. 3 Units.
Students address and present a substantial issue related to their
professional area of interest, as well as design and implement a scholarly
approach towards its resolution. Emphasizes the design, literature
review, and needs assessment of the project. A thesis option available for
students requiring a directed research study.
Loma Linda University 2019-2020 473
HPED582. Capstone Project in Health Professions Education II. 3 Units.
Continues HPED 581. Students present their findings, emphasizing data
collection, implementation, and evaluation of their project. A thesis option
available for students who require a directed research study. Prerequisite:
HPED 581.
HPED595. Special Projects. 1-6 Units.
Individual arrangements for graduate students to explore relevant areas
under the guidance of a faculty mentor. May include readings, literature
reviews, research projects, and specialized professional development.
Minimum of thirty hours required for each unit of credit.
Health Promotion and Education
(HPRO)
Courses
HPRO500. Stress Management. 2 Units.
Covers aspects of stress as it relates to health. Addresses definitions of
stress, emphasizing the potential effect of stress on physical and mental
diseases. Presents coping mechanisms, e.g., cognitive behavior therapy,
music therapy, spirituality, and several other techniques. Presented in a
service-learning format in which students are in direct contact with the
community applying stress-prevention and coping strategies.
HPRO501. Human Anatomy and Physiology I. 6 Units.
Systematic investigation of the form and function of human biological
systems. Laboratory included. Limited to doctoral degree students.
HPRO502. Human Anatomy and Physiology II. 6 Units.
Continues HPRO 501. Systematically investigates the form and function
of human biological systems. Laboratory included. Limited to doctoral
degree students.
HPRO509. Principles of Health Behavior. 3 Units.
Introduces key health behavior-change theories and psychosocial
determinants of health behaviors. Provides an overview of motivation,
stress and coping, addiction, culture, and religion as related to health
behavior. Laboratory emphasizes communication, leadership, and group
process activities.
HPRO515. Mind-Body Interactions and Health Outcomes. 3 Units.
Studies the effect of the neurological system on physical health, with a
focus on psychoneuro-immunology. Summarizes scientific disciplines
that study brain, immune system, and health behavior interactions that
provide the healthcare professional with an integrative understanding of
lifestyle, whole person care for immune system function and wellness.
Prerequisite: Anatomy and physiology, biochemistry.
HPRO519. Pharmacology. 3 Units.
Basic and clinical pharmacology. Emphasizes drugs of concern to health
promotion specialists. Principles of drug addiction, drug receptors
and pharmacodynamics, pharmacokinetics, and practical uses for
drugs. Prerequisite: Anatomy and physiology, general chemistry, organic
chemistry, biochemistry.
HPRO524. Child and Adolescent Health. 3 Units.
Studies developmental and health problems unique to the child and
adolescent periods of life. Focuses on special needs and public health
programs designed to reach children and adolescents. Gives attention to
special problems, such as social adaptation, juvenile delinquency, drug
abuse, suicide, adolescent pregnancy.
HPRO526. Lifestyle Diseases and Risk Reduction. 3 Units.
Discusses current lifestyle diseases, including: cardiovascular, metabolic,
communicable, and nutritional. Concepts regarding risk factors,
screening approaches, and risk reduction, with impact on specific
health parameters. Prerequisite: Anatomy and physiology; or consent of
instructor.
HPRO527. Obesity and Disordered Eating. 3 Units.
Explores causes and development of obesity, principles of weight
management, and relapse prevention. Includes discussion of the causes
and treatment of anorexia nervosa and bulimia.
HPRO529. Preventive and Therapeutic Interventions in Chronic Disease.
3 Units.
Specific preventive care techniques dealing with lifestyle and
chronic disease in the clinical environment. Multidisciplinary lifestyle
interventions in the prevention and treatment of dyslipidemia, diabetes,
hypertension, osteoporosis, sleep disorders, and other chronic conditions.
Uses case studies and role playing to explore interventions in a variety of
clinical scenarios.
HPRO530. Fundamentals of Research in Health Behavior and Health
Education. 3 Units.
Introduces research in behavioral health and health education sciences.
Application of research principles and techniques to quantitative
research methods and surveys in health education. Includes: reading
and use of published research; development of research questions;
hypotheses testing; selection of research methods; data collection;
causal inference; reliability; validity; measurement; and, research ethics.
HPRO531. Pathology of Human Systems I. 3 Units.
Fundamental mechanisms of disease, including degenerative changes
and physical and chemical injury. Reviews diseases by organ system:
endocrine, biliary, hepatic, respiratory, digestive, urogenital, skeletal, and
central nervous. Limited to doctoral degree students.
HPRO532. Pathology of Human Systems II. 3 Units.
Introduces micropathological organisms. Surveys tissue changes in
infectious diseases. Growth disorders, including: basic genetic problems
and neoplasia; cardiovascular, circulatory, and inflammatory systems.
Limited to doctoral degree students. Prerequisite: HPRO 531.
HPRO534A. Research Methods. 2 Units.
Philosophy of scientific research, sources of research invalidity,
quantitative and qualitative literature review techniques, setting research
goals and objectives, quasi-experimental and experimental design,
research ethics. Requires presentation and critique of published research
and literature review. Taken over the course of two quarters for a total
of 4 units (HPRO 534A, 2 units Winter Quarter; and HPRO 534B, 2 units
Spring Quarter). Doctoral students only. Prerequisite: STAT 509.
HPRO534B. Research Methods. 2 Units.
Philosophy of scientific research, sources of research invalidity,
quantitative and qualitative literature review techniques, setting research
goals and objectives, quasi-experimental and experimental design,
research ethics. Requires presentation and critique of published research
and literature review. Taken over the course of two quarters for a total
of 4 units (HPRO 534A , 2 units Winter Quarter; and HPRO 534B, 2 units
Spring Quarter). Doctoral students only. Prerequisite: HPRO 534A.
HPRO535. Health Education Administration and Leadership. 3 Units.
Analyzes the managerial and leadership roles of the health education
specialist in both public and private health organizations. Emphasizes
organizational structure and health communication; as well as managing,
supervising, marketing, decision making, and other administrative roles.
474 Health Promotion and Education (HPRO)
HPRO536. Program Planning and Evaluation. 2 Units.
Introductory course that utilizes the planning cycle to address public
health problems. Analyzes trends in health-care planning. Applies
planning cycle to selected topics. Provides overview of evaluation
design, methodology, and instrument development for health education
programs. Laboratory included.
HPRO537A. Community Programs Laboratory—A. 2 Units.
First in a three-course sequence operationalizing qualitative research
methods. Includes: conducting observational assessments, windshield
surveys, and personal interviews; participating in focus groups;
and, compiling secondary data for a community-needs assessment.
Preparation for implementation and evaluation of health education
programs.
HPRO537B. Community Programs Laboratory—B. 1 Unit.
Student-designed marketing and evaluation plans for community-based
health education program. Student implements and evaluates programs
developed during HPRO 537A. Prerequisite: HPRO 537A.
HPRO537C. Community Programs Laboratory—C. 1 Unit.
Students continue their marketing plan while implementing and
evaluating their programs in the community. Students write a plan for
program sustainability with community organizations as stakeholders.
HPRO538. Health Education Program Development and Evaluation. 3
Units.
Uses program-planning theories, models, and diagnostic techniques to
design, deliver, and evaluate health promotion and education programs in
community, occupational, educational, and health care settings. Presents
steps in the health educational planning process. Includes: assessments;
goals and objectives; intervention strategies; behavioral and educational
theories; instructional delivery and designs; evaluation; and, reporting.
HPRO539. Policy and Issues in Health Education. 3 Units.
Examines and discusses policy issues, trends, and strategies relating
to health education—including but not limited to HIV/AIDS, women's
health, injury prevention and control, tobacco and other drug issues, and
health issues in ethnically diverse populations. Provides opportunities to
develop and improve presentation skills. Project included.
HPRO543. Writing for Health Professionals. 3 Units.
Writing by health professionals for popular, lay, or professional
publications. Student selects journal or magazine, writes query letter, and
prepares abstract and manuscript in final form for submission. Includes
preparation of camera-ready art. Preparation of two publishable papers.
Limited to doctoral degree students.
HPRO544. Health Education Evaluation and Measurement. 3 Units.
Student selects and develops health education and psychosocial
measurement instruments, determines validity and reliability of
evaluation tools, provides overview of data-collection methods and
protocols, analyzes and interprets results, and communicates evaluation
findings. Limited to doctoral degree students.
HPRO553. Addiction Theory and Program Development. 3 Units.
Applies addiction process theory in a practical way to program
development. Emphasizes alcohol, tobacco, and other drug (ATOD)
problems, using case studies and extensive reading as part of a problem-
solving approach. The epidemiological, pathological, physiological,
psychological, and spiritual bases for prevention and treatment of
addictions. Laboratory included.
HPRO556. High-Risk Infants and Children: Policy and Programs. 3 Units.
Examines development of at-risk infants and children, and evaluates
interventions that may modify cognitive and social outcomes. Includes,
medical and social risk factors, and efficacy of early-intervention and
survival strategies globally and locally. Examines legal, regulatory, and
ethical issues.
HPRO559. Lactation Management. 3 Units.
Analyzes the managerial and leadership roles of the health education
specialist in both public and private health organizations. Emphasizes
organizational structure and health communication; as well as managing,
supervising, marketing, decision making, and other administrative roles.
HPRO565. Tobacco Use: Prevention and Interventions. 3 Units.
Second of three courses providing an overview of the underlying
pathophysiology of the health impact of tobacco use on individuals,
families, and society. Includes: smoking behavior; pharmacodynamics
of nicotine delivery; mechanisms of nicotine addiction; and, individual,
group, systems, and public intervention strategies. Incorporates
principles of epidemiology, anatomy, physiology, immunology,
endocrinology, and biochemistry.
HPRO568. Wellness Coaching I. 3 Units.
Reviews the wellness-coaching process. Introduces students to effective
methodology of motivational interviewing. Explores the techniques and
theories associated with this coaching method. Covers in detail the skills
needed to successfully motivate patients toward healthier lifestyles.
Gives attention to practical information needed to be a successful health
professional. Includes overview of positive psychology methods and
theory.
HPRO569. Wellness Coaching II. 3 Units.
Covers the fundamentals of the coaching structure and process, from
coach preparation to program termination--including the legal and ethical
implications. Explores specific components of the coaching process,
with special attention given to coach/client relationship, empathetic
communication skills, importance of client reflections, and goal setting.
Introduces the Wellness Mapping 360 tool to lay the foundation for the
coaching plan.
HPRO570. Wellness Coaching Lab. 1 Unit.
Provides a review of the wellness coaching process and introduces
students to direct client interaction. Requires fifty sessions of wellness
coaching practice in the field, offering students the creative opportunity
to apply and integrate skills and knowledge gained in the preceding
terms of the program. Requires students to use the learned skills and
knowledge to schedule, coach, and educate individuals in client-centered
individual sessions.
HPRO573. Exercise Physiology I. 3 Units.
Basic preparation for development and leadership of exercise programs.
Includes exercise physiology, training, acute and chronic effects of
exercise, simple assessment of fitness, role of exercise in prevention
of common health problems, and management of selected risk factors.
Discusses endurance, strength, flexibility, and aerobic exercises.
Laboratory included.
HPRO578. Exercise Physiology II. 3 Units.
Physiologic basis of the normal body function during exercise.
Emphasizes the training effects of aerobic exercise. Noninvasive
laboratory methods of the study of the circulatory and respiratory
systems. Laboratory included. Prerequisite: HPRO 573; and basic
physiology.
Loma Linda University 2019-2020 475
HPRO586. Introduction to Preventive Care. 1 Unit.
Provides overview of preventive care's role within public health.
Orientation to doctoral program, with attention to professional portfolio
preparation. Limited to doctoral degree students in preventive care.
HPRO587. Preventive Care Practice Management. 2 Units.
Provides overview of issues and challenges in the operation of a
preventive care practice. Emphasizes billing and reimbursement issues,
and legal and ethical responsibilities of the preventive care specialist.
Limited to doctoral degree students in preventive care.
HPRO588. Health Behavior Theory and Research. 4 Units.
Analyzes factors contributing to health behavior decisions. Theory and
research relevant to individual, family, organization, and community
behavior. Emphasizes critical-thinking, professional writing, and oral
presentation. Application of theory to development of a basic research
proposal. Limited to doctoral degree students. Consent of instructors for
nondoctoral degree students. Prerequisite: HPRO 509; or equivalent.
HPRO589. Qualitative Research Methods. 3 Units.
Applies qualitative methods to instrument design, sampling, and data
collection. Focuses on public health issues, ethics, and theory-building.
Supervised needs assessment in a selected community.
HPRO590. Worksite Wellness. 3 Units.
Prepares students to enter the field of corporation wellness as leaders
not only in developing, implementing, and evaluating wellness work-
site programs; but also in decreasing the burden on corporation health,
morale, budget, and performance caused by lifestyle-related diseases.
HPRO595. Community Project. 1-4 Units.
Provides the student with an individual, hands-on experience to apply
the principles learned in the didactic courses of the health education
program. Students plan, implement, and evaluate a health education
intervention based on the findings of the needs assessment. Programs
consist of several sessions, individually planned and taught by the
student. Minimum of thirty hours required for each unit of credit. A
maximum of 4 units applicable. Prerequisite: Consent of instructor.
HPRO604. Research Seminar. 2 Units.
Student develops and critiques doctoral project proposals, with peer
review of research protocols. Limited to doctoral degree students.
Prerequisite: PHCJ 600; consent of program director.
HPRO606. Motivational Interviewing. 2 Units.
Introduces students to the effective methodology of motivational
interviewing. Explores the techniques and theories associated with this
treatment method. Covers in detail the skills needed to successfully
motivate patients toward healthier lifestyles. Gives attention to practical
information needed to be a successful health professional. Prerequisite:
Minimum of 90 units of course work toward Dr.P.H. (preventive care)
degree.
HPRO608. Advanced Seminar in Health Education. 2 Units.
Studies current issues in health promotion and education from the
standpoint of historical setting. Explores emerging challenges to
professional preparation in health promotion and education, and the
place of professional health educators in the practice of public health.
Must be taken for a total of 6 units. Limited to health education doctoral
degree students.
HPRO685. Preliminary Research Experience. 2 Units.
Experience gained in various aspects of research under the guidance of
a faculty member and by participation in an ongoing project. Must be
completed prior to beginning dissertation/research project. Limited to
doctoral degree students.
HPRO696. Directed Study/Special Project. 1-4 Units.
Individual arrangements for advanced students to study under the
guidance of a program faculty member. May include reading, literature
review, or other special projects. Minimum of thirty hours required for
each unit of credit. A maximum of 4 units applicable to any master's
degree program. Prerequisite: Consent of instructor and of program
advisor.
HPRO697. Dissertation Proposal. 1-10 Units.
Doctoral student develops the written dissertation proposal and
collaborates with doctoral dissertation committee chair on mutually
agreed-upon objectives, which will serve as the basis for evaluation.
Culminates in a written and oral dissertation proposal defense and
advancement to candidacy. Prerequisite: Successful completion of
comprehensive exams.
HPRO698. Dissertation. 1-14 Units.
Student prepares a manuscript presenting results of the doctoral
research study. Limited to doctoral degree candidates. Prerequisite:
Advancement to Candidacy.
HPRO704A. Internship. 2 Units.
Training and supervised experience (minimum of 100 clock hours) with
other health professionals in applied settings. Opportunity to work
with individuals, families, and groups in assessing health and building
relationships conducive to health-promoting behavior changes. Limited to
doctoral (preventive care) degree students. May be repeated for a total of
up to 12 units.
HPRO704B. Internship. 4 Units.
Training and supervised experience (minimum of 200 clock hours) with
other health professionals in applied settings. Opportunity to work
with individuals, families, and groups in assessing health and building
relationships conducive to health-promoting behavior changes. Limited to
doctoral (preventive care) degree students. May be repeated for a total of
up to 12 units.
HPRO704C. Internship. 6 Units.
Training and supervised experience (minimum of 300 clock hours) with
other health professionals in applied settings. Opportunity to work
with individuals, families, and groups in assessing health and building
relationships conducive to health-promoting behavior changes. Limited to
doctoral (preventive care) degree students.
HPRO704D. Internship. 8 Units.
Training and supervised experience with other health professionals
in applied settings. Opportunity to work with individuals, families, and
groups in assessing health and building relationships conducive to
health-promoting behavior changes. Limited to doctoral (preventive care)
degree students. A ten-week (40 hours/week) field internship.
Implant Dentistry (IMPD)
Courses
IMPD505. Patient Presentation Seminar. 1 Unit.
Presents implant patient treatment, discusses alternate methods of
rehabilitation and related literature. Repeated registrations required to
fulfill the total units.
IMPD547. Implant Dentistry Grand Rounds. 1 Unit.
Weekly review of surgeries scheduled for the upcoming week in order to
facilitate successful outcomes. Includes analysis of challenges, latest
recommendations, techniques for minimizing postoperative side effects,
and implementation of strategic surgical procedures.
476 Instructional Design and Media Technology (IDMT)
IMPD561. Dental Bioengineering. 2 Units.
Studies the structures and properties of dental implant materials and
implant prosthodontic superstructures.
IMPD585. Implant Prosthodontics. 2 Units.
Gives the graduate student in implant dentistry in-depth didactic
and clinical instruction in techniques and procedures related to the
rehabilitation of patients with prosthodontic devices supported by dental
implants. Advanced clinical and laboratory procedures, emphasizing
implant restorations for completely and partially edentulous patients.
Emphasizes attachments and superstructure design. Repeated
registrations required to fulfill the total units.
IMPD601. Literature Review in Implant Dentistry. 2 Units.
Reviews historical and/or fundamental implant dentistry literature.
Repeated registrations required to fulfill the total units.
IMPD604. Current Literature Review in Implant Dentistry. 2 Units.
Gives the postdoctoral students in implant dentistry a deeper
understanding of the research and literature currently available. Repeated
registrations required to fulfill the total units.
IMPD611. Introduction to Implant Dentistry. 2 Units.
Overview of the clinical science of implant dentistry, including etiology,
therapy, clinical methods, and record keeping.
IMPD612. Advanced Implant Dentistry. 2 Units.
Provides postdoctoral students with the knowledge and techniques
of advanced prosthodontic and implant procedures—notably those
involved in sinus graft surgery, surgical repairs of implant defects, and the
principles involved in immediate loading of implants.
IMPD631. Oral Implant Surgery. 1 Unit.
Instruction in basic and advanced implant surgery principles. Repeated
registrations required to fulfill the total units.
IMPD634. Diagnosis and Treatment Planning in Implant Dentistry. 1 Unit.
Didactic and clinical aspects of diagnosis and treatment planning for
patients with complex dental problems. Repeated registrations required
to fulfill the total units.
IMPD637. Peri-Implant Histopathology. 1 Unit.
Gives the postdoctoral student in implant dentistry a better
understanding of the implant interface and biological changes that
take place in the tissues surrounding dental implants following their
placement.
IMPD654. Practice Teaching in Implant Dentistry. 1-3 Units.
Teaching experience in implant prosthodontics and implant surgery.
IMPD696. Scholarly Activity in Implant Dentistry. 1 Unit.
Selected didactic, clinical, and/or laboratory activity developed by the
program director or a designated program faculty member. Primarily
designed for students to fulfill the certificate requirements for scholarly
activity/research in implant dentistry. Multiple registrations may be
needed to complete these activities.
IMPD697A. Research. 1 Unit.
Student identifies a research project, prepares a proposal, and obtains
approval for the protocol. Multiple registrations may be needed to
complete these research activities. This is a required course for the
Master of Science (M.S.) and Master of Science in Dentistry (M.S.D.)
degrees.
IMPD697B. Research. 1 Unit.
Conducting the actual research project, including the data collection.
Multiple registrations may be needed to complete these research
activities.
IMPD697C. Research. 1 Unit.
Student completes research project, holds a public presentation of
research, and submits a publishable paper to his/her research guidance
committee (RGC) for approval. Multiple registrations may be needed to
complete the publishable paper.
IMPD698. Thesis. 1-8 Units.
IMPD725. Clinical Practice in Implant Dentistry. 4 Units.
Experience in the clinical diagnosis and treatment of patients who may
benefit from implant dentistry therapy. Repeated registrations required
to fulfill total clock hours. A minimum of 120 clock hours per quarter.
Repeated registrations required to fulfill total units.
IMPD726. Clinical Practice in Periodontics in Implant Dentistry. 2 Units.
Clinical experience in the diagnosis and treatment of periodontal
diseases. Repeated registrations required to fulfill total units. A minimum
of sixty clock hours per quarter. Repeated registrations required to fulfill
total units.
IMPD727. Clinical Practice of Prosthodontics in Implant Dentistry. 2
Units.
Advanced clinical practice in the treatment of individuals with fixed,
removable, maxillofacial, and implant prostheses. Repeated registrations
required to fulfill total units. A minimum of sixty clock hours per quarter.
Repeated registrations required to fulfill total units.
Instructional Design and Media
Technology (IDMT)
Courses
IDMT521. Instructional Design I. 3 Units.
Examines adult instructional theories and teaching approaches to
increase student learning outcome success. Exposes students to
latest instructional resources, techniques, and technology. Emphasizes
communication during the design process and use of instructional
theories and tools to communicate course content effectively.
IDMT522. Instructional Design II. 3 Units.
Develops and applies strategies for instructional theory utilizing
media, including making rational choices regarding technology and
communication.
IDMT531. Host Systems and Authoring I. 3 Units.
Provides a working knowledge of various online educational systems,
as well as the basic approaches to and differences in creating courses
within those systems. Not a programming course.
IDMT541. Digital Media Production I. 3 Units.
Introduces students to the production process basics (editing, graphics,
and animation) needed to create effective instructional modules.
Students shoot, edit, and deliver a completed DVD and upload to the web
a digital file of a completed instructional module. Along with hands-on
learning of the entire process, students explore key concepts relating
to visual learning and how to create and communicate effectively with
visual images.
IDMT542. Digital Media Production II. 3 Units.
Explores advanced production techniques (editing, graphics, and
animation), emphasizing the production of an instructional video.
Introduces shooting and editing techniques unique to creating interactive,
instructional media. Students produce an online instructional video and
an interactive educational module for a tablet. Prerequisite: IDMT 541.
Loma Linda University 2019-2020 477
IDMT561. Graphics I. 3 Units.
Introduces students to Adobe Photoshop and exposes them
to advanced graphic capabilities of editing software packages.
Emphasizes exploration of layout techniques that maximize educational
effectiveness. Prerequisite: IDMT 521, IDMT 541, IDMT 542.
IDMT564. Motion Graphics I. 3 Units.
An Adobe After Effects introductory course. Students become proficient
with the software, research various characteristics of visual learning,
and create simple interactive motion graphics that can be included in an
interactive educational module. Prerequisite: IDMT 521, IDMT 522, IDMT
541, IDMT 542.
IDMT571. Animation I. 3 Units.
Introduces students to 2D and 3D animation software packages.
Emphasizes proper animation techniques as specific software packages
are learned. Students research existing education-focused animations.
IDMT581. Instructional Design and Media Technology Internship I. 3
Units.
The first of two required internships that provides opportunity for
students to work for a short time in areas that will provide practical
experience. Encourages students to seek opportunities that emphasize
the creative side of media production. Prerequisite: IDMT 521, IDMT 522,
IDMT 541, IDMT 542.
IDMT582. Instructional Design and Media Technology Internship II. 3
Units.
The second of two required internships. Encourages students to seek
opportunities that specifically provide experience creating digital courses
or working with community partners. Prerequisite: IDMT 521, IDMT 522,
IDMT 541, IDMT 542, IDMT 518 and one IDMT elective.
Integrated Biomedical Graduate
Studies (IBGS)
Courses
IBGS501. Biomedical Communication and Integrity. 2 Units.
Improves students' scientific communication skills, as well as increases
their awareness of proper ethical conduct in biomedical research.
Teaches appropriate techniques for written and oral presentations; as
well as ethics and standard practices for record keeping, data analysis,
and authorship.
IBGS502. Biomedical Information and Statistics. 2 Units.
Introduces students to the basics of statistical analysis in a relevant
biomedical setting. Additionally, provides practical information on the
use of database systems and software tools for data management and
analysis.
IBGS503. Biomedical Grant Writing. 2 Units.
Encompasses the process of writing a biomedical research grant from
medical problem through final draft of an NIH-style research proposal.
With guidance from the instructor, students design and write a research
proposal that is ready for submission to the NIH. Familiarizes students
with potential funding sources, the process of formulating a fundable
research plan, and communicating that plan in an appropriate format.
IBGS511. Cellular Mechanisms and Integrated Systems I. 6 Units.
The first quarter of a two-quarter sequence designed to give first-year
graduate students an exposure to major core concepts of molecular and
cellular biology.
IBGS512. Cellular Mechanisms and Integrated Systems II. 6 Units.
The second quarter of a two-quarter sequence designed to give first-year
graduate students an exposure to major core concepts of molecular and
cellular biology.
IBGS513. Cellular Mechanisms and Integrated Systems III. 8 Units.
The third quarter of a three-quarter sequence designed to give first-
year graduate students a broad, integrated exposure to the molecular
and cellular basis of modern human biology. Focuses on how cells and
molecules work together to create functioning organs, ending with a
treatment of genetic, lifestyle, and microbial contributions to human
pathology. Prerequisite: IBGS 511, IBGS 512.
IBGS522. Cellular Mechanisms and Integrated Systems II Journal Club. 2
Units.
A component of IBGS, taught in a journal-club format. Presents and
discusses recent literature related to IBGS 512.
IBGS523. Cellular Mechanisms and Integrated Systems III Journal Club.
2 Units.
Employs a journal-club format that explores contemporary topics of
program-specific interest to class participants.
IBGS525. Translational Research Training. 2 Units.
This is an interactive course that brings graduate students together
with medical students, clinical residents and clinical fellows in a small
group setting, where they learn to develop a translational research plan
for addressing clinical problems and engage various components of
the community to facilitate and foster translational research leading to
improved patient care and healthier communities. This course has been
approved as a service learning course.
IBGS537A. Special Topics in Biomedical Sciences. 1-4 Units.
Current topics in biomedical sciences. Specific content varies from
quarter to quarter. May be repeated for additional credit.
IBGS537B. Special Topics in Biomedical Sciences. 1-4 Units.
Current topics in biomedical sciences. Specific content varies from
quarter to quarter. May be repeated for additional credit.
IBGS537C. Special Topics in Biomedical Sciences. 1-4 Units.
Current topics in biomedical sciences. Specific content varies from
quarter to quarter. May be repeated for additional credit.
IBGS604. Introduction to Integrative Biology Presentation Seminar. 1
Unit.
Students attend a series of research descriptions presented by graduate
students.
IBGS605. Integrative Biology Presentation Seminar. 1 Unit.
A seminar course that gives graduate students in the basic sciences an
opportunity to practice oral presentations on current research or current
literature covering the various aspects of regulatory and integrative
biology as applied to molecules, cells, tissues, organs, systems, and
microbes. Students and faculty participate in a discussion and critical
evaluation of the presentation.
IBGS607. Integrated Biomedical Graduate Studies Seminar. 1 Unit.
Weekly seminars presented by invited speakers in the biomedical
sciences disciplines. Students required to register for course every
quarter throughout their training.
IBGS696. Research Rotations. 1 Unit.
Incorporates the research rotations to be completed before assignment
to a dissertation or thesis laboratory.
478 International Dentist Program/Clinics (IDPC)
IBGS698. Thesis. 1-5 Units.
Addresses development of a thesis document, presentation of results,
and project defense. May coincide with completion of the degree but
does not equate with degree completion.
IBGS699. Dissertation. 1-5 Units.
Student produces a dissertation document describing the research
project and its results, and defends the project from challenges offered
by the members of his or her faculty dissertation committee. May
coincide with completion of the degree but does not equate with degree
completion, which requires submission of the final dissertation to the
Faculty of Graduate Studies. Prerequisite: Successful completion of the
written comprehensive examination.
International Dentist Program/Clinics
(IDPC)
Courses
IDPC815. Clinical Orientation I - IDP. 2 Units.
Introduces the electronic patient record, reviews radiology safety,
discusses professional liability, and introduces clinical regulatory
compliance in dentistry. Introduces partner activities involving data
gathering, radiology, periodontic activities, and photography.
IDPC816. Clinical Orientation II - IDP. 1 Unit.
Builds on IDPC 815. Continues instruction related to the electronic patient
record; discusses patient-management techniques, treatment planning,
and practice-management issues; discusses clinic policies and infection
control. Discusses financial planning for patients, as well as quality
assurance and improvement. Continues partner activities, interpretation
of data, and case presentation—including periodontal diagnoses.
IDPC817. Clinical Orientation III - IDP. 1 Unit.
Builds on IDPC 815 and IDPC 816. Continues instruction related to the
electronic patient record, bridging the transition from preclinical to
clinical experience. Discusses long-term assessment of care outcomes
and professional relationships. Continues partner activities.
IDPC825. General Clinics. 15 Units.
Includes direct patient care through rotations in urgent care, pediatric,
service learning, and screening blocks. Requires registrations Autumn
and Winter quarters of the IDP3 year to fulfill the total units.
IDPC826. General Clinics. 6 Units.
Provides direct patient care experience in urgent care, pediatric, service
learning, and screening settings.
IDPC827. General Clinics. 13 Units.
Provides direct patient care experience in urgent care, pediatrics, service
learning, and screening settings.
IDPC835. General Clinics. 19 Units.
Includes direct patient care through rotations in urgent care, pediatric,
service learning, and screening blocks.
IDPC836. General Clinics. 16 Units.
Provides direct patient care experience in urgent care, pediatric, service
learning, and screening settings.
IDPC845. General Clinics - Direct Patient Care. 18 Units.
Includes direct patient care.
IDPC846. General Clinics. 16 Units.
Provides direct patient care experience in urgent care, pediatric, service
learning, and screening settings.
International Dentist Program/
General (IDPG)
Courses
IDPG718. Communication Basics for the International Student. 1 Unit.
Student develops interpersonal competencies in the various professional
communication roles expected of a dentist. Topics include team building,
cross-cultural communication, dental fears and phobias, mental illness,
and behavior change.
IDPG845. Evidence-Based Dentistry. 2 Units.
Scientific methods in dental research. Includes critical evaluation of
published articles, research design, statistical analysis, evaluation of
results, design of research reports, extensive reviews of various topics.
International Dentist Program/Oral
Pathology (IDPO)
Courses
IDPO534. Oral Medicine: Orofacial Pain and TMD. 2 Units.
Differential diagnosis of orofacial and temporomandibular joint pain,
including basic guidelines for initial therapy. Utilizes TMD patient cases
for group and class discussions. Introduces diagnosis and treatment
of neuropathic pain and headaches. Case presentations focus on
nonodontogenic pain that presents as toothache and/or gingival pain.
Offered Winter Quarter of odd-numbered years for IDP3 and IDP4
students.
IDPO535. Oral Pathology and Diagnosis. 3 Units.
Graduate-level survey of pathology. Studies developmental, infectious,
immunologic, neoplastic, and metabolic disorders of the head and
neck. Includes epidemiology, etiology, clinical and/or radiographic
features, microscopic features, and management of disease. Emphasizes
differential diagnosis and management of dental lesions.
IDPO720. Oral and Maxillofacial Radiology for the IDP Program. 2 Units.
Emphasizes the integral role played by the radiographic examination
in the diagnostic process in dentistry, in conjunction with the clinical
examination. Reinforces the basic principles of oral and maxillofacial
radiology.
IDPO725. Patient Assessment and Data Management II. 2 Units.
Builds on IDPO 723 by continuing physical evaluation, data collection,
and the problem-oriented dental record. Supervised clinical experience
with fellow students as "patients." Student develops a treatment plan
and presents it to the patient. Continued computer-based treatment plan
management.
IDPO726. Patient Diagnosis and Treatment Planning. 2 Units.
Discusses treatment options in treatment planning, with case-based
treatment planning exercises. Introduces computer-based treatment plan
management.
IDPO826. Oral and Maxillofacial Surgery. 2 Units.
Reviews oral and maxillofacial surgery—including medical history
pharmacology, instrumentation, procedures, dental emergencies, and
complications. Includes a laboratory component.
Loma Linda University 2019-2020 479
IDPO827. Oral and Maxillofacial Surgery. 2 Units.
Sequential course following IDPO 826. Reviews oral and maxillofacial
surgery—including preprosthetic surgery, dental alveolar surgery, implant
surgery, oral trauma, maxillofacial trauma, and preoperative infections.
Reviews medications in the treatment of dentally related diseases and
their potential interaction with total patient care. Emphasizes local
anesthesia and nitrous oxide theory and technique. Includes clinical
partner practice in local anesthesia and nitrous oxide.
International Dentist Program/
Periodontics and Pediatric Dentistry
(IDPP)
Courses
IDPP754. Fundamentals of Periodontics. 2 Units.
Overview of clinical periodontics—including etiology of periodontal
disease, oral hygiene instruction, scaling, root planing, antimicrobial
therapy, and a variety of surgical concepts and techniques. Anticipated
results of therapy, including options of surgical versus nonsurgical
approaches. Includes a laboratory component.
IDPP755. Pediatric Dentistry Clinic—IDP. 1 Unit.
Dental care of children in their primary, fixed, and young permanent
dentition. Etiology of disease, prevention of oral disease, growth-and-
development analysis, treatment planning, restorative procedures, and
arch length control.
IDPP756. Pediatric Dentistry. 2 Units.
Dental disease prevention (oral hygiene, diet, fluoride, pit and fissure
sealants). Behavior management of the child dental patient. Diagnosis,
treatment planning, and operative dentistry for children. Pediatric pulp
therapy, dental arch-length management, local anesthesia and sedation
for children. Medical aspects of pediatric dentistry.
IDPP756L. Pediatric Dentistry Laboratory. 1 Unit.
Technique course that accompanies IDPP 756. Student performs
operative procedures for amalgam and composite resin on simulated
primary and young permanent teeth. Student performs pulpotomies on
primary molar teeth and prepares primary teeth for stainless steel, open-
faced stainless steel, and resin crowns. Fabricates unilateral and bilateral
space maintainers.
IDPP759. Periodontal Therapy. 2 Units.
Presents variations in periodontal diseases related to various host
conditions. Overview of roles, limitations, and effects of surgical
periodontal procedures. Includes: surgery outcomes compared with
short- and long-range effects of conservative therapies; the role of dental
health-care providers in periodontal therapy; and, special problems in
periodontal care.
International Dentist Program/
Restorative (IDPR)
Courses
IDPR701. Operative Dentistry I. 2 Units.
Reviews the basic principles and techniques used in cavity preparation
and restoration of teeth with silver alloy. Lecture and laboratory course.
IDPR702. Operative Dentistry II. 2 Units.
Extends basic principles and techniques of cavity preparation and
restoration of teeth with aesthetic restorative materials. Studies the
source, use, and manipulation of dental materials and their physical
properties relative to dentistry. Lecture and laboratory course.
IDPR704. Introduction to Occlusion. 2 Units.
Studies the temporomandibular joint, muscles of mastication, and the
teeth in static and dynamic positions.
IDPR750. Dental Materials. 2 Units.
Reviews current dental materials, with evidence-based dentistry.
IDPR761. Removable Prosthodontics I. 2 Units.
Reviews the basic clinical and laboratory removable prosthodontic
procedures involved in the fabrication of removable prosthesis. Includes
a laboratory component.
IDPR762. Removable Prosthodontics II. 2 Units.
Reviews the laboratory phases of diagnosing, planning treatment for CD,
immediate CD, and relines. Includes a laboratory component.
IDPR763. Removable Prosthodontics III. 2 Units.
Biomechanics of removable partial dentures and their design and
fabrication. Diagnosis and treatment planning for removable partial
dentures. Clinical and laboratory procedures and sequencing of treatment
for removable partial and complete dentures. Lecture and laboratory
course.
IDPR771. Fixed Prosthodontics I. 2 Units.
Reviews basic tooth preparation for single-casting restorations, tissue
management, impression techniques, and temporary restorations.
Lecture and laboratory course.
IDPR772. Fixed Prosthodontics II. 2 Units.
Reviews the basic design and fabrication of multiple unit fixed partial
denture, tissue management, impression techniques, and temporary
restorations--including single units and fixed partial dentures. Lecture and
laboratory course.
IDPR854. Implant Dentistry for the IDP Student. 3 Units.
Scientific and technical foundation for implant surgery and expansion of
basic implant procedures. Postplacement care, long-term maintenance,
and clinical complications associated with dental implants. Emphasizes
restoration of single implants, multiple quadrant posterior implants, and
over-denture implants. Lecture and laboratory course.
Marital and Family Therapy (MFTH)
Courses
MFTH501. Fundamentals of Supervision in Marital and Family Therapy. 3
Units.
Research and theory regarding the supervision of marriage and family
therapy trainees and interns. Can be used toward the requirements for
certification as an AAMFT-approved supervisor.
MFTH502. Advanced Supervision in Marital and Family Therapy. 1 Unit.
Mentoring of supervision of MFT trainees and interns in a clinical
setting. Hours earned apply toward certification as an AAMFT-approved
supervisor. Must complete 30 hours of supervision and 5 hours of
supervision mentoring. Prerequisite or Corequisite: MFTH 501.
480 Marital and Family Therapy (MFTH)
MFTH504. Advanced Theory in Marital and Family Therapy. 4 Units.
Provides a metaperspective for analysis and development of systemic-
relational theories guiding marital and family therapy practice.
Conceptualization and deconstruction of philosophical, religious, political,
sociological, and ecosystemic notions. Preparation to critique and
develop MFT theory with an emphasis on ethical and social-contextual
aspects of case conceptualization and implications for recovery-based
practice.
MFTH505. Advanced Family Studies. 4 Units.
A critical survey of the research and theory growing out of the fields
of human development and family studies. Provides students with a
background on the social and historical factors that form the context in
which families are defined and function. Students apply course material
to the practice of family life education and family therapy.
MFTH506. Foundations of Systems Thinking: Theory and Neuroscience.
3 Units.
Connects philosophical underpinnings of foundational systemic
and relational theories to current social neuroscience research with
implications and applications for relational practice. Examines the
theory and neuroscience of interplay among biological systems, social
processes, relational dynamics and behavior; with a particular emphasis
on recursive epistemology, the construction of relational experiences,
emotions, attachment, and trauma.
MFTH507. Clinical 2—Social Constructionism and Postmodern Practices
in MFT. 3 Units.
Applies postmodern theories and clinical applications to family therapy.
Focuses on social constructionist thinking and solution-focused therapy
that reflects a paradigm shift from a problem-centered approach to one
of resilience. Facilitates personal empowerment in the face of societal
inequities and pathologizing discourses. Includes the collaborative
language systems approach. Prerequisite: Admission to a CFS doctoral
program or MFAM 564.
MFTH508. Clinical 3—Larger and Multiple Systems in MFT Practice. 3
Units.
Examines a multisystemic framework that includes biological,
interpersonal, family, community, school, and organizational systems.
Emphasizes the influence of contextual issues—such as gender, race,
class, sexual orientation, and ethnicity—on emotion, behavior, and
relationship patterns related to mental health and family issues in
couples and family therapy practice.
MFTH509. Clinical Issues. 3 Units.
Special topics related to systems/relational practice in marital and family
therapy.
MFTH519. Teaching in Higher Education. 2 Units.
Discusses theory, techniques, and processes in the teaching of MFT,
including an examination of didactic and experiential techniques.
MFTH520. Practicum in Teaching. 3 Units.
Provides the bridge between state-of-the-art pedagogical skills and the
practical application of those skills in teaching in the classroom and
other community settings. With a focus on teaching, students engage
in curriculum planning, testing, course delivery in family science, and
developlment of teaching and self-evaluation skills toward continuous
quality improvement in the art and science of teaching.
MFTH521. E-Learning: Construction and Design. 2 Units.
Responding to movement of universities toward technology-based
instruction, prepares doctoral students to design and construct online
and distance education curricula. Emphasizes utilization of Blackboard
and Desire2Learn applications. Students create online course modules
for undergraduate or master's-level instruction in a family or counseling-
related field of study. Prerequisite: Prior teaching or teaching assistance
experience. MFTH 519 recommended.
MFTH522. E-Learning: Delivery and Management. 2 Units.
Emphasizes mastery of online course development and delivery of
virtual class communities in higher education. Presents cutting-edge
online course instruction; including, Website maintenance, student
communications, and grading.
MFTH524. Marital and Family Therapy Administration: Organizational
Structure, Process and Behavior. 3 Units.
Helps students understand how organizations operate and the effect of
different contingency factors on the choices managers make. Covers
essential theories and concepts for managing in the twenty-first century.
Treats behavioral processes with reference to organizational structure
and design. Employs larger-systems theory to assist in the development
of effective leadership skills.
MFTH525. Advanced Marital and Family Therapy Assessment and
Testing. 3 Units.
Examines testing, diagnosis, and assessment in the practice of marital
and family therapy. Emphasizes development of a comprehensive
assessment model that integrates traditional models of mental
health assessment with cybernetic, developmental, and interactional
perspectives. Case material spans individual, couple, and family
assessments in clinical and research settings. Students administer
instruments and integrate findings into an overall systemic framework.
MFTH526. Advanced Marital and Family Therapy and Organizational
Assessment. 4 Units.
Prepares marriage and family therapy doctoral degree students
with skills and knowledge to become competent with methods of
relational assessment in clinical and research settings. Emphasizes
understanding, evaluation, and utilization of both individual and family-
based assessments in organizational settings. Students assess the
strengths and weakness of instruments in order to determine the best fit
for a program, clinical topic, or research project.
MFTH528. Organizations: Structure, Process, and Behavior. 3 Units.
Helps students understand how organizations operate and how different
contingency factors can affect the choices managers make. Covers
essential theories and concepts for managing in the twenty-first century.
Treats behavioral processes with reference to organizational structure
and design. Larger-systems theory and leadership skills.
MFTH534. Family Therapy and Medicine. 3 Units.
Examines the interface of medical practice and family therapy in common
medical family therapy settings. Explores the culture of medicine,
including usual medical practices and procedures. Outlines adaptations
of the medical model used by family therapists. Offers models for
collaboration of medical family therapists with medical practitioners.
Addresses behavioral health intervention strategies for families with
health and wellness issues.
MFTH539. Health and Illness in Families. 4 Units.
Examines the biopsychosocial-spiritual aspects of illness and their
impact on individuals, couples, and family systems across the lifespan.
Students locate, interpret, and critique the scholarly literature used to
study illness as it pertains to families. Highlights major issues, trends,
theories, and models in health care; and their implications.
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MFTH540. Medical Family Therapy. 3 Units.
Provides an overview of medical family therapy and the theoretical
models that can be applied to clinical work within medical settings.
Addresses contextual issues that impact health of patients and family
members. Includes personal and professional aspects of providing
ethical, holistic, and collaborative clinical care in medical settings.
MFTH541. Medical Family Therapy Seminar 1. 1 Unit.
In a workshop format incorporating presentation and discussion with
faculty and peers, students develop their expertise in researching
specific issues relevant to their practice. Focuses on evidence-based
interventions and relevant psychotropic medications. Prerequisite or
Concurrent: MFTH 540.
MFTH542. Medical Family Therapy Seminar 2. 1 Unit.
In a workshop format that incorporates presentation and discussion with
faculty and peers, students develop their understanding of the impact of
spiritual practices on health, illness, grief, and loss. Focuses on culturally
sensitive interventions.
MFTH543. Medical Family Therapy Seminar 3. 1 Unit.
In a workshop format that incorporates presentation and discussion with
faculty and peers, students enhance their professional development.
Students learn to market their services to physicians and those in the
health-care field, to network professionally, and to prepare for a job
search.
MFTH545. Research and Practice with Couples and Families. 3 Units.
A scholarly and critical review of the literature in family social science,
with application of this literature to the practice of family life education
and/or marital and family therapy. Students interact with the material
to critically challenge historical approaches and develop new insights
and understandings that would shape present and future practice of
interventionists that work with families.
MFTH546. Advances in Family Sciences. 3 Units.
Focuses on current issues, trends, and approaches in the field of family
social science; and interacts with newer advances in the field resulting
from changes in practice, sociocultural, political, and technological
arenas. Presents professional practice as an evolving process for
practitioners in the twenty-first century.
MFTH555. Organizational Development and Change. 3 Units.
Helps students understand the application of behavioral and family
science knowledge to improve organization performance and
organization functioning. Discusses the process of planned change and
the change process. Includes interpersonal and group processes such as
T-groups, process consultations, and team building. Addresses conflict
resolutions, organizational lifespan, leadership skills, and critical-incident
stress debriefing.
MFTH556. Management Consulting and Professional Relations. 3 Units.
Capstone course for the system consultation and professional relations
concentration in the doctoral programs in the Department of Counseling
and Family Sciences. Students integrate theories, knowledge, and skills
from MFTH 528, 555, and 557. Assists students to apply expertise in
organizational assessment, behavior, and change to practical and real
life.
MFTH557. Organizational Assessment. 3 Units.
How to make an assessment of an organizational system. Addresses
data collection and analysis, outcome evaluation, and how to present
assessment in a systemic manner.
MFTH564. Social Context of Health. 3 Units.
Explores ways inequalities in health and illness are patterned by social
context. Provides an overview of the mental and physical health-care
system in the United States. Focuses on social contextual and structural
factors that affect individual and family health and resilience which give
rise to disparities in access and treatment within the health-care system.
MFTH601. Statistics I. 4 Units.
First in a series of three statistics courses. Focuses on basic,
foundational behavioral statistics. Includes causality, levels of statistical
measurement, frequencies distribution, measures of central tendency,
dispersion, probability theory, normal distribution, and ANOVA.
MFTH602. Statistics II. 4 Units.
Second in a series of three statistics courses. Focus on multivariate
techniques. Includes ANOVA, ANCOVA, MANOVA, MANCOVA, formulation
and computation of multiple regression models using scalar and matrix
algebra, multivariate analysis of variance, regression diagnostics and
solutions, regression with categorical dependent variables.
MFTH603. Statistics III. 4 Units.
Third in a series of three statistics courses. Includes nonlinear regression
models, logistic regression, discriminant analysis, path analysis, factor
analysis, and structural modeling; and, social network analysis and
multilevel modeling. Prerequisite: MFTH 602.
MFTH604. Advanced Qualitative Methods. 4 Units.
Preparation to conduct and evaluate qualitative research in marital and
family therapy and family studies. Introduction to a social constructionist
critique of research which includes considering questions such as the
researcher's role and relationship to the research process, objectivity,
reflexivity, credibility, and the construction of knowledge. Examination of
qualitative methodologies including grounded theory.
MFTH605. Advanced Quantitative Methods. 4 Units.
Focuses on survey research design and data analysis. Includes research
idea development, relational hypotheses formation, survey planning
and management, questionnaire and item design, sampling, systemic
clinical data measurement, logic of analysis, and problems of statistical
interpretation and threats to internal and external validity.
MFTH606. Issues in MFT Research. 4 Units.
Addresses current issues in marriage and family therapy (MFT) research
as a basis for on-going inquiry and program development in the
field. Emphasizes research history, trends in the field, and evidence-
based approaches to recovery. Focuses on the process of designing,
implementing, and disseminating research to support the field of MFT.
MFTH607. Scholarly Skills. 1 Unit.
Orientation to bibliographic search engines and databases for writing
critical literature reviews. Emphasizes search terms, development of a
bibliographic database, and organization of a scholarly review.
MFTH608. Analysis and Presentation Issues in Research. 3 Units.
Third of three research courses. Identifies issues such as specifying
research questions/problems, using relevant literature, selecting and
using appropriate analytical tools, summarizing empirical results, and
presenting results for proposals in a variety of settings. Focuses on
quantitative approaches, meta-analyses, and mixed methods approaches.
482 Marriage and Family (MFAM)
MFTH624. Program Development for Families and Communities. 3 Units.
Examines core components of systemic/relational programs designed
to address mental health problems within the context of families and
larger systems. Explains the elements of systemic programming that
address clinical treatment problems/populations, as well as prevention
and intervention issues affecting schools, neighborhoods, and other
communities. Using the systemic/relational paradigm of the field,
students create programs reflecting their areas of interest.
MFTH625. Grant Writing. 3 Units.
Study and practice in locating, developing, and responding to great grant
opportunities of interest to marriage and family therapists and the mental
health populations they serve. Students develop their own systemic/
relational program, training, research, or dissertation grant ideas; locate
potential funding sources; tailor applications and proposals to each
funding source; and critique and refine proposals to meet professional
and grantor standards.
MFTH626. Program Evaluation and Monitoring. 3 Units.
Addresses formative and summative evaluations using quantitative,
qualitative, and mixed method designs. Emphasizes program evaluation
and clinical outcomes, and collaboration with stakeholders to ensure
evaluation reports meet intended purposes. Includes assessment
of program need, theory and adherence, process and performance,
outcomes, impact, and efficiency.
MFTH627. Advanced Program Development and Evaluation. 2 Units.
Participants develop D.M.F.T. degree project proposals through intensive
literature review, consultation with organization and community
stakeholders, discussion with faculty and peers, and refinement resulting
from feedback following formal presentations. The D.M.F.T. degree
proposal is the expected outcome from this two-quarter class. For
D.M.F.T. degree students only. Prerequisite: MFTH 624, MFTH 625, MFTH
626.
MFTH634. Practicum in Marital and Family Therapy. 3 Units.
A three-quarter practicum applying systems/relational therapy to
relational distress and mental health symptoms. Emphasizes a positive,
strengths-based approach to resilience. Section 1: addresses gender,
culture, socioeconomic, and political aspects of practice. Section 2:
focuses on student's mode of systemic conceptualization and how to
work with in-session process. Section 3: emphasizes religious beliefs
and spirituality, and moral and ethical imperatives in relationally-based
practice.
MFTH637. Special Projects in Health and Illness in Families. 1,3 Unit.
Independent study in which students who have taken MFTH 544
participate in research, program development or evaluation, or clinical
activities related to the integration of relational health and wellness.
Prerequisite or concurrent: MFTH 544.
MFTH668. Qualitative Research Practicum. 3 Units.
Gives students the opportunity to continue developing the skills needed
to conduct and report the qualitative research begun in MFTH 604.
Students expected to engage in a research project, with particular
emphasis on analysis and manuscript preparation.
MFTH694. Doctoral Seminar. 1 Unit.
Ph.D. degree students develop and refine their dissertation proposals in
a workshop format through presentation and discussion with faculty and
other students.
MFTH695. Project Research. 1-12 Units.
Required research associated with the capstone project for the D.M.F.T.
degree.
MFTH697. Research. 1-6 Units.
Independent research relating to marital and family therapy or family
studies under the direction of a faculty advisor.
MFTH698. Dissertation Research. 1-10 Units.
Completes independent research contributing to the field of marital and
family therapy.
MFTH785. Professional Clinical Training in MFT. 1.5,3 Unit.
Supervised experience in the practice of marital and family therapy.
Hours represent face-to-face direct client contact. May be repeated.
MFTH785A. Begin Clinical Training in Couple, Marital, and Family
Therapy. 0 Units.
Enables students to consult with clinical director to set up and begin
supervised clinical practice in the field of couple, marital, and family
therapy. Acceptance into a CFS doctoral program.
MFTH785B. Clinical Training in Couple, Marital, and Family Therapy. 4
Units.
Provides direct client contact in the practice of couple, marital, and family
therapy and documents completion of a minimum of 200 hours of direct
client contact. Meets AAMFT-approved standards and applies toward
40 hours of clinical experience. May cover up to five quarters and be
repeated five times.
MFTH786. Professional Development Proposal. 0 Units.
Must be registered for at least one quarter prior to eligibility for 786A.
The student's professional development plan must be formulated and
approved by the faculty during this course.
MFTH786A. Professional Development in Marital and Family Therapy.
1.5-12 Units.
Doctoral-level experience in marital and family therapy under the
supervision of a senior-level family therapist/mentor. Must be arranged
in advance in the department. A total of 36 units required for graduation.
Prerequisite: MFTH 786.
MFTH786B. Professional Internship in Marital and Family Therapy—
Clinical. 2,4 Units.
Supervised client contact (face-to-face hours only) in the practice of
marital and family therapy.
Marriage and Family (MFAM)
Courses
MFAM501. Research Tools and Methodology: Quantitative. 3 Units.
Current social research methods, practice in the use of techniques,
consideration of the philosophy of the scientific method, and
familiarization with MFAM test instruments. Cross-listing: COUN 501.
MFAM502. Research Tools and Methodology: Qualitative. 3 Units.
Qualitative methodology. Prepares students to undertake research
projects using the intensive interview method of qualitative research.
Explores practical and epistemological issues and problems in qualitative
research in a workshop format. Cross-listing: COUN 502.
MFAM515. Crisis Intervention and Client Advocacy. 3 Units.
Presents basic counseling theory, techniques, crisis intervention, and
client-centered advocacy in recovery-oriented practice environments.
Includes confidentiality, interprofessional cooperation, working with
consumers, professional socialization, and collaboration. Discusses
suicide, substance abuse, domestic violence, incest, spousal abuse,
rape, treating the severely mentally ill, and disaster and trauma response.
Cross-listing: COUN 515 .
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MFAM516. Play Therapy. 2 Units.
Experiential course that teaches practitioners and graduate students to
apply play therapy techniques in dealing with childhood problems such
as molestation, physical abuse, depression, trauma, and family conflict.
MFAM524. Psychopharmacology and Medical Issues. 3 Units.
Introduces common physical and medical issues related to the practice
of marriage and family therapy. Students learn a biopsychosocial-
spiritual model to assess and intervene—with emphasis given to
psychopharmacology, neuroanatomy, the mind-body relationship, and
research relative to the field of medical family therapy.
MFAM528. Culture, Socioeconomic Status in Therapy. 3 Units.
Addresses current information and historical narratives related to cultural
diversity that impact belief systems, communication patterns, roles,
and expectations within human relationships and systems. Examines
SES and a wide range of social, racial, and ethnic factors that create
meanings for individuals, couples, families, and mental health counselors.
Emphasizes populations that become professional partners or clients
served within this geographic region. Cross-listing: COUN 528.
MFAM535. Case Presentation and Professional Studies. 3 Units.
Introduction to mental health recovery-oriented care. Exploration of
personal biases toward various cultures/ethnicities, and how poverty
and social stress impact consumers. Reviews ethics developed by the
Board of Behavioral Science, the American Counseling Association,
and the American Association of Marriage and Family Therapists.
Examines spirituality and client-centered advocacy as important
processes. Explores the interface between MFTs, counselors, and other
professionals.
MFAM536. Case Presentation and Documentation. 3 Units.
Through observation of live cases, trains student in applied
psychotherapeutic techniques, assessment, diagnosis, prognosis,
and treatment of premarital, couple, family, aging population, the
severely mentally ill, and child relationships. Examines dysfunctional
and functional aspects, including recovery process, health promotion,
evaluation from a systems perspective, documentation, and illness
prevention.
MFAM537. Case Presentation. 3 Units.
The third of six quarters of training work that the student will be
expected to complete during the course of his/her on-campus practicum
experience. Focuses on the development of a theoretical orientation
as a way to develop, critique, and refine the personal and theoretical
perspectives of the therapist. A clinically oriented seminar in which
students are asked to prepare brief and focused presentations of
individual, marital, or family cases.
MFAM538. Theory and Practice of Conflict Resolution. 2 Units.
Overviews the field of conflict management and resolution. Basic theories
and methodologies in the field, with opportunity to develop basic clinical
mediation skills.
MFAM539. Solution-Focused Family Therapy. 2 Units.
Provides an in-depth understanding of solution-focused family therapy
and practice. Focuses on the work of de Shazer and Berg, along with the
foundational constructs of MRI.
MFAM545. Gender Perspectives. 2 Units.
Explores the identities, roles, and relationships of women and men in light
of social, cultural, and historical perspectives. Explores implications for
behavioral health professionals who work with families.
MFAM547. Social Ecology of Individual and Family Development. 3
Units.
Studies human individual development and its relationship to the
family life cycle from birth through aging and death of family members.
Discusses biological, psychological, social, and spiritual development
in the context of family dynamics involving traditional two-parent
families, alternative partnerships, single parents, blended families, and
intergenerational communities. Corss-listing: COUN 547.
MFAM549. Christian Counseling and Family Therapy. 2 Units.
Integrates Christian concepts and family therapy in a conceptual and
clinical context.
MFAM551. Family Therapy: Foundational Theories and Practice. 3 Units.
Provides an overview of the major theories in marriage and family
therapy. Explores systems theory concepts in light of the major models of
family therapy. Exposes students to the recovery process and consumer
advocacy. Examines evidence-based models—such as cognitive
behavioral, multidimensional family therapy (MDFT), and emotional-
focused therapy. Through MDFT, exposes students to the treatment of
addicted adolescents and their families.
MFAM552. Couples Therapy: Theory and Practice. 3 Units.
Overview of the couples/marital therapy literature—including divorce,
child rearing, parenting, step parenting, and blended families. Evidence-
based practices studied relevant to consumer treatment and recovery.
Examines how culture, SES, poverty, social, stress and addiction affect
clinical practice.
MFAM553. Family Systems Theory. 3 Units.
Reviews Bowen theory of family systems. Introduction to family
psychotherapy as an outgrowth of the theory. Students examine their
own families of origin.
MFAM555. Narrative Family Therapy. 2 Units.
Narrative therapy and social construction as important developments in
social theory and in clinical practice. Uses narratives and the role they
play in a person's life through language and meaning systems. Examines
issues of power, collaboration, culture, community, and re-authoring
narratives, particularly in the works of Michael White and David Epston.
MFAM556. Psychopathology and Diagnostic Procedures. 3 Units.
Explores the history and development of psychopathology and how it
relates to current clinical practice in general and marriage and family
therapy in particular. Utilizes the multiaxial classifications of the DSM-IV
as a practical basis for diagnostics. Prerequisite: A course in abnormal
psychology. Cross-listing: COUN 556.
MFAM559. Cognitive-Behavioral Couples Therapy. 2,3 Units.
Experiential course that surveys major cognitive-behavioral family
therapy therapists, and integrates treatment techniques into practice in
laboratory.
MFAM564. Family Therapy: Advanced Foundational Theories and
Practice. 3 Units.
Comprehensively surveys more recent therapy models, such as narrative,
collaborative language systems, and solution-focused theory. Using these
models, student learns to assess and consider diagnosis; as well as
learn the role of language, meaning, and process in relationships. Class
examines the theoretical strengths and limitations of these models in
relation to culturally diverse populations.
484 Marriage and Family (MFAM)
MFAM567. Treating the Severely and Persistently Mentally Ill and the
Recovery Process. 3 Units.
Addresses identification, treatment, and referral procedures for severely
mentally ill consumers in diverse populations. Focuses on the recovery
process and on evidence-based or agreed-upon approaches during
treatment. Includes etiology, diagnosis, treatment planning, and
prevention of mental and emotional disorders, and dysfunctional
behavior.
MFAM568. Groups: Process and Practice. 3 Units.
Surveys major theoretical approaches, including individual theories,
marital groups, network, and family therapy groups. Group laboratory
experience provided wherein students apply theory to practice and
develop group leadership skills. Cross-listing: COUN 568.
MFAM584. Advanced Child and Adolescent Development. 3 Units.
Psychodynamics involved in child and adolescent problems with
respect to the family relationship. Demonstrates a variety of counseling
approaches to the treatment of children and adolescents, with emphasis
on diverse settings (e.g., education, hospital, and agency). Cross-listing:
COUN 584.
MFAM604. Social Context in Clinical Practice: Gender, Class, and Race. 3
Units.
Introduces social inequalities that result in unfairness, health disparities,
assaults to personal dignity, and family stress. Focuses on how one's
position within social hierarchies—such as gender, socioeconomic status,
race, and sexual orientation—affects psychological and relational health.
Examination of how family therapists and counselors address these
social contextual factors as part of a recovery-based approach that
empowers people within their relationships and social systems.Cross-
listing: COUN 604.
MFAM605. Gestalt Family Therapy. 2 Units.
Principles of Gestalt psychology and therapy; the relationship between
the individual and the physical, emotional, societal, and spiritual
environment. Group experience that permits the spiritual and affective
aspects of Gestalt therapy to be expressed and integrated with systems
theory.
MFAM606. Emotionally Focused Couples Therapy. 2 Units.
Students examine the theory of emotionally focused therapy and
concentrate on the work and research of Susan Johnson.
MFAM614. Law and Ethics. 3 Units.
Examines child welfare, separation, and divorce law, and financial
aspects of family maintenance. Includes case management, referrals,
professional and client interactions, ethical and interprofessional
relations, legal responsibilities, and confidentially. Explores interactions
among the practitioner's sense of self and human values, professional
behavior, scope of practice, and ethics. Examination of impacts of culture,
SES, poverty, social stress, and biology on the recovery process.
MFAM624. Individual and Systems Assessment. 3 Units.
Applies psychological testing methods in the diagnostic assessment
of individual, family, and group behavioral dynamics as encountered
in marriage and family counseling. Observations and/or laboratory
experience. Cross-listing: COUN 624.
MFAM635. Case Presentation and Legal Issues. 3 Units.
A clinically oriented course in which students prepare brief and focused
oral and/or video presentations of individual, marital, or family cases
with which they are currently working at their clinical placements that
demonstrate an understanding of systems theory; as well as of legal,
ethical, cultural, SES, spiritual, and developmental issues. Students
discuss how cases support consumer advocacy.
MFAM636. Case Presentation and Client-Centered Advocacy. 3 Units.
Examines the recovery process in relation to case write-ups. Ongoing
individual, marital, and family cases formally presented by trainees
discussing how consumer advocacy is supported; as well as
collaboration with other mental health practitioners. Requires an in-depth
case write-up on a couple or family that demonstrates an understanding
of legal, ethical, cultural, SES, spiritual, client-centered advocacy, recovery
model, disability act and services, and developmental issues.
MFAM637. Case Presentation and Global Practices. 3 Units.
Students receive case supervision and prepare for a final oral
comprehensive examination that requires four videotaped segments
of the case over a minimum of six sessions or six hours, depending
upon the clinic site; a write-up of the case; an epistemology paper; and a
vignette.
MFAM638. Family Therapy and Chemical Abuse. 3 Units.
Examines current theories of etiology of substance use disorders
and the effects of psychoactive drug use. Emphasizes assessment
and evaluation strategies; impact on mental, biological, relational,
and community systems; evidence-based prevention and treatment
approaches within a recovery process orientation. Explores issues of
regional multicultural competence, human diversity, and access to care.
Cross-listing: COUN 638.
MFAM644. Child Abuse and Family Violence. 3 Units.
Presents characteristics of physical and emotional abuse, neglect, sexual
molestation, and family violence including offender and nonoffender
traits. Focus on treatment including individual, group, and family therapy.
Ethical and legal issues, community resources, and multidisciplinary
approaches to child abuse. Examines cultural, SES, poverty and/or social
stress impacts on mental health and recovery. Cross-listing: COUN 644.
MFAM645. Advanced Substance Abuse-Treatment Strategies. 3 Units.
Presents information about addictions treatment for adults, adolescents,
families, groups, and those with multiple diagnoses. Prerequisite: MFAM
638.
MFAM654. Practicum in Drug and Alcohol Counseling. 1 Unit.
Practicum course in which students discuss with individuals and families
and apply current theories and strategies for treating substance use
disorders. Explores issues of multicultural competence, human diversity,
and access to care. Prerequisite: Acceptance into the Drug and Alcohol
Counseling certificate.
MFAM665. Structural and Multidimensional Family Therapy. 2 Units.
Enhances observational, conceptual, planning, and intervention skills.
Increases ability to understand verbal and nonverbal communication and
evidence-based family therapies. Broadens understanding of structural
and multidimensional family therapy.
MFAM674. Human Sexual Behavior. 3 Units.
Sexuality in contemporary society from the sociopsychological viewpoint.
Anatomy and physiology of human sexuality: reproduction, normal and
abnormal sexual response, psychosexual development, human fertility,
human sexual dysfunction. Integration of systems theory. A minimum of
thirty contact hours.
MFAM694. Directed Study: Marriage and Family. 1-4 Units.
Individual study in areas of special interest concerning the family and its
problems. May be repeated for credit at the discretion of the faculty.
MFAM731. Clinical Training. 6 Units.
For MFT students beginning their clinical training. An IP grade will be
assigned until student completes 200 hours at an approved site.
Loma Linda University 2019-2020 485
MFAM732. Clinical Training. 9 Units.
For students who have completed MFAM 731 and are at an approved
clinical site. Students register for 9 units and receive an IP grade until 500
hours or five consecutive quarters have been completed.
MFAM734. Professional Clinical Training. 1.5,3 Unit.
Supervised clinical counseling of individuals, couples, families, and
children. At least one hour of individual supervision per week and two
hours of case presentation seminar per week. Continuous registration for
this portion of the clinical training until completion of at least fifty clock
hours.
MFAM734A. Professional Clinical Training. 1.5-6 Units.
Supervised clinical counseling of individuals, couples, families, and
children. At least one hour of individual supervision per week and two
hours of case-presentation seminar per week. Continuous registration for
this portion of the clinical training until completion of at least 300 clock
hours.
MFAM744. Clinical Internship. 1 Unit.
Supervised clinical counseling of individuals, couples, families, and
children. One hour of individual supervision per week. Postgraduates only.
Approved by internship coordinator.
Mathematics (MATH)
Courses
MATH111. College Algebra. 4 Units.
A study of the properties of the real and complex number systems,
linear and quadratic equations, factoring, exponents, inequalities and
polynomials. Course emphasizes functions (algebraic, exponential and
logarithmic). Note: This course does not apply toward a mathematics
major or minor. Students will enroll through Loma Linda University for
course content and instruction provided online by the Division of Science
and Mathematics of Union College in Lincoln, Nebraska. Grades will be
filed with and transcripts will be provided by Loma Linda University.
Medical Education Services (MNES)
Courses
MNES791. Third-year Elective. 3 Units.
Gives students an opportunity to spend time (two weeks) in a specialty
that holds particular interest to them, allowing them to develop their skills
to a level that will be beneficial in their fourth-year electives.
Medicine—Conjoint (MDCJ)
Courses
MDCJ508. Cell Structure and Function. 8.5 Units.
A fully integrated, comprehensive course that develops knowledge
and skills relating normal microscopic and submicroscopic anatomy
to cellular biology, cellular physiology, and immunology. General
pathology, the common thread for the course, familiarizes students with
morphologic and functional changes affecting cells exposed to a variety
of normal and, to a lesser extent, abnormal environments.
MDCJ509. Introduction to Medical Practice Management. 4 Units.
Introduction to management of a medical practice. Includes: business
operations; financial, human resources, information, quality, and risk
management; organizational governance; and, patient care systems.
MDCJ510. Capstone Project. 3 Units.
Surveys literature focusing on a clinical problem addressed in the basic
science courses of the first-year medical curriculum. Culminates with a
term paper on the researched topic.
MDCJ519. Foundations of Clinical Medicine. 17 Units.
An integrative course consisting of interactive, patient-centered
contextual learning; along with an organ system-based curriculum
throughout the first year of medical school--emphasizing development
of communication and physical examination skills, professionalism,
mind-body interaction, pain management, end-of-life care, child and elder
abuse, domestic violence, and sexuality. Introduces human development
across the life cycle.
MDCJ520. Basis of Medical Genetics. 2 Units.
First of two courses providing foundations in genetics and molecular
biology, including mechanisms for genetic information and its flow in
eukaryotic cells. Introduction to causes of genetic disorders and familial
disease, and genetic components of common disorders. Preparation
for transition to sophomore-year clinical applications and clinical case
presentations.
MDCJ521. Applications of Clinical Genetics. 2 Units.
Second of two courses expanding upon the genetic/molecular basis of
human diseases. Preparation for clinical practice and offers tools for
lifelong learning.
MDCJ527. Cell Structure and Function. 8.5 Units.
Describes basic and organ system histology relative to cell biology,
immunology, and general pathology, and applies this material to general
pathology. Develops skills in use of the microscope, and in diagnostic and
clinical problem solving.
MDCJ528. Evidence-Based Medicine and Information Sciences. 3.5
Units.
Promotes acquisition of the five fundamental skills of evidence-based
medicine. Includes: how to ask clinically relevant questions; how to
acquire answers to questions commonly asked by physicians; how to
critically appraise the medical literature; how to apply results of the
medical literature to patients; and how to self-assess progress in the
acquisition of the foregoing skills. Begins the process of self-directed,
lifelong learning.
MDCJ530. Pathophysiology and Applied Physical Diagnosis. 11 Units.
Introduction to pathophysiologic principles underlying mechanisms
of disease. Applies pathophysiologic principles to a variety of new
situations that require problem solving and synthesis in a clinical context.
Promotes development of clinical skills and professionalism.
MDCJ538. Medical Neuroscience. 3.5 Units.
Provides a broad-based foundation in neuroscience. Addresses basic
normal neuroanatomy and neurophysiology of the human central and
peripheral nervous systems. Employs neurologic examination to evaluate
central and peripheral nervous systems. Presents how to accurately
localize lesions of the central and peripheral nervous systems and use
technologies that can diagnose neurologic conditions.
MDCJ539. Diseases of Neuroscience. 4 Units.
Applies tools derived from the basic building blocks of neuroanatomy and
neurophysiology to the clinical neurologic examination of patients with a
broad array of neurologic diseases or conditions.
MDCJ560. Basis of Medical Genetics. 2 Units.
Lays basic foundations in genetics and molecular biology, including
mechanisms for genetic information and its flow in eukaryotic cells.
Introduction to causes of genetic disorders and familial disease, and
genetic components of common disorders.
486 Medicine (MEDN)
MDCJ599. Medicine Conjoint Directed Study. 1-18 Units.
Individual arrangements for students to study under the guidance of a
program faculty member. May include reading, literature review, lectures
or other special projects. Minimum of thirty hours required for each unit
of credit. Does not fulfill requirements towards the M.D. degree.
MDCJ821. Preventive Medicine and Population Health. 1.5-6 Units.
Introduces clinical preventive medicine, quality improvement and patient
safety, motivational interviewing, and care of the underserved in clinic
and public health settings. Orientation to allied health professions, and
complementary and alternative medicine.
MDCJ891. Whole Person Care. 1.5-30 Units.
Offers fourth-year medical students the opportunity to explore various
aspects of whole person care, film and medicine, law and medicine,
tropical medicine, and patient safety.
Medicine (MEDN)
Courses
MEDN599. Medicine Directed Study. 1.5-18 Units.
MEDN701. Medicine Clerkship. 1.5-15 Units.
A third-year internal medicine course that provides the knowledge and
develops in students the skills and attitudes necessary to care for the
adult patient. Utilizes bedside teaching, lecture, and independent learning
to achieve the stated goals. One outpatient and two inpatient rotations
allow students to experience different patient conditions and populations
while exposing them to both acute and chronic medical illnesses.
MEDN821. Medicine Subinternship. 1.5-6 Units.
Builds upon and expands the core knowledge established during the
third-year clerkship. Student assumes more responsibility in patient care
and, functioning essentially as the intern on the case, works closely with
the senior resident and attending physician to provide optimal care that is
evidence-based, cost efficient, and effective.
MEDN822. Medicine Intensive Care. 1.5-6 Units.
A four-week service on a medical intensive care unit where students are
expected to learn the foundations of care in the ICU. Students participate
actively in the care of patients admitted to the ICU—integrating and
applying their knowledge as they follow patients on a daily basis.
Prerequisite: MEDN 701.
MEDN891. Medicine Elective. 1.5-27 Units.
Provides an opportunity for students to explore various areas of internal
medicine, such as cardiology, nephrology, gastroenterology, etc.
Maternal Newborn Child Health
(MNCH)
Courses
MNCH520. Maternal/Child Health: Policy and Programs. 3 Units.
Examines national and global public health programs, problems,
and policies—targeting infants, children, and childbearing women.
Explores issues such as poverty, access to and utilization of health
care, adolescence, disabilities, family planning, HIV, and AIDS within
socioeconomic, political, and ethical frameworks. Emphasizes
interdisciplinary delivery of services within a public health setting to
improve the well-being of mothers, infants, and children.
MNCH567. Reproductive Health. 3 Units.
Using the life-cycle approach, focuses on reproductive health as a human
right for both men and women. Examines public health policy; programs;
and, to some degree, clinical interventions at various points of the
reproductive life cycle. Explores issues that affect health and fertility,
including family-planning technologies; reproductive tract infections,
including HIV; and the impact of violence on reproductive health. Draws
on reproductive health programs.
MNCH614. Seminar in Maternal and Child Health Practice. 3 Units.
Examines a variety of maternal, newborn, and child health topic areas
addressing a wide range of health behaviors, environmental factors/
conditions, health systems, and determinants of health that affect the
health, wellness, and overall quality of life for these populations and their
families. Analysis of issues—through input from experts, discussion, and
student participation—of trends and current practices affecting maternal,
newborn, and child health.
Microbiology (MICR)
Courses
MICR515. Introduction to Bioinformatics and Genomics. 2 Units.
Introduces computer-aided analysis of macromolecules and the study of
genes and their products on the level of whole genomes.
MICR521. Medical Microbiology. 6 Units.
Systematically studies bacteria, fungi, viruses, and animal parasites of
medical importance; pathogenic mechanisms; methods of identification
and prevention; and clinical correlation.
MICR530. Immunology. 4 Units.
Introduces selected topics of modern immunology to graduate students,
emphasizing understanding key paradigms.
MICR537. Selected Topics in Molecular Biology. 1-3 Units.
Critically evaluates current progress in a specific research area of
molecular biology, including recently published papers and unpublished
manuscripts. May be repeated for additional credit.
MICR540. Physiology and Molecular Genetics of Microbes. 3 Units.
Advanced graduate course covering various hot topics in both microbial
physiology and molecular genetics—such as diversity of microbes
on earth, engineering new metabolic pathways, mechanisms of gene
regulation and gene transfer, and comparative genomics.
MICR547. Medical Microbiology. 4.5 Units.
Covers basic biology of medically important microbial pathogens
and mechanisms of their disease pathologies in the context of organ
systems. Addresses pathologic mechanisms, signs and symptoms
of major infectious diseases, developing differential diagnoses, and
treatment and prevention of these diseases.
MICR570. Mechanisms of Microbial Pathogenesis. 3 Units.
In-depth exploration of molecular mechanisms of pathogenesis and host
response for selected bacteria, viruses, and parasites. Topics include
endotoxins, exotoxins, tools to identify genes crucial to virulence, and a
discussion of selected paradigms of microbe-host interaction. Vaccine
development serves as a unifying theme linking the host-pathogen
interactions. Focuses on evidence for current concepts, using primary
journal articles.
MICR605. Colloquium. 1 Unit.
Presentations by peers on a topic selected and directed by a faculty
member. (All students required to attend the colloquium. Students
registered for colloquium are required to give a presentation.).
Loma Linda University 2019-2020 487
MICR606. Graduate Seminar. 1 Unit.
Student presentation in the form of a seminar. (Course requirement
normally fulfilled by presentation of the dissertation or thesis seminar.
Other major student presentations may also qualify.).
MICR624. Special Problems in Microbiology. 2-4 Units.
Designed primarily for students enrolled in a course work M.S. degree
program who elect to work on a research problem.
MICR625. Independent Study in Microbiology Literature. 2-4 Units.
Explores in depth a specific topic, selected in consultation with the
mentor, such as the antecedents for theses or dissertation research.
(Formal proposal for the scope and evaluation of the independent study
must be approved by the faculty prior to enrollment in this course. Does
not satisfy an elective requirement in the microbiology and molecular
genetics program.).
MICR626. Special Topics in Microbiology. 2-4 Units.
Critically evaluates current progress in a specific research area, including
recently published papers and unpublished manuscripts. (Each course
taught by a resident or a visiting scientist who is a recognized authority
in the research area under discussion. Students may register for multiple
courses under this designation.).
MICR697. Research. 1-7 Units.
MICR698. Thesis. 1-3 Units.
MICR699. Dissertation. 2-5 Units.
MICR891. Microbiology Elective. 1.5-12 Units.
Offers fourth-year medical students the opportunity to explore various
areas of microbiology, including research.
Natural Sciences (NSCI)
Courses
NSCI286. Topics in Biology. 1-4 Units.
Reviews current knowledge in specified areas of the biological sciences.
Registration should indicate the specific topic to be studied. May be
repeated for additional credit. Offered on demand.
NSCI288. Topics in Geology. 1-4 Units.
Reviews current knowledge in specified areas of the earth sciences.
Registration should indicate the specific topic to be studied. May be
repeated for additional credit. Offered on demand.
Neurology (NEUR)
Courses
NEUR599. Directed Elective Study. 1.5-12 Units.
NEUR701. Neurology Clerkship. 1.5-6 Units.
Preparation to competently evaluate, document, localize, diagnose, and
discuss treatment of adult patients exhibiting neurological symptoms.
Addresses neurologic emergencies and chronic outpatient neurologic
conditions.
NEUR891. Neurology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of neurology, including research.
Neurosciences, Systems Biology and
BioEngineering (NSBB)
Courses
NSBB500. Foundations in Neuroscience. 4 Units.
Overview of neuroscience with attention to current research and
problems in the field. Includes basic neuroanatomy and neurophysiology
of the human central and peripheral nervous systems. Prerequisite:
Undergraduate-level biology, inorganic chemistry, organic chemistry,
and general physics; previous experience with computer programming
preferred but not required; a course in statistics preferred but not
required.
NSBB504. Neuroscience Methods. 4 Units.
Provides an in-depth overview of historical and current methods used
to perform experiments focused on learning about neural circuits in
the body, spinal cord, and brain. Emphasizes understanding of neuron
labeling using dyes that can be seen in bright-field and fluorescent
microscopy, recording methods for quantifying neuron activity,
psychophysical experiments to assess neural function, behavioral
assays, optogenetics, and the use of molecular markers. Prerequisite:
NSBB 500.
NSBB506. Fundamentals of Electrophysiology. 4 Units.
Presents fundamental theory and applications of electrophysiological
methods in the context of neuroscience and biomedical research.
Focuses on electrophysiological concepts and electrophysiological
experiments in excitable tissues. Prerequisite: Undergraduate-level
biology, inorganic chemistry, and general physics.Calculus preferred, but
not required.
NSBB507. History of Neuroscience. 3 Units.
Provides graduate and medical students with a detailed overview
of the history of neuroscience from the classical Greek period
through contemporary neuroscience research and clinical neurology/
neurosurgery. Emphasizes experiments designed to provide current
models of how the brain works. Emphasizes historical changes in
treatment and clinical practice that inform current understanding of the
nervous system. Prerequisite: Undergraduate-level biology and general
chemistry; NSBB 500 recommended.
NSBB510. Cortical Circuits. 3 Units.
Focuses on the development, function, and dysfunction of the cortex
of the brain. Emphasizes understanding of neuronal proliferation,
differentiation into circuits, and the resulting interaction of cortical
circuits that generate motion and integrate touch, vision, and vestibular
inputs to generate conscious perception, the network basis of learning
and memory, and cortical oscillations (including cortical rhythmic
networks). Prerequisite: NSBB 500.
NSBB515. Contemporary Neuroimaging. 3 Units.
Provides an in-depth overview of historical and current imaging methods
used to perform experiments focused on learning about the structure and
function of neurons and the peripheral and central circuits they develop.
Emphasizes understanding of neuron labeling using microscopy imaging
techniques. Prerequisite: NSBB 500.
NSBB520. Neuroinflammation: Neuron-Glia Interactions. 3 Units.
Provides graduate students with a current understanding of neuronal-
glial interactions in the context of neuroinflammation and its relevance
to neurological disorders. Develops competency in the fundamental
concepts of cross-communication between disciplinary fields, and how
they are applied to diseases of significant social, medical, and economic
burden. Prerequisite: NSBB 500; Immunology (recommended).
488 Neurosciences, Systems Biology and BioEngineering (NSBB)
NSBB524. Systems Biology Journal Club. 2 Units.
Provides students with the opportunity to survey current research
literature in a specialized topic within the domain of systems biology.
Prerequisite: MICR 515.
NSBB525. Bioengineering Journal Club. 2 Units.
Provides students with the opportunity to survey current research
literature in a specialized topic within the domain of bioengineering.
Prerequisite: NSBB 500, NSBB 571; MICR 515.
NSBB526. Neurosciences Journal Club. 2 Units.
Provides students with the opportunity to survey current research
literature in a specialized topic within the domain of neuroscience.
Prerequisite: NSBB 500.
NSBB551. Systems Biology – A Practical Approach. 2 Units.
Provides a general overview of systems biology approaches that enhance
understanding of molecular mechanisms underlying the different
phenotypes of living cells. Emphasize the most recent developments
and future directions in this new and rapidly developing field, particularly
focusing on genomics, epigenomics, and transcriptomics.
NSBB552. Data Analytics. 3 Units.
Presents contemporary data analysis and visualization methods
necessary for biomedical research and presentation. Uses Python and
applies scientific libraries that extend the basic Python language to
incorporate image, time series, spectral, and machine- learning analyses.
Addresses data cleaning, visualization, management, and security.
Prerequisite: NSBB 551; previous experience with computer programming
and data analysis software (recommended).
NSBB553. Advanced Bioinformatics — Sequence and Genome Analysis.
4 Units.
Explores ways in which computational techniques can be applied to
help solve problems related to biology and biochemistry. Focuses on
sequence and genome analysis with genomics and bioinformatics tools.
Prerequisite: NSBB 551.
NSBB555. Genomics and Bioinformatics: Tools. 4 Units.
Teaches students to create extremely useful programs using PERL to
solve biological problems. Basics of Linux and scripting with PERL.
Prerequisite: NSBB 551.
NSBB557. Integration of Computational and Experimental Biology. 4
Units.
A multidisciplinary introduction to computational methods used to
analyze experimental biological data. Introduces mathematical concepts
needed to understand protein structure and dynamics, protein-protein
interactions (structures and networks), gene regulatory networks, signal
transduction networks, metabolic networks, and kinetic modeling of
cellular processes. Also covers techniques used to derive experimental
data. Prerequisite: MICR 515; NSBB 552; and programming experience.
NSBB571. Engineering Analysis of Physiological Systems. 3 Units.
Provides basic engineering analytical tools for quantifying physiological
systems behavior. Addresses several key systems, using engineering
methodology to evaluate the system of interest for solving particular
problems. Prerequisite: A first course in ordinary differential equations
is essential; working knowledge of computer manipulation and
programming (recommended).
NSBB572. Cellular and Molecular Engineering. 3 Units.
Emphasizes engineering and biochemical/biophysical concepts intrinsic
to specific topics at the cellular and molecular level. Includes receptor-
ligand dynamics in cell signaling and function; DNA replication and
RNA processing; cellular energetics and control of gene expression;
membrane structure; transport and traffic; biological process; and
mechanics of cell division and protein and cellular engineering
approaches. Prerequisite: NSBB 570.
NSBB575. Orthopaedic Regenerative Engineering and Mechanobiology. 4
Units.
Introduces advanced biomechanics and mechanobiology of skeletal
tissues–including bone and cartilage– through an understanding of
structure-function relationship in biological tissues. Focuses on bone
and cartilage regenerative engineering approaches based on scaffolds,
stem cells, and mechanotransduction. Prerequisite: PTGR 591, PTGR 592
(recommended); NSBB 579 (recommended); general biology.
NSBB579. Bioengineering Fabrication. 3 Units.
Provides a foundational skill set for using 3D software; for computer
numerical control (CNC) machining, 2D laser cutting, additive 3D printing,
and data collection with Raspberry Pi and Arduino devices; and for
understanding intellectual property. Students use campus resources and
local maker-spaces to complete a project focused on a bioengineering
application.
NSBB580. Medical Imaging Physics. 3 Units.
Includes medical imaging science and the radiological modalities, basic
radiation physics and the interaction of radiation with matter, the physics
of X-ray production, computed tomography, magnetic resonance imaging,
ultrasound and nuclear medicine, quality control, and safety; as well as
clinical applications in each modality. Prerequisite: Undergraduate level
physics course and biology course.
NSBB584. Medical Image Analysis. 2 Units.
Introduces theory, processing, analysis, and high-level applications of
commonly used digital image techniques. Presents common computer
programs and tools for image analysis. Prerequisite: Undergraduate-level
class in calculus and one of the following; introduction to programming,
numerical analysis, computational statistics, or related topics; previous
experience with computer programming highly recommended; course in
statistics helpful but not required.
NSBB585. Radiation Detectors for Medical Applications. 4 Units.
Provides students with a broad overview of radiation detectors for
medical applications in general, with emphasis on scintillation detectors
and their applications in positron emission tomography. Prerequisite:
Undergraduate B.S. degree or equivalent in one of the following areas:
physics or biophysics, chemistry or biochemistry, engineering or
bioengineering.
NSBB587. Radiation Therapy Physics. 4 Units.
Provides graduate and medical students with a broad understanding of
the processing and analysis of basic physics in regards to applications
within the context of radiation therapy. Designed to provide students with
a basic understanding of basic physical sciences, with the necessary
specialist knowledge required to develop a career in radiation therapy.
Prerequisite: Undergraduate B.S. degree in the field of physics, chemistry,
computer science, or engineering.
Loma Linda University 2019-2020 489
NSBB697. Research. 1-8 Units.
The final and central requirement for research-related degrees within the
neurosciences, systems biology, or bioengineering programs. Successful
completion of this original, independent research project demonstrated
through production of a written summary of the research project and
approval by the student's mentor and/or research committee. NSBB
697 research units applicable to both the master's and Ph.D. degrees.
Prerequisite: Successful completion of course work leading to research.
Neurosurgery (NEUS)
Courses
NEUS891. Neurosurgery Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of neurosurgery, including research.
Nursing (NRSG)
Courses
NRSG217. Psychiatric Mental Health Nursing. 6 Units.
Focuses on the care of adult patients experiencing cognitive, mental,
and behavioral disorders. Integrates concepts of crisis intervention,
therapeutic communication, anger management, and coping skills
throughout the course. Provides the student through clinical experience
an opportunity to apply theoretical concepts and implement safe patient
care to patients in selected mental health settings. Prerequisite: NRSG
232, NRSG 233.
NRSG224. Nursing Pathophysiology. 5 Units.
Focuses on the altered processes of human physiology. Emphasizes
exploration of changes of biological processes of the body and the
effects of homeostasis. Studies alteration of health problems, along
with the associated clinical manifestations and treatments. Builds
foundations for understanding the rationale behind assessment, findings,
and nursing intervention.
NRSG230. Principles of Professionalism, Clinical Reasoning, and Self-
Care. 4 Units.
Teaches personal and professional accountability and principles of
self-care that enhance the student's ability to cope with stressors and
succeed in the academic setting, as well as in the nursing profession.
Teaches students to think in a systematic and logical manner that equips
them to make sound clinical nursing judgments.
NRSG231. Foundations of Nursing. 3 Units.
Provides an introduction to the profession of nursing and the roles of the
nurse. Formation of the role of the professional nurse, including scope of
practice and supporting guidelines. Explores current issues in health care
and professional accountability of the nurse, including patient-centered
care, safety; confidentiality; communication; and upholding regulatory,
legal, and ethical principles. Applies nursing knowledge to an adult/aging
individual in the community.
NRSG232. Fundamentals of Nursing. 7 Units.
Expands on the roles of the nurse, and profession-related and patient-care
concepts. Emphasizes physical, psychological, developmental, spiritual,
and cultural aspects of whole person care. Introduces basic nursing
skills, the nursing process, and the decision-making framework to assist
in developing effective clinical judgment skills. Prerequisite: NRSG 224,
NRSG 230, NRSG 231.
NRSG233. Health Assessment. 3 Units.
Provides knowledge and skills to conduct whole person health
assessment of the adult patient. Emphasizes taking a basic health
history, as well as performance of a complete physical examination--
including physiological, psychological, sociocultural, and spiritual
assessments. Skills laboratory experiences provide an opportunity to
practice physical assessment skills. Prerequisite: NRSG 231.
NRSG244. Strategies for Academic Success. 1 Unit.
Assesses student needs, learning styles, strengths, challenges/barriers
in order to provide individualized approaches to learning strategies
essential for success in nursing education and practice.
NRSG299. Directed Study. 1-8 Units.
Opportunity for clinical learning in a selected area of nursing.
Prerequisite: Consent of instructor and the associate dean.
NRSG301. Adult Health Nursing I. 6 Units.
Focuses on the care of adult and older adult patients with health
alterations that require medical and/or surgical intervention. Introduces
the care of older adults while focusing on their unique physiological and
psychological needs. Emphasizes the care of patients with alterations
in selected body functions. Integrates concepts of patient-centered
care, cultural sensitivity, informatics, safe practice, and professionalism
throughout the course. Prerequisite: NRSG 224, NRSG 232, NRSG 233.
NRSG302. Adult Health Nursing II. 8 Units.
Focuses on the care of adult patients with complex medical/surgical
health problems. Emphasizes helping patients and their families cope
with alterations in body functions. Integrates concepts of pharmacology,
health promotion and education, evidence-based practice, and
interdisciplinary collaboration throughout the course. Clinical experiences
that provide the student an opportunity to apply theoretical concepts and
skills to implement safe care to patients. Prerequisite: NRSG 301.
NRSG303. Adult Health Nursing III. 7 Units.
Focuses on advanced concepts of nursing care as they relate to
patients with complex, multisystem alterations in health. Emphasizes
implementing time management and organizational skills while
managing the care of patients with multiple needs and collaborating
with interdisciplinary team. Integrates complex clinical skills; as well
as priority setting, clinical judgment, and tenets of legal and theoretical
practice throughout the course. Prerequisite: NRSG 302.
NRSG305. Nursing Pharmacology. 2 Units.
Provides an introduction to the principles of pharmacology, including
pharmacokinetics, pharmacodynamics, medication interactions, and
potential adverse medication reactions. Emphasizes drug classifications
and nursing care related to the safe administration of medication to
patients across the life span. Prerequisite: NRSG 224.
NRSG314. Obstetrical and Neonatal Nursing. 5 Units.
Provides an integrative, family-centered approach to the care of mothers
and neonates. Emphasizes normal and high-risk pregnancies, normal
growth and development, family dynamics, and the promotion of healthy
behaviors in patients. Includes clinical experiences that provide the
student an opportunity to apply theoretical concepts and implement safe
patient care to mothers and neonates in selected settings. Prerequisite:
NRSG 301.
490 Nursing (NRSG)
NRSG315. Child Health Nursing. 6 Units.
Provides an integrative, family-centered approach to the care of children
from infancy through adolescence. Emphasizes normal growth and
development, family dynamics, common pediatric disorders, and the
promotion of healthy behaviors in patients. Includes clinical experiences
that provide the student an opportunity to apply theoretical concepts and
implement safe patient care to children in selected settings. Prerequisite:
NRSG 302.
NRSG316. Wellness and Health Promotion. 3 Units.
Introduces concepts of health, wellness, healthy lifestyle behaviors, and
health promotion. Examines factors that influence health and health
behaviors and the dynamics of behavior change, with an emphasis on
motivational theory; exemplary behaviors in nutrition, physical activity,
stress management, and tobacco cessation related to health and
wellness; and, wellness for the student and practicing nurse. Prerequisite:
NRSG 224, NRSG 231.
NRSG324. Nursing Informatics and Evidence-Based Practice. 3 Units.
Provides an overview of nursing informatics as it relates to the
provision of safe, quality, patient-centered care. Emphasizes the
establishment and provision of evidence-based practice. Stresses the use
of information management systems in the collection, management, and
communication of patient data; as well as the maintenance of patient
privacy and confidentiality.
NRSG337. Strategies for Professional Transition. 4 Units.
Student assesses and strengthens the application of skills in
communication, research, professional responsibility, teaching-
and-learning process, management, nursing process, and individual
empowerment. Additional skills include nursing informatics, orientation
to LLU campus/University setting, assessment and development
of learning objectives, critical thinking, and portfolio development.
Prerequisite: Admission to RNBS program.
NRSG338. Essential Leadership Concepts for Nursing Licensure. 1 Unit.
Management issues related to entry into nursing practice. For students
who have a previous B.S./B.A. degree or LVN taking the 45 unit option and
who wish to sit for boards at the end of the junior year. Course does not
apply towards the bachelor's degree.
NRSG375. Introduction to Applied Biostatistics for Nurses. 3 Units.
Introduces statistical methods of summarizing, analyzing, presenting,
and interpreting health-related data. Includes, normal and binomial
distributions, probability, central limit theorem, and confidence intervals;
hypothesis testing using t-tests, ANOVA, correlation, linear regression,
chi-square; and, an introduction to multivariable analysis. Prerequisite:
Competency in introductory-level mathematics.
NRSG375L. Computer Applications in Biostatistics. 1 Unit.
Uses SPSS to apply appropriate statistical methods in the summary
and analysis of health-related data, including descriptive; as well as
hypothesis testing using t-tests, correlation, linear regression, chi-square,
and ANOVA. Prerequisite or concurrent: NRSG 375.
NRSG376. Introduction to Applied Biostatistics for Nurses. 4 Units.
Teaches statistical methods for summarizing, analyzing, presenting, and
interpreting health-related data with an emphasis on nursing evidence-
based practice. Emphasizes the practical application of biostatistics
through practice in reading and interpreting statistical summaries
of studies and through the use of the Statistical Package for Social
Sciences (SPSS) software. Students learn the relevance of statistics to
EB nursing practice.
NRSG399. Nursing Externship. 1 Unit.
An elective work-study course that provides opportunity for experiential
understanding of the nature of nursing in the work place. Focuses on
application of the Neuman framework. The student, under the supervision
of an RN preceptor, applies previously learned skill in providing direct
patient care. Prerequisite: NRSG 408.
NRSG404. Introduction to Epidemiology for Nursing. 2,3 Units.
Explores disease occurrence in human populations. Includes: observation
and interpretation in clinical decision making; promotion of optimum
patient outcomes; assessment and measurement of disease occurrence;
prevention of illness; infection control; and, evaluation of research that
impacts delivery of care on local, national, and global levels. Focus on
hospital infections required for 3rd unit. Prerequisite or concurrent*:
NRSG 375 or NRSG 376*.
NRSG405. Health Transitions and Post-Acute Care. 3 Units.
Provides a wholistic approach to care of clients transitioning across
the health-illness continuum and health-care settings. Focuses clinical
experiences on chronic disease management in post-acute settings.
Addresses physiological and psychological needs and common health
alterations of older adults, including end-of-life. Introduces community
resources that facilitate continuity of care, and promote safety and
optimal wellness. Prerequisite or concurrent*: NRSG 303, NRSG 314,
NRSG 315*, NRSG 316.
NRSG407. Complex Nursing Concepts of Health and Disease. 6 Units.
Explores complex pathophysiological concepts across the lifespan,
using a systems approach. Applies multifaceted alterations at the cell/
system levels and functional changes to nursing practice. Uses etiology,
pathogenesis, and clinical manifestations to investigate and understand
common disease processes. Prerequisite: NRSG 337.
NRSG408. Critical Care Nursing. 8 Units.
Focuses on advanced concepts of nursing care as they relate to critically
ill patients. Emphasizes implementation of time management and
organizational skills while managing the care of patients' multiple needs,
and collaborating with the interdisciplinary team. Integrates complex
clinical skills; as well as priority setting, clinical judgment, and tenets of
legal and ethical practice throughout the course. Prerequisite: NRSG 303,
NRSG 314, NRSG 315, NRSG 316.
NRSG409. Home Health Nursing. 3 Units.
Wholistic care of the client system across the lifespan within the home.
Clinical experience focuses on acute and chronic stressors. Introduces
community resources to facilitate continuity of care and to promote
optimal wellness. Prerequisite: NRSG 314, NRSG 315, NRSG 316, NRSG
317.
NRSG414. Management and Leadership for the Registered Nurse. 5
Units.
View of the health-care agency or nursing unit as the core system, with
lines of defense and lines of resistance. The management process as
the set of interventions aimed at maintaining or restoring a state of
equilibrium and order within the organization. The role of the first-line
manager observed and some aspects experienced. Prerequisite: NRSG
337; NRSG 407.
NRSG415. Community Mental Health Nursing. 4 Units.
Delivers community mental health nursing care in a variety of clinical
settings. Assesses stressors and developing primary, secondary,
and tertiary interventions within community populations at risk for
psychosocial stress and illness. Emphasizes psychoeducational group
interventions. Examines the impact of life stressors and includes
principles of health promotion through behavior change. Prerequisite: For
RN to B.S. students only: NRSG 337, NRSG 407.
Loma Linda University 2019-2020 491
NRSG416. Public Health Nursing. 4 Units.
Focuses on the optimal wellness of the community as client. Includes,
intervention strategies emphasizing primary, secondary, and tertiary
prevention with micro- and macro-client systems; assessing factors
influencing population health and the use of evidence-based practices in
the delivery of spiritually and culturally appropriate interventions; and, the
role of the nurse as advocate for social justice. Prerequisite: NRSG 404,
NRSG 405, NRSG 408.
NRSG416L. Public Health Nursing Clinical Laboratory. 4 Units.
Clinical application focusing on the optimal wellness of the community
as client. Intervention strategies emphasizing primary, secondary, and
tertiary prevention with micro-/macro-client systems. Prerequisite or
concurrent*: NRSG 404, NRSG 416*.
NRSG418. Capstone Nursing Practicum. 6 Units.
Provides student the opportunity to function as a contributing member
of the interprofessional team, and to collectively apply the knowledge
and practice the skills acquired in previous courses. Gives students
the opportunity to provide care to a caseload of patients that is safe,
evidence-based, patient-centered, and focused on promoting positive
patient outcomes. Emphasizes demonstration of professional behaviors.
Prerequisite: NRSG 408.
NRSG419. Capstone Nursing Leadership. 6 Units.
Facilitates transition to the role of a professional nurse in the health-
care system. Emphasizes contemporary issues and management
concepts; development of the skills of delegation, conflict management,
and leadership; legal and ethical issues with a focus on personal
accountability and responsibility; and, analysis of health-care policy,
fiscal responsibility, and standards of practice according to regulatory
requirements and institution policies. Prerequisite or concurrent: NRSG
408.
NRSG420. NCLEX Preparation for Second-Degree Students. 2 Units.
Focuses on preparation for the NCLEX–RN examination, with emphasis
on ATI capstone review and professional/licensure issues. Available
for students with BS/BA degrees and for LVNs taking the NCLEX early.
Prerequisite or concurrent: NRSG 408.
NRSG424. Professional RN Capstone. 7 Units.
Focuses on professional nursing development to promote wellness of
individuals, families, and groups under diverse circumstances in clinical
practice. Enhances interprofessional decision-making while exploring
ethical, professional, and clinical issues. Prerequisite: NRSG 337, NRSG
407.
NRSG426. Public Health Nursing for Working RNs. 4 Units.
Focuses on promoting a healthy population. Integrates public health and
nursing science to provide an evidence-based foundation for improving
the public’s health. Examines social and ecological determinants
of health, along with health disparities and vulnerable populations.
Integrates the concepts of primary, secondary, and tertiary interventions.
Prerequisite: NRSG 337, NRSG 404, NRSG 407.
NRSG426L. Public Health Nursing Clinical Laboratory for the Working
RN. 3 Units.
A supervised clinical experience designed for the RN to BS nursing
student. Includes the clinical application of public health nursing—public
health with a focus on populations while addressing individuals, families,
and groups. Intervention strategies utilize primary, secondary, and tertiary
prevention in the community. Includes independent and group work in a
variety of community settings. Prerequisite or concurrent*: NRSG 337,
NRSG 426*.
NRSG428. Health Promotion for RNs. 4 Units.
Examines health promotion in relation to health models. Utilizes
evidence-based practice to promote wellness and optimum health across
the lifespan. Examines the role of lifestyle behaviors in health promotion
and illness prevention. Applies strategies for health behavioral change to
promote wellness and optimum health across the lifespan. Applies the
role of lifestyle behaviors in health behavioral change to promote high-
level wellness in individuals. Prerequisite: NRSG 337.
NRSG429. Nursing Research. 3 Units.
Promotes clinical decision making, based on evidence, through the
exploration and integration of current scientific evidence, use of clinical
reasoning, identification of patient preferences, and assessment of
available resources. Provides the knowledge and understanding of
qualitative and quantitative systems of inquiry. Focuses on analysis and
synthesis of evidence to answer a clinical question relevant to nursing
practice and patient-centered care. Prerequisite: NRSG 324.
NRSG434. Public Health Nursing Laboratory for the Working RN. 3 Units.
The clinical application of public health with a focus on vulnerable
populations. Intervention/strategies involve health promotion and
disease prevention in the community. Clinical experiences include
independent work in a variety of community workplace settings.
Designed for the RN to B.S. student who is not seeking state certification
as a public health nurse. Prerequisite or concurrent*: NRSG 337, NRSG
426*.
NRSG435. Capstone Leadership for the Second-Degree Nursing Student.
4 Units.
Explores development of organizational theories and the roles and
functions of leaders and managers. Examines current competencies in
the area of nursing leadership. Emphasizes application of leadership
concepts, not only within health-care organizations, but also at the
personal level as the students interact with nurses in leadership roles.
Prerequisite or concurrent: NRSG 408.
NRSG497. Advanced Clinical Experience. 3-12 Units.
An elective course open to students seeking clinical experience in
nursing.
NRSG499. Directed Study. 1-8 Units.
Opportunity for clinical experience in a selected area of nursing.
Prerequisite: Consent of instructor and the associate dean.
NRSG519. Advanced Role Development for the Nurse Anesthetist. 4
Units.
Examines advanced practice registered nurse roles and core
competencies. Focuses on issues relevant to nurse anesthesia practice,
including history of nurse anesthesia, role of the nurse anesthetist in
California, and an overview of ethical medical-legal issues. Emphasizes
collaborative communication and the nurse anesthetist as educator. Per
week: theory three hours, practicum zero hours.
NRSG527. Clinical Practicum and Correlation Conference IV. 4 Units.
Continued supervised experience in the full scope of anesthesia
practice. Emphasizes exposure to advanced anesthetic and surgical
techniques. Clinical correlation conference participation includes
attendance at required grand rounds and conferences, participation
in class discussions and projects, and review of selected anesthetic
concepts and techniques. Per week: theory 1 hour, practicum 3 hours.
Prerequisite: NRSG 526.
NRSG528. Clinical Practicum and Correlation Conference V. 4 Units.
Provides unrestricted experience in advanced anesthetic techniques and
surgical specialties during clinical practicum. Prerequisite: NRSG 527.
492 Nursing - Graduate (NGRD)
NRSG529. Clinical Practicum and Correlation Conference VI. 4 Units.
Development and implementation of anesthetic care plans using major
techniques for all surgical specialties, with increasing independence
based on individual skill levels. Provides opportunities for refinement of
decision-making skills in preparation for the independent management of
anesthetics. Prerequisite: NRSG 528.
NRSG565. Primary Care Adult-Gerontology Nurse Practitioner V. 6 Units.
Final clinical practicum. Emphasis on integrating prior learning and
increasing clinical competence in primary care settings. Includes case
study discussions and on-line certification practice testing. Per week:
lecture zero hours, practicum eighteen hours. Prerequisite: NRSG 564.
Nursing - Graduate (NGRD)
Courses
NGRD500. Gerontological Health and Wellness. 2 Units.
Continues development of the advanced practice role of health
promotion, maintenance, and management. Focuses on fragile elders
with acute and chronic conditions.
NGRD501. Primary Care Adult-Gerontology Nurse Practitioner I. 5 Units.
Introduces the role, professional responsibilities, and clinical practice of
the primary care adult-gerontology nurse practitioner (AGNP). Focuses
on primary health care concepts related to health maintenance and
promotion of optimal wellness and common, acute illnesses of the adult.
Per week: lecture 3 hours, practicum 6 hours. Prerequisites: NGRD 621,
NGRD 622, NGRD 624, NGRD 625.
NGRD502. Primary Care Adult-Gerontology Nurse Practitioner II. 6 Units.
Focuses on the AGNP role of health promotion and management of
reproductive health and related conditions across the adult life span. Per
week: lecture 3 hours, practicum 9 hours. Prerequisite: NGRD 501.
NGRD503. Primary Care Adult-Gerontology Nurse Practitioner III. 8
Units.
Continues focus on the AGNP role of health promotion and management
of patients with common chronic conditions across the adult life span.
Per week: lecture 4 hours, practicum 12 hours. Prerequisite: NGRD 502.
NGRD504. Primary Care Adult-Gerontology Nurse Practitioner IV. 8
Units.
Focuses on health maintenance and management of patients with
complex acute and chronic conditions across the adult life span. Per
week: lecture 4 hours, practicum 12 hours. Prerequisite: NGRD 503.
NGRD505. Primary Care Adult-Gerontology Nurse Practitioner V:
Practicum. 8 Units.
Emphasis on integrating prior learning and increasing clinical
competence in primary care settings. Includes discussion and on-line
certification practice testing in addition to final practicum. Per week:
lecture 1 hour, practicum 21 hours. Prerequisite: NGRD 504.
NGRD509. Primary Care Adult-Gerontology Nurse Practitioner: Skills
Laboratory. 1 Unit.
Focuses on kinetic learning and practice of primary care clinical skills
and procedures. An IP will be assigned at the end of each quarter until
all skills laboratory activities for the clinical program are completed.
Prerequisite: NGRD 501.
NGRD510. Family Nurse Practitioner: Pediatrics and Adolescent. 5 Units.
Introduces the FNP student to basic primary health-care concepts of
children, from birth to 21 years of age, related to health maintenance,
promotion, and assessment. Emphasizes developmental milestones
and anticipatory guidance. Introduces common pediatric diseases and
management. Per week: theory 3 hours, clinical 6 hours.
NGRD511. Family Nurse Practitioner I. 5 Units.
Introduces the role, professional responsibilities, and clinical practice
of the primary care family nurse practitioner (FNP). Focuses on primary
health-care concepts related to health maintenance and promotion of
optimal wellness and common, acute illnesses across the life span. Per
week: lecture 3 hours, practicum 6 hours. Prerequisites: NGRD 621, NGRD
622, NGRD 624, NGRD 625.
NGRD512. Family Nurse Practitioner II. 6 Units.
Focuses on the FNP role of health promotion and management of
reproductive health and related conditions across the adult life span. Per
week: lecture 3 hours, practicum 9 hours. Prerequisite: NGRD 511.
NGRD513. Family Nurse Practitioner III. 8 Units.
Focuses on health maintenance and management of patients with
complex acute and chronic conditions across the adult life span. Per
week: lecture 4 hours, practicum 12 hours. Prerequisite: NGRD 512.
NGRD514. Family Nurse Practitioner IV. 8 Units.
Focuses on health maintenance and management of patients with
complex acute and chronic conditions across the adult life span. Per
week: lecture 4 hours, practicum 12 hours. Prerequisite: NGRD 513.
NGRD515. Family Nurse Practitioner V: Practicum. 8 Units.
Emphasis on integrating prior learning and increasing clinical
competence in primary care settings. Includes discussion and on-line
certification practice testing in addition to final practicum. Per week:
lecture 1 hour, practicum 21 hours. Prerequisite: NGRD 514.
NGRD519. Family Nurse Practitioner: Skills Lab. 1 Unit.
Focuses on kinetic learning and practice of primary care clinical skills
and procedures. An IP will be assigned at the end of each quarter until
all skills laboratory activities for the clinical program are completed.
Prerequisite: NGRD 511.
NGRD531. Primary Care Pediatric Nurse Practitioner I. 4 Units.
Focuses on basic primary health-care concepts of children from birth
through young adulthood related to health maintenance and promotion
of optimal wellness; along with the assessment of physiological,
psychological, sociocultural, developmental, and spiritual variables.
Introduces and discusses the role, professional responsibilities, and
clinical practice of the pediatric nurse practitioner as an advanced
practice registered nurse. Prerequisites: NGRD 621, NGRD 622, NGRD
624, NGRD 625.
NGRD532. Primary Care Pediatric Nurse Practitioner II. 6 Units.
Continues development of the PNP primary care role for children from
birth through 21 years of age, related to assessment and management
of common or acute illnesses, while incorporating health maintenance
and prevention. Per week: theory 3 hours, practicum 9 hours. Prerequisite:
NGRD 531.
NGRD533. Primary Care Pediatric Nurse Practitioner III. 6 Units.
Continues development of the PNP primary care role in screening,
assessment, and management of chronic diseases in children from birth
through 21 years of age. Per week: theory 3 hours, practicum 9 hours.
Prerequisite: NGRD 532.
NGRD534. Primary Care Pediatric Nurse Practitioner IV. 6 Units.
Emphasizes the assessment and management of children from birth
to 21 years of age with rare complex chronic health problems such as
genetic syndromes and children with special needs. Per week: theory 3
hours, practicum 9 hours. Prerequisite: NGRD 533.
Loma Linda University 2019-2020 493
NGRD535. Primary Care Pediatric Nurse Practitioner V. 6 Units.
Emphasizes the development of advanced clinical skills in conjunction
with the advance practice role. Discusses health-care issues related to
policy, ethics/ culture, and research. Per week: theory 3 hours, practicum
9 hours. Prerequisite: NGRD 534.
NGRD536. Primary Care Pediatric Nurse Practitioner VI: Practicum. 7
Units.
Focuses on integration and synthesis of knowledge and skills under the
guidance of an expert preceptor, with the goal of working independently
and collaboratively within a health-care team. Includes discussion and
certification practice testing in addition to final practicum. Per week:
practicum 21 hours. Prerequisite: NGRD 535.
NGRD539. Primary Care Pediatric Nurse Practitioner: Skills Laboratory. 1
Unit.
This skills lab is designed to equip pediatric nurse practitioner students
with common ambulatory care skills most often used in pediatric primary
care clinics. An IP will be assigned at the end of each quarter until all
skills lab activities for the clinical program are completed.
NGRD541. Psychiatric Nurse Practitioner I. 4 Units.
Focuses on psychopharmacology principles and treatment in clinical
management of psychiatric disorders and symptoms across the life
span. Per week: theory 3 hours; clinical 3 hours. Prerequisites: NGRD 621,
NGRD 622, NGRD 624, NGRD 625.
NGRD542. Psychiatric Nurse Practitioner II. 6 Units.
Focuses on mental health promotion and assessment of psychiatric
disorders occurring in children, adolescents, adults, and families across
the life span. Per week: theory 3 hours, clinical 9 hours. Prerequisite:
NGRD 541.
NGRD543. Psychiatric Nurse Practitioner III. 6 Units.
Focuses on modalities of evidence-based treatment of children,
adolescents, and family with common, chronic, and complex
psychopathology; and on clinical experience in the assessment and
management of these psychiatric disorders. Per week: theory: 3 hours,
clinical 9 hours. Prerequisite: NGRD 542.
NGRD544. Psychiatric Nurse Practitioner IV. 6 Units.
Focuses on modalities of evidence-based treatment of the adult, geriatric,
and family with common, chronic, and complex psychopathology;
and on clinical experience in the assessment and management of
these psychiatric disorders. Per week: theory 3 hours, clinical 9 hours.
Prerequisite: NGRD 543.
NGRD545. Psychiatric Nurse Practitioner V. 6 Units.
Focuses on modalities of evidence-based psychotherapies, as well
as complementary and alternative approaches across the lifespan—
with emphasis on select psychiatric disorders, community psychiatric
populations, and brief solution-oriented psychotherapy. Prerequisite:
NGRD 544.
NGRD546. Psychiatric Nurse Practitioner VI: Practicum. 7 Units.
Final clinical practicum with opportunity to develop autonomy while
working with preceptors in clinical settings. Focuses on integration of
learning from all prior psychiatric nurse practitioner courses and clinical
experiences. Includes discussion and certification practice testing in
addition to final practicum. Per week: theory 1 hour, practicum 18 hours.
NGRD549. Psychiatric Nurse Practitioner VII: Skills Laboratory. 1 Unit.
Focuses on practice of psychiatric care clinical skills and procedures.
NGRD551. Adult - Gerontology: CNS I. 4 Units.
Focuses on theoretical basis of advanced nursing practice for adult and
aging clients related to health-care delivery and continuity of chronic
illness care in vulnerable populations. Contents applied to selected client
populations. Prerequisites: NGRD 621, NGRD 622, NGRD 625.
NGRD552. Adult - Gerontology: CNS II. 4 Units.
Focuses on the physiological basis of advanced practice nursing care of
adult and aging clients with specific acute and chronic health conditions.
Utilizes a systems approach to the management of complex patient
problems.
NGRD553. Adult - Gerontology: CNS III. 4 Units.
Focuses on issues relevant to the clinical nurse specialist caring for
the adult and aging client. Includes topics and applications relevant
to organization leadership, clinical reasoning, quality improvement,
collaboration, consultation, finances, and other concepts necessary for
CNS role implementation. Per week: theory 2 hours, clinical 6 hours.
NGRD554. Adult - Gerontology: CNS Clinical Practicum. 2-8 Units.
Experiential learning of the advanced practice role under the guidance of
faculty and clinical experts in the area of adult and aging. Emphasizes the
clinical competencies outlined by AACN. Per week: clinical hours variable.
Prerequisite: NGRD 551, NGRD 552, NGRD 553.
NGRD561. Pediatrics: CNS I. 4 Units.
Focuses on theoretical basis of advanced nursing practice for the child
and family related to health-care delivery and continuity of chronic illness
care in vulnerable populations. Students apply content to selected client
populations. Prerequisites: NGRD 621, NGRD 622, NGRD 625.
NGRD562. Pediatrics: CNS II. 4 Units.
Focuses on the pathophysiological basis of advanced practice nursing
care of the child with specific acute and chronic health conditions.
Utilizes a systems approach to the management of complex patient
problems.
NGRD563. Pediatrics: CNS III. 4 Units.
Focuses on issues relevant to the clinical nurse specialist caring for the
child and family. Includes topics and applications relevant to organization
leadership, clinical reasoning, quality improvement, collaboration,
consultation, finances, and other concepts necessary for CNS role
implementation. Per week: theory 2 hours, clinical 6 hours.
NGRD564. Pediatrics:CNS Clinical Practicum. 2-8 Units.
Experiential learning of the CNS advanced practice role under the
guidance of faculty and clinical experts in the area of the child and family.
Emphasizes the clinical competencies outlined by AACN. Per week:
clinical hours variable.
NGRD571. Advanced Role for the Nurse Anesthetist I. 2 Units.
Examines advanced practice registered nursing roles, with an emphasis
on the role of the nurse anesthetist, issues relevant to nurse anesthesia
practice, and wellness.
NGRD572. Advanced Role for the Nurse Anesthetist II. 2 Units.
Examines the regulation of nurse anesthesia practice, ethical and legal
aspects of nurse anesthesia practice, the business of anesthesia, and the
various roles of the nurse anesthetist. Prerequisite: NGRD 571.
NGRD573. Scientific Foundations of Nurse Anesthesia Practice. 4 Units.
Focuses on the application of principles of chemistry and physics to the
practice of anesthesia.
NGRD574. Anesthesia Equipment and Technology. 2 Units.
Examines various equipment and technology utilized in anesthesia
practice.
494 Nursing - Graduate (NGRD)
NGRD575. Advanced Clinical Anatomy for the Nurse Anesthetist I. 2
Units.
Emphasizes the clinical significance of selected respiratory, nervous,
vascular, and musculoskeletal system anatomical structures and
associated functional aspects as they relate to the practice of
anesthesia.
NGRD576. Advanced Clinical Anatomy for the Nurse Anesthetist II. 2
Units.
Emphasizes the clinical significance of selected respiratory, nervous,
vascular, and musculoskeletal system anatomical structures and
associated functional aspects as they relate to the practice of
anesthesia.
NGRD577. Advanced Physiology for the Nurse Anesthetist. 4 Units.
Examines selected aspects of advanced cell biology and systems
physiology that are related to homeostasis and foundational to the
practice of anesthesia.
NGRD578. Advanced Physiology and Pathophysiology for the Nurse
Anesthetist I. 4 Units.
Examines normal human physiology and the causes, processes, and
clinical manifestations of disease. Focuses on pathophysiology of the
cardiovascular, pulmonary, musculoskeletal, and neuromuscular systems;
and the anesthesia management of patients with associated disorders.
Prerequisite: NGRD 577.
NGRD579. Advanced Physiology and Pathophysiology for the Nurse
Anesthetist II. 4 Units.
Examines normal human physiology and the causes, processes, and
clinical manifestations of disease. Focuses on pathophysiology of
the endocrine, gastrointestinal, hepatic, and renal systems; and the
anesthesia management of patients with associated disorders. Also
examines pediatric and obstetric physiology and pathophysiology
relevant to the practice of anesthesia. Prerequisite: NGRD 577, NGRD
578.
NGRD580. Advanced Health Assessment for Nurse Anesthetists. 4 Units.
Focuses on health history and physical assessment as they relate to
the perioperative patient population. Includes invasive and noninvasive
systems assessment and diagnostic methods. Principles and application
of health promotion strategies for the CRNA population.
NGRD581. Advanced Pharmacology for the Nurse Anesthetist I. 6 Units.
Applies principles of pharmacology to the practice of
anesthesia, including the pharmacodynamics, pharmacokinetics,
pharmacotherapeutics, and toxicology of inhalation anesthetics,
intravenous anesthetics, opioid agonists and antagonists, non-opioid
analgesics, neuromuscular blocking agents, and anesthetic adjuncts.
NGRD582. Advanced Pharmacology for the Nurse Anesthetist II. 2 Units.
Applies principles of pharmacology to the practice of
anesthesia, including the pharmacodynamics, pharmacokinetics,
pharmacotherapeutics, and toxicology of local anesthetics and
anesthetic adjuncts. Prerequisite: NGRD 581.
NGRD583. Advanced Pharmacology for the Nurse Anesthetist III. 2 Units.
Applies principles of pharmacology to the practice of
anesthesia, including the pharmacodynamics, pharmacokinetics,
pharmacotherapeutics, and toxicology of autonomic agents and
additional drugs of interest. Prerequisite: NGRD 582.
NGRD584. Principles of Nurse Anesthesia Practice I. 4 Units.
Examines basic principles of anesthesia related to the perianesthetic
management of patients undergoing surgical, diagnostic, and therapeutic
procedures, culminating in the creation and implementation of a
simulated anesthetic plan of care.
NGRD585. Principles of Nurse Anesthesia Practice II. 4 Units.
Builds upon basic principles of anesthesia and introduces advanced
concepts in the individualized perianesthetic management of patients
with cardiovascular, pulmonary, and neurological disorders. Culminates in
the creation and implementation of an anesthetic plan of care, including
the diagnosis and treatment of simulated altered physiological responses
coincident to the provision of anesthesia services and cardiovascular
and/or pulmonary complications. Prerequisite: NGRD 584.
NGRD586. Principles of Nurse Anesthesia Practice III. 4 Units.
Focuses on the individualized perianesthetic management of patients
with various coexisting diseases across the lifespan, including neonatal,
pediatric, obstetric, and geriatric patient populations. Prerequisite: NGRD
584, NGRD 585.
NGRD587. Principles of Nurse Anesthesia Practice IV. 4 Units.
Focuses on the perianesthetic management of special patient
populations and surgical subspecialties. Prerequisite: NGRD 584, NGRD
585, NGRD 586.
NGRD590. Clinical Practicum I. 2 Units.
Introduces the clinical setting through preceptored experiences in the
management of patients throughout the perianesthetic continuum.
Prerequisite: NGRD 584, NGRD 585.
NGRD591. Clinical Practicum II. 2 Units.
Preceptored clinical experience in the full scope of nurse anesthesia
practice. Focuses on basic principles of anesthesia, including preparation
of the anesthetizing area and successful creation and implementation of
an anesthetic plan of care. Prerequisite: NGRD 590.
NGRD592. Clinical Practicum III. 2 Units.
Preceptored clinical experience in the full scope of nurse anesthesia
practice. Focuses on basic principles of anesthesia, emphasizing
refinement of anesthetic management to improve patient safety and
prevent iatrogenic complications. Prerequisite: NGRD 590, NGRD 591.
NGRD593. Clinical Practicum IV. 2 Units.
Preceptored clinical experience in the full scope of nurse anesthesia
practice. Focuses on predicting and preventing anesthetic management
issues in cases with increasing complexity. Prerequisite: NGRD 590,
NGRD 591, NGRD 592.
NGRD594. Clinical Practicum V. 4 Units.
Preceptored clinical experience in the full scope of nurse anesthesia
practice. Focuses on basic and advanced principles of anesthesia
through the introduction of specialty rotations. Prerequisite: NGRD 590,
NGRD 591, NGRD 592, NGRD 593.
NGRD595. Clinical Practicum VI. 4 Units.
Preceptored clinical experience in the full scope of nurse anesthesia
practice. Focuses on refinement of anesthetic management skills
through continued participation in specialty clinical rotations.
Prerequisite: NGRD 590, NGRD 591, NGRD 592, NGRD 593, NGRD 594.
NGRD596. Clinical Practicum VII. 4 Units.
Preceptored clinical experience in the full scope of nurse anesthesia
practice. Focuses on the development and implementation of anesthetic
care plans using all major techniques for all surgical specialties.
Prerequisite: NGRD 590, NGRD 591, NGRD 592, NGRD 593, NGRD 594,
NGRD 595.
NGRD597. Clinical Practicum VIII. 4 Units.
Preceptored clinical experience in the full scope of nurse anesthesia
practice. Focuses on refinement of decision making with increased
flexibility and speed. Prerequisite: NGRD 590, NGRD 591, NGRD 592,
NGRD 593, NGRD 594, NGRD 595, NGRD 596.
Loma Linda University 2019-2020 495
NGRD598. Clinical Practicum IX. 4 Units.
Culminating clinical course focusing on refinement and demonstration
of requisite knowledge, skills, and competences necessary for entry
into practice. Prerequisite: NGRD 590, NGRD 591, NGRD 592, NGRD 593,
NGRD 594, NGRD 595, NGRD 596, NGRD 597.
NGRD600. Teaching and Learning Theory. 3 Units.
Explores the components of the teaching-learning process, including
traditional and current modalities. Provides opportunities for students to
practice specific teaching strategies.
NGRD601. Curriculum Development in Higher Education. 3 Units.
Emphasizes the basic principles of curriculum building (needs
assessment, program planning, implementation, and evaluation) within
the context of the purposes, trends, and issues of the undergraduate
curriculum in higher education. Considers content in nursing science
and physical therapy and related disciplines in the context of the
philosophical base and nursing and physical therapy theory. Synthesizes
knowledge and application through a curriculum development project.
NGRD602. Assessment of Learning Outcomes. 3 Units.
Explores methods of assessing classroom and clinical performance in
nursing. Assists students in developing measurement instruments that
assess clinical reasoning. Discusses test administration, results analysis,
and appropriate feedback. Addresses social, ethical, and legal issues
related to evaluation, testing, and grading.
NGRD603. Educational Leadership. 2 Units.
Focuses on development of leadership skills within the nursing education
arena that facilitates quality education. Explores the processes of moving
from a nurse faculty role to a leadership role with a perspective toward
developing educational approaches that meet current and future needs
of students and facilitate the development of nursing faculty. Learned
leadership to advance nursing education by being involved with others,
being authentic, and creating an environment for change.
NGRD604. Teaching Practicum. 3 Units.
Assists the student in developing the ability to teach both theory and
clinical components in the specialty area of choice. Emphasizes the
nurse teacher as facilitator of learning. Integrates expected knowledge
and skills related to educational methodology and clinical nursing.
Practice teaching done in the classroom and clinical setting. Per week:
theory 0 hours, practicum 9-12 hours. Prerequisite: NGRD 600.
NGRD605. Clinical Practicum: Nurse Educator. 3 Units.
Focuses on in-depth clinical expertise in selected area of nursing
practice. Considers strategies to use clinical expertise in facilitating
future nursing students' learning.
NGRD606. Nursing Administration Practicum. 1-8 Units.
Provides opportunities for the ongoing development and refinement
of leadership capability in selected areas of nursing administration.
Students showcase competencies in the synthesis and application of
nursing, management, economic, and human resources theories to solve
real-world issues of importance to the profession and the workplace. Per
week: lecture 0 hours, practicum 3-30 hours. Prerequisites: NGRD 652;
HADM 528.
NGRD610. Master's Comprehensive Project. 2 Units.
Comprehensive project based on a PICOT question as appropriate for
focus area of study. Prerequisites: NGRD 651, NGRD 658; Completion of
clinical courses required for concentration area.
NGRD621. Pharmacology in Advanced Practice I. 2 Units.
Principles of pharmacodynamics, pharmacotherapeutics, and
pharmacokinetics. Overview of specific major drug classifications,
discussion of the therapeutic use of drugs, and application to medical
conditions. Addresses specific legal and ethical issues for advanced
practice.
NGRD622. Pharmacology in Advanced Practice II. 3 Units.
Focuses on specific major drug classifications, discussion of the
therapeutic use of these drugs, and their application to medical
conditions.
NGRD623. Neonatal Pharmacology. 3 Units.
Advanced principles of neonatal pharmacotherapeutics,
pharmacodynamics and pharmacokinetics. Additional overview of
specific drug classifications within the neonatal population. Prerequisite
NGRD 621.
NGRD624. Advanced Health Assessment. 4 Units.
Focuses on advanced health assessment skills and knowledge
necessary to successfully conduct a comprehensive history and
physical throughout the lifespan. Emphasizes a wholistic plan of care,
including health promotion strategies, while considering cultural and
developmental variations of the patient.
NGRD625. Advanced Clinical Pathophysiology. 4 Units.
Provides graduate students with an integrated understanding of normal
human physiology and the most common pathological changes that
occur throughout the lifespan. Focuses on using pathophysiological
concepts to explain clinical observations and management.
NGRD629. Special Topics. 1-4 Units.
Lecture and discussion of a current topic in graduate nursing bearing on
the theory or practice of one aspect of the discipline. Specific content
varies from quarter to quarter. May be repeated for additional credit.
NGRD650. Advanced Role Development and Collaboration. 4 Units.
Focuses on transition to advanced practice and doctoral role. Topics
include advanced practice nursing, theoretical bases, competencies,
interprofessional collaboration, legal requirements, evidence-based
practice, research, and professional writing.
NGRD651. Theoretical Foundations for Evidence-Based Practice. 4
Units.
Focuses on the philosophical, theoretical, and scientific foundations of
nursing practice and research. Examines evidence-based models and
theories for use in clinical decision making, program development, and
research design.
NGRD652. Health-Care Systems Leadership. 4 Units.
Applies leadership theories and organizational models to complex
professional and systems issues addressed by the advanced practice
nursing leader. Focuses on development of leadership competencies for
quality health care.
NGRD653. Health Systems Policy Development and Advocacy. 4 Units.
Evaluates the impact of sociopolitical systems/processes within
the context of current trends and issues affecting population health.
Explores the impact of nursing on systems in the workplace, community,
professional organizations, and government. Emphasizes strategic
planning, policy formation, and advocacy.
NGRD654. Social Determinants of Health. 4 Units.
Examines factors that contribute to disease prevention, health promotion,
and well-being in vulnerable and diverse populations. Analyzes models,
programs, and systems that address assessment, implementation, and
evaluation for safe, equitable, culturally competent, and just health care.
496 Nursing - Graduate (NGRD)
NGRD655. Health Systems Finance. 4 Units.
Focuses on health-care economics and finance—including evaluation
of financial reports, business plans, and cost-benefit analyses of care-
delivery systems. Explores strategies for optimizing fiscal resources to
ensure safe patient care and best practices.
NGRD656. Outcomes Assessment for Strategic Planning. 4 Units.
Examines and evaluates patient outcomes across the health-care
system. Considers strategic planning, quality improvement, and
information and technology systems that promote excellence in nursing
practice and research.
NGRD657. Intermediate Statistics. 4 Units.
Topics in intermediate statistics—including ANOVA, multiple regression,
other multivariate statistical procedures, and interpreting computer
output. Applies statistical analysis in translational research and research
design.
NGRD658. Nursing Research and Translational Science. 4 Units.
Provides a comprehensive understanding of scientific thinking, research
methods, and translation science. Focuses on the research and
evidenced-based practice (EBP) roles of scholarship for doctorally
prepared nurse leaders. Prerequisite: NGRD 657.
NGRD659. Professional Writing for Nurse Leaders. 4 Units.
Principles and methods of scholarly writing for research and evidence-
based practice (EBP) dissemination.
NGRD660. Integrative Leadership Case Study. 1-6 Units.
Focuses on integration of advanced concepts for DNP practice. Provides
opportunity to extend learning from previous academic work to achieve
the knowledge needed for the D.N.P. degree. Course may be processed as
an IP but must be completed before beginning NGRD 667 DNP Proposal
Development.
NGRD664. Advanced Statistics. 4 Units.
Explains the different methods of multivariable analyses and other
advanced statistical methods (multiple linear, multiple logistic regression,
and survival analysis); and indicates reasons for choosing one method
over another. Students required to perform an appropriate multivariable
analysis on a data set, conduct an appropriate literature review for
confounding variables, and present their findings within a specific time
frame. Prerequisite: NGRD 657.
NGRD667. DNP Proposal Development. 3 Units.
Examines the Iowa Model of Research in Practice (IMRP) guidelines
and process to systematically develop the approach for implementation
of an evidence-based project to improve patient care quality. Includes
identification of the EBP question, the search for evidence, and steps for
effective translation of the project into the specific practice setting.
NGRD669A. DNP Practice Inquiry Project. 4 Units.
The first of six courses in the development of the DNP project. Student
focuses on identifying and describing in detail the project problem,
forming the project guidance committee and project team in the practice
setting, and beginning development of the DNP project paper and
PowerPoint presentation. Prerequisite or concurrent*: NGRD 656, NGRD
657, NGRD 658, NGRD 667*.
NGRD669B. DNP Practice Inquiry Project. 4 Units.
The second of six courses in the development of the DNP project.
Student comprehensively reviews and critiques relevant literature, works
through the IRB approval process, and continues developing the DNP
project paper and PowerPoint presentation. Prerequisite or concurrent*:
NGRD 667, NGRD 669A*.
NGRD669C. DNP Practice Inquiry Project. 2 Units.
The third of six courses in the development of the DNP project. Student
pilots the project in the practice setting, and continues developing
the DNP project paper and PowerPoint presentation. Prerequisite or
concurrent: NGRD 669A, NGRD 669B.
NGRD669D. DNP Practice Inquiry Project. 2 Units.
The fourth of six courses in the development of the DNP project. Student
implements the change project using appropriate communication
strategies with key personnel; and adapts change strategies
appropriately, while continuing to develop the DNP project paper and
PowerPoint presentation. Prerequisite: NGRD 667, NGRD 669A, NGRD
669B, NGRD 669C.
NGRD669E. DNP Practice Inquiry Project. 2 Units.
The fifth of six courses in the development of the DNP project. Student
monitors and analyzes the change project, evaluates key variables,
implements adjustments as needed, identifies implications for future
work. Student continues developing the DNP project paper and
PowerPoint presentation. Prerequisite or concurrent: NGRD 669D.
NGRD669F. DNP Practice Inquiry Project. 2 Units.
The last of six courses in the development of the DNP project. Student
develops results for dissemination through publication and presentation,
and completes the DNP project paper and PowerPoint presentation.
Prerequisite or concurrent: NGRD 669E.
NGRD679. Writing for Professional Publication. 4 Units.
Provides a review of fundamental writing skills appropriate for doctoral
nursing students and a mentored writing experience that includes
information, resources, and guidance to facilitate development of a
publishable manuscript.
NGRD680. Strategies for Advanced Theory Development in Nursing. 4
Units.
Engages the student in examining and applying the process of concept
and theory development. Students analyze phenomena of interest, use
selected strategies to construct conceptual relationships, and evaluate
theoretical frameworks for development of nursing science. Prerequisite:
NGRD 651.
NGRD681. Philosophical Foundations of Nursing Science. 4 Units.
Explores the development of scientific thought and knowledge. Examines
sources of knowledge and the assumptions underlying major approaches
to scientific inquiry. Critiques these approaches in relation to knowledge
development of nursing science.
NGRD683. Mentored Research. 2 Units.
Student participates in the research process or engages in research
activities guided by mentors. Experience contributes to ongoing
development of the student's knowledge in research planning, design
conduct, analysis, or dissemination. Research activity may continue
beyond one quarter (IP eligible). Acceptance into the Ph.D. degree
program in nursing.
NGRD684. Quantitative Research Methods. 4 Units.
Examines quantitative research methods applicable to advancing
and developing nursing science. Topics range from the formulation
of research problems and questions to discussing and identifying
complex designs and methods. Guides the student in development of
a quantitative research proposal that focuses on an area of study that
may serve as the initial step in conducting independent dissertation
research. Prerequisite: Minimum of one doctoral-level statistics course, or
equivalent.
Loma Linda University 2019-2020 497
NGRD685. Qualitative Research Methods. 4 Units.
Overview of qualitative research methods. Emphasizes selected
qualitative and mixed research methodologies specific to social, clinical,
and health services research. Topics include theoretical bases for
conducting qualitative research; research design; data gathering,
including interviewing, observation, archival and historical research, and
data analysis and writing. Introduces various approaches for integrating
qualitative and quantitative methodologies.
NGRD686. Applied Psychometrics for Health Care. 4 Units.
Advanced study of psychological tests and application in the health
sciences. Includes review of basic statistics and an introduction to
more advanced analyses important to test development and evaluation.
Focuses on methods of test development, procedures for evaluating
psychometric adequacy, and issues in the use and interpretation of test
scores. Prerequisite: STAT 531 or equivalent.
NGRD688. Nursing Science Seminar. 1 Unit.
Nursing phenomena. Focus varies according to national emphases in
nursing research and focus areas of participants. Emphasizes critical
examination of conceptual, theoretical, and methodological issues
relative to the selective topic. Prerequisite: Doctoral standing or consent
of instructor.
NGRD689. Spiritual Care: Theory, Research and Practice. 4 Units.
Examines spirituality and religiosity in the context of health and illness,
and provides or coaches others in providing spiritually sensitive health
care. Emphasizes empirical, personal, and ethical sources of knowledge
about spirituality and religiosity, using knowledge generated in health
care, psychology, anthropology, and other fields.
NGRD695. Advanced Qualitative Research. 4 Units.
Builds upon NGRD 685 Qualitative Research Methods. Focuses on an in-
depth exploration of descriptive qualitative methods, including coding,
with expansion and application of the method for dissertation design.
Prerequisites: NGRD 685.
NGRD696. Master's Thesis. 1-5 Units.
Completion of the requirements of the master's thesis. Prerequisites:
NGRD 657; NGRD 658; approval of advisor.
NGRD697. Dissertation Research. 1-8 Units.
Development, conduct, analysis, and defense of dissertation research.
IP may be applied as needed, depending on the progress of the work.
Prerequisite: Satisfactory completion of the Comprehensive Examination.
NGRD699. Guided Study. 1-6 Units.
Opportunity for intensive study in a selected area of nursing, under
faculty direction.
Nutrition (NUTR)
Courses
NUTR490. Topics in Foods and Food Preparation. 1 Unit.
On-line course provides an introduction to foods and food preparation.
Includes relationship of food composition to food preparation, cultural
and ethnic food patterns, sensory evaluation of food, and culinary
techniques.
NUTR504. Nutritional Metabolism. 5 Units.
Studies the static and dynamic aspects of the metabolism of
carbohydrates, lipids, amino acids, proteins, nucleic acids, enzymes,
hormones, vitamins, and minerals in the normal healthy human.
NUTR509. Public Health Nutrition and Biology. 3 Units.
Introduces the concepts of nutrition and biology as related to public
health. Includes life-cycle issues and discussion of major nutrition-
related diseases and their prevention. Integrates molecular and biological
approaches to public health problems; and addresses the role of
nutritional assessment, intervention, and policy to solve public health
issues.
NUTR510. Advanced Public Health Nutrition. 3 Units.
Advances in public health nutrition and the science base for application
to the prevention of disease in the community. Includes nutritional
guidelines, policies, monitoring systems, efficacious interventions
throughout the life cycle, and interactions between genetic and nutritional
factors. Prerequisite: NUTR 504 or equivalent.
NUTR517. Advanced Nutrition I: Carbohydrates and Lipids. 4 Units.
Advanced study of the nutrition, metabolism, and function of
carbohydrates and lipids as related to health and disease. Prerequisite:
NUTR 504; or biochemistry equivalent; or consent of instructor.
NUTR518. Advanced Nutrition II: Proteins, Vitamins, and Minerals. 4
Units.
Advanced study of the nutrition, metabolism, and function of proteins,
vitamins, and minerals as related to health and disease.
NUTR519. Phytochemicals. 2 Units.
Discusses the role of phytochemicals in disease prevention and
treatment. Reviews current research in this area.
NUTR525. Nutrition Policy, Programs, and Services. 3 Units.
Develops professional skills in management of nutrition programs.
Includes legislative advocacy and analysis of current nutrition programs
at local, state, and federal levels. Laboratory.
NUTR526. Nutrition Counseling and Education. 2 Units.
Counseling skills, specifically counseling one-on-one and groups, in
order to facilitate changes in nutrition status. Teaching/learning styles,
development of therapeutic relationships with patients/clients, and
development of listening skills. Case-study evaluation and development
of group education lesson plans. Includes 1 unit of laboratory.
NUTR527. Assessment of Nutritional Status. 3 Units.
Provides a foundation for understanding how to collect and interpret
anthropometric, biochemical, clinical, and dietary data; and for
understanding how to use such data in analyzing food and nutrient
intake and needs in individuals, groups, and populations of varying health
statuses. Includes 1 unit of laboratory.
NUTR529. Health Aspects of Vegetarian Eating. 3 Units.
Introduces concepts of vegetarian nutrition as related to health and
longevity. Addresses nutritional adequacy, as well as the benefits of
vegetarian eating related to the prevention of major chronic diseases,
such as heart disease, cancer, obesity, diabetes, and osteoporosis. Covers
the interplay between the risks and benefits of vegetarian eating.
NUTR531. Community Nutrition Intervention I. 2 Units.
Provides training and practice identifying/assessing community health
issues. Students collaborate with local associations and faculty advisers
to analyze a public health issue and evaluate intervention alternatives
using an asset-based, problem-solving approach.
NUTR532. Community Nutrition Intervention II. 1 Unit.
Laboratory focusing on the implementation and evaluation of strategies
to address community health issues identified and analyzed in NUTR 531.
Service learning course. Prerequisite: NUTR 531.
498 Nutrition (NUTR)
NUTR534. Maternal and Child Nutrition. 3 Units.
Advanced study of the role of nutrition in human growth and development
during the prenatal period, lactation, infancy, and childhood.
NUTR535. Research Applications in Nutrition. 3 Units.
Overview of research methods in nutrition. Provides an understanding of
foundational issues of research design from both the quantitative and
qualitative perspectives, as well as understanding of the sequence of
procedures in proposal development. Laboratory included.
NUTR537. Nutrition Education Practicum. 1 Unit.
Provides experience in evidence-based education in an outpatient setting.
Student applies culturally sensitive medical nutrition therapy, counsels
individuals and groups, develops patient-education materials, shadows
health-care professionals, and engages patients in an integrated health-
care setting for 30 hours—providing nutrition resources to staff and
patients as needed. May be repeated for additional credit.
NUTR556. Nutritional Applications in Lifestyle Intervention. 3 Units.
Review of literature on the basic nutrients, protein, fat, carbohydrate,
vitamins, minerals, and water. Develops skills to analyze, evaluate, and
prescribe dietary intake for weight loss, weight maintenance, and weight
gain. Reviews current dietary guidelines and pertinent food components
relative to their health effects. Trains in skills, tools, and strategies for
effective nutrition education. Practical training in nutritional assessment
and education skills for lifestyle interventions.
NUTR557. Nutrition Care Process for Diabetes and Heart Disease. 2
Units.
Knowledge, application, and practice applying the nutrition care process
and terminology in assessing patients with diabetes and heart disease;
and developing critical thinking skills in identifying and documenting
information available in patients’ medical chart. Includes 1 unit of
laboratory.
NUTR564. Contemporary Issues of Vegetarian Diets. 2 Units.
Introduces scientific and social issues of vegetarian diets. Provides
background information on the history and rationale of vegetarianism, as
well as data on the health benefits and risks of a vegetarian diet.
NUTR578. Exercise Nutrition. 3 Units.
Nutritional needs of professional and recreational athletes. The role
of macro- and micronutrients and of supplements as ergogenic aids.
Presents overview of current research in the areas of exercise nutrition.
NUTR585. Topics in Global Nutrition. 3 Units.
Discussion of current issues of importance in international nutrition.
NUTR595. Special Topics in Nutrition. 1-4 Units.
Current topics in nutrition. May be repeated for additional credit.
NUTR597. Special Topics in Clinical Nutrition. 1-3 Units.
Current topics in clinical nutrition. May be repeated for additional credit.
NUTR605. Seminar in Nutrition. 1 Unit.
Explores current major issues in nutrition. Students choose and research
a topic or problem and discuss their findings in class. Written report
required. May be repeated for additional credit. Prerequisite: Five
graduate units in nutrition; or consent of instructor.
NUTR608. Doctoral Seminar in Public Health Nutrition. 1-3 Units.
Enhances skills relative to scientific literature review, critical thinking,
scientific discussion with peers, presentation using advanced audiovisual
aids, writing review paper and abstract as per peer-reviewed journal
requirements. Maximal interaction with faculty, peers, and visiting
nutritional professionals. Limited to doctoral degree students in nutrition.
May be repeated for additional credit.
NUTR608A. Scientist Forum. 1 Unit.
Provides a venue for critically appraising the scientific literature and
current topics in the field, understanding the ethical principles of being a
scientist, professional presentations, interacting with faculty and peers,
participating in dissertation proposal and dissertation defense, and IRB
training. Students enroll during the Fall, Winter, and Spring quarters of
their second year in the doctoral program for a total of 3 units.
NUTR608B. Scientist Forum. 1 Unit.
Provides a venue for critically appraising the scientific literature and
current topics in the field, understanding the ethical principles of being a
scientist, professional presentations, interacting with faculty and peers,
participating in dissertation proposal and dissertation defense, and IRB
training. Prerequisite: NUTR 608A.
NUTR608C. Scientist Forum. 1 Unit.
Provides a venue for critically appraising the scientific literature and
current topics in the field, understanding the ethical principles of being a
scientist, professional presentations, interacting with faculty and peers,
participating in dissertation proposal and dissertation defense, and IRB
training. Prerequisite: NUTR 608B.
NUTR617. Preventive Nutrition I: Carbohydrates and Lipids. 2 Units.
Critically reviews the current scientific literature to discuss topics
surrounding advances in macronutrient (CHO and lipid) metabolism,
discusses the role of quantity and quality of carbohydrate and fat in
disease prevention, and provides the rationale and science base of its
application to practice. Prerequisite: NUTR 504, NUTR 518. or equivalent.
NUTR618. Preventive Nutrition II: Protein, Vitamins and Minerals. 2
Units.
Advanced study of current knowledge in nutrition and the rationale and
science base of its application to practice in the prevention of disorders.
Focuses on the role of proteins, vitamins, and minerals. Prerequisite:
NUTR 504, NUTR 517, or equivalent.
NUTR619. Preventive Nutrition III: Phytochemicals. 3 Units.
Critically review of the current scientific literature to discuss topics
surrounding advances in phytochemical metabolism and foods and
food groups that are phytochemical rich; and to understand their role in
disease prevention.
NUTR620. Advanced Topics in Nutrition. 3 Units.
Lecture and discussion of an advanced topic in nutrition bearing on
the theory or practice of one aspect of the discipline. Specific content
varies from year to year. May be repeated for additional credit. Topics
may include: nutrigenomics and epigenetics, environment and nutrition,
microbiome and diet, etc. Limited to doctoral degree students.
NUTR634. Concepts of Nutritional Epidemiology. 3 Units.
Overview of nutritional epidemiology. Includes: nutritional epidemiology
literature; variations in diet; advantages and limitations of diet-
assessment techniques; design, development; validation of food-
frequency questionnaires; nutrient biomarkers; implications of total
energy intake; and, measurement error and correction. Prerequisite: STAT
521 or PHCJ 615; consent of instructor.
NUTR639. Research Methods in Nutrition. 2 Units.
Introduces students to the research process related to clinical/human
nutrition investigation, familiarizing them with the steps to follow as they
organize their research in a logical, focused and efficient way. Covers
development of a research question, a research plan, and a study design.
Gives consideration to subject selection, sample size, and ethical issues.
Prerequisite: STAT 521.
Loma Linda University 2019-2020 499
NUTR643. Advanced Applications in Nutritional Epidemiology. 2 Units.
Applies critical thinking to the development of nutritional epidemiology
research. Includes: expansion and enhancement of nutrition databases;
critical appraisal of self-reported exposure and outcome data; and,
access to and exploration of AHS-2 databases. Prerequisite: NUTR 634.
NUTR664. Vegetarian Nutrition: Person, Population, Planet. 3 Units.
Presents and discusses the scientific and social issues related to
vegetarian diets. Provides background information on the history and
rationale for vegetarianism, as well as evidence for the health benefits
and risks of a vegetarian diet. A forum in which to discuss personal
attitudes and lifestyle approaches to vegetarianism. For doctoral
students only.
NUTR678. Advanced Exercise Nutrition. 3 Units.
Discusses current research in the field of exercise nutrition; nutritional
needs of professional and recreational athletes; and the role of macro-
and micronutrients as ergogenic aids. Requires a presentation and a term
paper on a current research topic in exercise nutrition. Limited to doctoral
students. Instructor approval required for master's degree students.
NUTR685. Preliminary Research Experience. 2 Units.
Experience in various aspects of research under the guidance of a faculty
member and by participation in an ongoing project. Must be completed
prior to beginning dissertation/research project. Limited to doctoral
degree students.
NUTR694. Research. 1-12 Units.
Independent research for doctoral degree candidates and qualified
master's degree students on problems currently being studied in the
program, or in other programs(s) with which they collaborate. Research
program arranged with faculty member(s) involved. Minimum of 100
hours required for each unit of credit. Written report required.
NUTR695. Thesis. 2 Units.
Preparation of report of individual, guided experimental-research study in
nutrition, under direct faculty supervision. Limited to graduate students
whose thesis project has been approved by their research committee.
NUTR696. Directed Study/Special Project. 1-4 Units.
Individual arrangements for advanced students to study under the
guidance of a program faculty member. May include readings, literature
reviews, or other special projects. Minimum of thirty hours required for
each unit of credit. A maximum of 4 units applicable to any master's
degree program.
NUTR697. Dissertation Proposal. 1-10 Units.
Doctoral student develops a written dissertation proposal and works in
collaboration with the dissertation committee chair on mutually agreed-
upon objectives that will provide the basis for evaluation. Culminates in
a written and oral dissertation proposal defense and advancement to
candidacy. Prerequisite: NUTR 697 and advancement to candidacy.
NUTR698. Dissertation. 1-14 Units.
Student prepares manuscript presenting results of doctoral research
study. Limited to doctoral degree students.
NUTR799B. Dietetic Practicum. 6 Units.
Assignment to hospital or other school-approved organization where
practical application of the materials studied regarding food service and
medical nutrition therapy is made under the guidance of department
faculty and the organization involved. Intended to meet the dietetic
practice hours of the Graduate Coordinated Program in Public Health
Nutrition and Dietetics.
NUTR799D. Dietetic Practicum. 12 Units.
Assignment to hospital or other school-approved organization where
practical application of the materials studied regarding food service and
medical nutrition therapy is made under the guidance of department
faculty and the organization involved. Intended to meet the dietetic
practice hours of the Graduate Coordinated Program in Public Health
Nutrition and Dietetics.
Occupational Therapy (OCTH)
Courses
OCTH501. Professional Foundations I. 3 Units.
Foundational understanding of the philosophical and historical
underpinnings of the occupational therapy profession, and the unique
role and therapeutic use of occupation across multiple settings.
Introduces the professional paradigms of frames of reference,
professional organizations, and occupation in health and society. Initiates
the process of therapeutic use of self as a reflective professional.
OCTH502. Professional Foundations II: Human Occupation. 3 Units.
Develops an understanding of how occupation, embedded in a
diverse social-cultural context, is shaped and changed throughout the
human lifespan. Examines the concept of occupation, as defined in
occupational therapy and occupational science, in the context of its
historical relationship to human adaptation and health. Explores social
participation through individual and group occupations. Prerequisite:
OCTH 501.
OCTH503. Professional Foundations III. 1 Unit.
Explores occupational science as a foundation for understanding the
form, function, and meaning of occupation to inform intervention and
guide research for health promotion and wellness. Includes basic
elements of grant writing, and opportunity to create a mock grant
proposal for innovative program development.
OCTH504. Professional Foundations IV. 2 Units.
Introduces leadership and management with roles and responsibilities
specific to occupational therapy practice. Explores standards of practice,
supervision, and advocacy options for populations and the profession.
OCTH505. Occupation-Based Activity Analysis. 3 Units.
Analyzes activities in all areas of occupations based on dynamic
interaction of client factors, performance skills, performance patterns,
and contexts. Includes in-depth understanding of the kinesiology
components of joint mobility, stability, tone, and power. Relates
activity demands to their influence on performance in occupations.
Applies concepts to grading and adapting activities and occupations.
Prerequisite: AHCJ 512.
OCTH506. Functional Neuroscience. 3 Units.
Provides a foundational understanding of neuroscience—including
anatomy and function of the central and peripheral nervous systems,
neurological conditions related to anatomical structure and function,
and relationship of the nervous system to engagement in occupation.
Prerequisite: AHCJ 512.
OCTH507. Trends in Neuroscience. 2 Units.
Explores current research and practice trends in neuroscience for
enhancing understanding of occupational engagement as it relates to
health and well-being. Prerequisite: OCTH 506.
OCTH508. Splinting. 1 Unit.
Design and fabrication of splints, with reference to various populations
across the lifespan. Emphasizes safety precautions and monitoring.
Prerequisite: OCTH 505.
500 Occupational Therapy (OCTH)
OCTH509. Design and Technology. 2 Units.
Introduces a broad spectrum of assistive technologies which address
the gap in occupational performance. Examination and assessment of
theoretical and societal issues, population and policy trends, scientific
advances, environmental constraints, and funding opportunities. Explores
principles of universal design and public policy that support engagement
in home and community environments.
OCTH510. Functional Kinesiology. 1 Unit.
Applies anatomical and mechanical fundamentals of human motion to
conduct muscle testing and goniometry. Emphasizes upper extremity.
AHCJ 510.
OCTH511. Conditions in Occupational Therapy: Orthopedic. 4 Units.
Common orthopedic and rheumatological disorders, and the implications
for participation in occupations across the lifespan. Introduces safety
issues surrounding these disorders, as well as the influence of contexts.
Prerequisite: AHCJ 510; OCTH 510.
OCTH512. Conditions in Occupational Therapy: Neuroscience. 4 Units.
Reviews common neurological disorders and the implications for
participation in occupations across the lifespan. Examines guiding
theories and evidence-based practice. Introduces safety issues
surrounding these disorders, as well as the influence of contexts.
Prerequisite: OCTH 506.
OCTH514. Conditions in Occupational Therapy: Behavioral Health. 4
Units.
Examines common disorders and guiding theories related to behavioral
health and the implications for participation in occupations across
the lifespan. Explores roles and how occupations and roles are
related, resulting in healthy emotional connections and occupational
participation. Discusses safety issues surrounding these disorders, as
well as the influence of context.
OCTH515. Conditions in Occupational Therapy: Infants, Children, Youth.
4 Units.
Reviews common disorders and conditions, along with implications
for participation in occupations for infants, children, and youth from
individual and family perspectives. Examines guiding theories, evidence-
based practice, federal laws, and policies related to these populations.
Introduces safety issues surrounding these disorders, as well as the
influence of contexts.
OCTH516. Conditions in Occupational Therapy: General Medicine. 4
Units.
Reviews common general medicine disorders and the implications for
participation in occupations across the lifespan in both traditional and
nontraditional settings. Examines guiding theories and evidence-based
practice. Introduces safety issues and standard protocols surrounding
these disorders, as well as the influence of contexts. Prerequisite: OCTH
510.
OCTH517. Introduction to Physical Agent Modalities. 1 Unit.
Prepares the student for use of physical agent modalities with differential
diagnoses in multiple practice settings. Discusses treatment goals and
use of physical agent modalities within practice guidelines, assesses
common practice techniques, explores regulations and safety, and
reviews the process for obtaining advanced practice certification in
physical agent modalities.
OCTH521. Analysis and Intervention I: Orthopedic. 3 Units.
Assesses common orthopedic conditions, including safe transfer
techniques; as well as training in the use of adaptive equipment.
Treatment planning emphasizes evaluation findings and safety
considerations of the client's condition and contexts.
OCTH522. Analysis and Intervention: Behavioral Health. 3 Units.
Introduces assessments for common behavioral health diagnoses.
Emphasizes designing and coordinating occupation-based and client-
centered interventions. Demonstrates ability to facilitate groups, and
implements de-escalation strategies. Applies wholistic approach in
working with clients to promote health and participation in a variety of
contexts.
OCTH523. Analysis and Intervention: Neuroscience. 3 Units.
Introduces assessment of clients with common neurological disorders
such as changes in cognitive, visual/perceptual, balance, and
coordination skills. Includes conditions’ impacts on participation in
occupations. Addresses safety and adaptation of tools, techniques, and
the environment to client needs. Emphasizes treatment planning based
on the synthesis of evaluation findings and safety considerations of
clients’ conditions and contexts.
OCTH524. Analysis and Intervention: Infants, Children, Youth. 3 Units.
Introduces analysis and treatment planning for common diagnoses
and conditions of infants, children, and youth. Emphasizes design and
coordination of evidence-based, client-centered interventions. Design
and coordination of groups and family-centered care. Applies wholistic
approach in working with clients to promote health and participation in a
variety of contexts. Prerequisite: OCTH 502.
OCTH527. Analysis and Intervention: General Medicine. 3 Units.
Student synthesizes evaluation and assessments to develop intervention
plans for clients with general medicine conditions, and to promote
participation in occupations. Student demonstrates ability to safely
transfer clients and to provide patient and family training; as well as
ability to adapt tools, techniques, and environment.
OCTH530. Sensorimotor. 2 Units.
Includes evidence-based current rehabilitation trends and best practice
relevant to adult neurological rehabilitation. Emphasizes sensorimotor
approaches to rehabilitation, CIMT, NDT, PNF, Rood, Brunnstrom,
and clinical decision making. Integrates neurologic and orthopedic
rehabilitation strategies through activities of daily living. Prerequisite:
OCTH 506.
OCTH534. Introduction to Sensory Processing. 2 Units.
Explores sensorimotor theory, assessment, and intervention to enable
understanding and implementation of sensory-based therapies. Provides
skill sets used by occupational therapy practitioners to promote roles and
participation in areas of occupation, such as activities of daily living, play,
sleep, and education.
OCTH544. Advanced Occupational Therapy History. 3 Units.
Provides the student with an extensive understanding of the history
of occupational therapy by critically reviewing historical incidents, the
history of occupational therapy and societal theories and practices,
political conditions, and historical incidents. Facilitates the student's
ability to enact advocacy and to better understand future projections in
the field.
OCTH545. Current Trends in Occupational Therapy Practice. 3 Units.
Provides an overview of current trends in the field of occupational therapy
and health care. Topics may include issues related to health-care funding,
policy, emerging practice areas, and health disparities.
OCTH551. Occupation and Wellness. 2 Units.
Provides the student with an understanding of the connections among
occupation, occupational therapy practice, and wellness by critically
investigating research and theoretical perspectives. Leads to a better
understanding of the uniqueness of an occupational perspective of
health and its relationship to daily living.
Loma Linda University 2019-2020 501
OCTH552. Professional Transition. 3 Units.
Provides the student with an opportunity to explore a variety of topics
relevant to transitioning into occupational therapy professional practice.
Preparation for national certification examination.
OCTH560. Occupational Therapy Advocacy and Leadership. 3 Units.
Introduces business for occupational therapy practitioners, including
financial statements and budgetary processes, marketing, management,
and consultation. Emphasizes the use of strategic planning for
decision-making processes of program development, productivity, and
accountability. Introduces roles and responsibilities of leadership; and
explores standards of practice, supervision, and advocacy options for
populations and the profession.
OCTH570. Critical Inquiry and Evidence-Based Practice I. 1 Unit.
Defines evidence-based practice (EBP) and its relevance to occupational
therapy practice and professional growth. Describes steps to complete
EBP and discusses common statistical methods used in occupational
therapy research. Includes philosophical approaches to scientific inquiry,
range of research designs, roles of variables, and ethics.
OCTH574. Critical Inquiry and Evidence-Based Practice II. 3 Units.
Student develops and implements a scholarly research proposal by
systematically identifying and investigating a problem, issue, or question
of relevance to occupational therapy practice. Emphasizes writing
skills and critical analysis in preparation of literature review, purpose,
conceptual framework, proposed methodology, and data analysis for the
Institutional Review Board proposal.
OCTH575. Critical Inquiry and Evidence-based Practice III. 2 Units.
Student finalizes research proposal and implements a scholarly research
project by systematically engaging in data collection, data management,
and data analysis. Incorporates research ethics.
OCTH576. Critical Inquiry and Evidence-based Practice IV. 2 Units.
Student implements a scholarly research proposal by systematically
analyzing data relevant to occupational therapy practice. Emphasizes
synthesis of findings and writing scholarly paper.
OCTH598. Occupational Therapy Advanced Specialty Tracks. 1-3 Units.
Presents in-depth practice application in an area of occupational therapy.
Opportunity to pursue various topics related to current trends. Develops
advanced clinical skills, where appropriate.
OCTH600. Occupational Science and Health Promotion. 3 Units.
Explores occupational science as an academic discipline and how
it supports occupational therapy's role in health promotion. Utilizes
theoretical perspectives and research to analyze and understand
occupation's relationship to lifestyle, health, well-being, and prevention.
OCTH601. Spirit of Diverse Abilities I. 3 Units.
Examines perspectives in order to view and understand the disability
experience and the role of spirituality and occupational justice in
practice. Emphasizes theoretical approaches. Discusses role of
occupational therapy in social justice.
OCTH602. Spirit of Diverse Abilities II. 3 Units.
Explores and discusses the experience of disability and occupational
injustice. Explores and applies these concepts in relation to the
profession of occupational therapy and the greater society. Students
explore issues such as homelessness, diversity, disparity, and ethics.
Prerequisite: OCTH 601.
OCTH604. Health, Society, and Participation. 3 Units.
Incorporates health and participation to integrate the individual,
community, and greater society. Students engage in grant searching
and grant writing. Discusses logic models and program. Emphasizes
participatory research; program development; needs assessment;
healing environments; social justice issues; global issues; World Health
Organization; International Classification of Functioning, Disability and
Health; AIDS; culture; and mission work in relation to the profession of
occupational therapy.
OCTH605. Education for Health Professionals. 3 Units.
Explores the philosophical foundations of knowledge and learning theory.
Prepares health professionals for the roles and expectations of education
in academic and practice settings. Discusses instructional design, media,
student assessment, teaching skills, course development, mentoring, and
curriculum design.
OCTH606. Leadership for Health Professionals. 3 Units.
Explores leadership theory, administrative characteristics and strategies,
professionalism, team facilitation, clinical reasoning, ethics, and
advocacy. Students participate in legislative process and analyze
international issues and social justice in relation to professional practice.
OCTH632. Capstone I: Introduction to Theory & Research. 4 Units.
Introduces theoretical foundations and designs for research. Emphasizes
skills necessary to plan and develop an independent research study.
Grant-writing instruction for funding of capstone projects. Students
design their capstone experience with guidance from the primary course
instructor: identification of a focus area, objectives, goals, outcomes,
onsite instructor, faculty mentor, and time frame.
OCTH633. Capstone Proposal: IRB or Program Development. 4 Units.
Reflective discussions of research interests and experiences; and,
proposed research design, planning, conceptual framework, methodology,
and data analysis as preparation for development and eventual
implementation of a research proposal or capstone activity. Focus on
Institutional Review Board training and successful proposal submission.
Prerequisite: OCTH 631, OCTH 632.
OCTH634. Capstone II. 3 Units.
Continues the capstone project. Students complete a needs assessment
and program development, data collection, data management techniques,
and introduction to various data analysis strategies. Individual projects
and activities vary.
OCTH635. Capstone III. 4 Units.
Implements capstone approved in OCTH 634. Critical discussion of
experiences and problem solving with classmates.
OCTH636. Capstone IV. 4 Units.
Completes implementation aspects of capstone. Initiates preparation
of a manuscript and participation in online critical discussions with
classmates.
OCTH637. Professional Publication and Dissemination. 4 Units.
A culmination course in which students reflect on their capstone
experiences and complete their program development. Students prepare
a professional manuscript to be submitted for publication. Critical
discussion with peers regarding knowledge transference to impact
individuals, society, the profession, and clinical practice. Prerequisite:
OCTH 636.
OCTH699. Directed Study. 2,3 Units.
Student pursues an area of special interest under the direction of the
faculty advisor. Topic must be approved by the occupational therapy
department.
502 Occupational Medicine (OMED)
OCTH701. Service in Occupational Therapy Practice. 1 Unit.
Includes philosophy of service, learning by experience, reflection, and
civic engagement. Provides opportunity for students to apply critical
thinking skills, team-based learning, and information learned in didactic
course work to collaborate with the community and address client and
community needs.
OCTH702. Service Learning I. 3 Units.
Service learning experiences utilize active learning strategies that
involve students in experience, reflection, sustainability, and civic
engagement. Emphasizes needs assessment. Encourages collaboration
with community partners and addresses the needs of the community
through the development of the service learning project. Develops critical
thinking and team-based learning skills.
OCTH703. Service Learning II. 3 Units.
Supervised interactions in service learning experiences utilizing active
learning strategies that involve students in experiences to apply the
knowledge to practice, and develop understanding of client needs,
sustainability, and civic engagement. Encourages collaboration with
community partners, and addresses needs of the community through
implementation and reflection of the service learning project. Develops
critical thinking and team-based learning skills. Prerequisite: OCTH 702.
OCTH711. Level I Fieldwork 1. 2 Units.
Observation and supervised interaction in clinical and/or community-
based programs to introduce students to fieldwork experience, apply
knowledge to practice, and develop understanding of the needs of clients.
OCTH712. Level I Fieldwork. 1 Unit.
Observation and supervised interaction in clinical and/or community-
based programs to introduce students to fieldwork experience, apply
knowledge to practice, and develop understanding of the needs of clients.
OCTH713. Level I Fieldwork. 2 Units.
Supervised interaction in a school-based setting to allow student to apply
knowledge to practice, and to develop understanding of client needs.
OCTH721. Level II Fieldwork Experience 1. 8 Units.
A twelve-week (forty hours/week) supervised fieldwork experience
in clinical and/or community-based programs. Emphasizes
assessment, planning, treatment, problem solving, administration, and
professionalism. Successful completion necessary before student is
eligible to take the certification examination.
OCTH722. Level II Fieldwork Experience 2. 8 Units.
A twelve-week (forty hours/week) supervised fieldwork experience
in clinical and/or community-based programs. Emphasizes
assessment, planning, treatment, problem solving, administration, and
professionalism. Successful completion necessary before student is
eligible to take the certification examination.
Occupational Medicine (OMED)
Courses
OMED524. Foundations of Occupational Health and Safety. 3 Units.
Overview of fundamental aspects of occupational health and safety,
including: occupational epidemiology; risk/hazard assessment, control,
and communication; and industrial hygiene, safety, and ergonomics.
Prerequisite: Consent of instructor.
OMED525. Clinical Toxicology, and Occupational Health Disorders. 3
Units.
Overview of general principles and basic concepts toxicology, major
mechanisms of toxicity, and responses of various organ systems
to toxicants. Includes toxicological principles and management of
selected substances and toxic agents, as well as evaluation of validity of
toxicological literature.
OMED526. Occupational Health and Safety Law and Ethics. 4 Units.
Addresses occupational health law and ethical issues necessary to
advise effectively across the spectrum of stakeholders. Applies advanced
knowledge and skills in understanding and navigating the regulatory
framework in managing the health of worker populations. Focuses
on advanced epidemiology as applied to acute and chronic disease,
surveillance and protection programs, clinical preventive services, and
risk/hazard control and communication. Covers reporting and program
compliance.
Ophthalmology (OPHM)
Courses
OPHM891. Ophthalmology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of ophthalmology, including research.
Oral and Maxillofacial Surgery
(OMFS)
Courses
OMFS604. Selected Topics in Oral and Maxillofacial Surgery. 1 Unit.
Covers current topics in oral and maxillofacial surgery, and practice
management during weekly seminars and monthly grand rounds by
experts in their respective fields.
OMFS605. Integrated Orthodontic and Surgical Correction of Dentofacial
Deformities. 1 Unit.
Addresses preoperative diagnosis, planning, intraoperative procedures,
and postoperative care of orthognathic patients. Includes: congenital and
developmental deformities; surgical-orthodontics patient management;
preoperative skeletal, dental, and soft-tissue analyses; and cephalometric
analysis in treatment planning.
OMFS606. Applied Surgical Anatomy. 1 Unit.
Applies anatomic principles involved in clinical diagnosis and in
assessing clinical problem areas. Discusses anatomic consequences
of surgical and treatment procedures and the anatomic aspects of
emergencies occurring in practice. Emphasizes the vascular supply and
neuroinnervation of structures of the oral cavity, and adjacent areas of
the head and neck.
OMFS607. Principles of Medical History, Physical Examination, and
Clinical Medicine. 2 Units.
Focuses on developing accurate history-taking and physical examination
skills. Specific topics include review of organ systems and associated
pathology (physical and laboratory), hospital protocol, and charting.
Residents perform history and physical (H&P) on medical and surgical
patients. Emphasizes proficiency in developing differential diagnoses of
common medical and surgical problems.
Loma Linda University 2019-2020 503
OMFS608. Surgical Oral and Maxillofacial Pathology Conference. 0.5
Units.
Uses recent pathology cases as the basis for review and discussion of
common and ominous lesions encountered. Emphasizes differential
diagnosis and patient management. Guest lecturers cover selected topics
in oral and maxillofacial pathology. Repeated registrations required to
fulfill the total units.
OMFS609. Literature Review in Oral and Maxillofacial Surgery. 0.5 Units.
A monthly discussion of recent literature from selected journals. Reviews
classic landmark articles and their impact on the specialty. Repeated
registrations required to fulfill total units.
OMFS614. Clinical Experience in Oral and Maxillofacial Surgery Practice.
7 Units.
Addresses oral and maxillofacial surgery with emphasis on dentoalveolar
surgery, complicated fractures of the facial bones, reconstructive
maxillofacial surgery, surgical orthognathic correction, treatment of
developmental and acquired deformities of the jaw, implant surgery,
temporomandibular joint surgery, and osseous grafting of postresection
and posttraumatic maxillofacial defects.
OMFS615. Current Trends in Medicine and Surgery. 2 Units.
Off-service specialty seminars on a wide range of topics, including
anesthesia, internal medicine, ICU care, general surgery, and various
specialty topics. Repeated registrations required to fulfill the total units.
OMFS616. Application of Surgical Principles to Orthognathic Surgery. 1
Unit.
Introductory multidisciplinary lecture-seminar emphasizing preoperative
diagnosis, treatment planning, intraoperative procedures, and
postoperative care of orthognathic patients; description of congenital
and developmental deformities, emphasizing all aspects of surgical
orthodontic patient management.
OMFS617. Critical Decision Making in Oral and Maxillofacial Surgery. 1
Unit.
Expands critical decision-making skills in patient care. Reviews data
gathering, treatment alternatives, treatment of complications, and
outcome assessment analysis.
OMFS618. Introduction to General Anesthesia. 1 Unit.
Introduces the theory and practice of general anesthesia.
OMFS696. Scholarly Activity in Oral and Maxillofacial Surgery. 1 Unit.
Selected didactic, clinical, and/or laboratory activity developed by the
program director or a designated program faculty member. Primarily
designed for residents to fulfill the certificate requirements for scholarly
activity/research in oral and maxillofacial surgery. Multiple registrations
may be needed to complete these activities.
OMFS697A. Research. 1 Unit.
Student identifies a research project, prepares a protocol, and obtains
approval for the protocol. Multiple registrations may be needed to
complete these research activities.
OMFS697B. Research. 1 Unit.
Conducting the actual research project, including the data collection.
Multiple registrations may be needed to complete these research
activities.
OMFS697C. Research. 1 Unit.
Resident completes research project, holds a public presentation of
research, and submits a publishable paper to his/her research guidance
committee (RGC) for approval. Multiple registrations may be needed to
complete the publishable paper.
OMFS698. Thesis. 1 Unit.
OMFS805. Oral and Maxillofacial Surgery I. 1 Unit.
Theory of oral surgery. Etiology, diagnosis, and surgical treatment of oral
conditions and diseases commonly encountered in general practice.
Familiarizes student with fundamental surgical techniques, principles
involved in extraction of teeth, and selection and use of equipment.
OMFS811. Oral and Maxillofacial Surgery II. 2 Units.
Continues preparatory topics for general practice. Surgical complications,
management of impacted teeth, odontogenic infections, preprosthetic
surgery; introduces maxillofacial trauma, surgical treatment of cysts and
tumors, orthognathic surgery.
Oral Diagnosis, Radiology and
Pathology (ODRP)
Courses
ODRP311. General and Oral Pathology DH. 5 Units.
Basic disease processes and selected organ system diseases. Discusses
common and important oral mucosal, soft tissue, and jaw lesions.
Emphasizes signs for early recognition and differential diagnosis.
ODRP501. Principles of Microbiology DN. 4 Units.
Fundamentals of general and oral microbiology and the principles of
infection and treatment supported by current research data. Discusses
bacterial, viral, and fungal diseases pathogenic to humans in the
context of the immunological basis of the host/pathogen relationship.
Emphasizes organisms relevant to dentistry, as well as causative agents
of dental disease. Studies and evaluates specific aspects of infection
control, sterilization and disinfection, and the significance of dental
disease.
ODRP701. Radiology I: Clinical Procedures. 1.5 Unit.
Techniques for producing intraoral and extraoral radiographs and digital
images, digital image processing, radiation protection and safety, and
infection control. Covers viewing of radiographic and digital images,
technique, handling, anatomy, and errors.
ODRP725. Patient Assessment and Data Management. 3 Units.
Introduces students to all portions of the comprehensive oral evaluation--
including the patient interview, all parts of the examination, and the use
of the problem-oriented record for diagnosis and treatment planning.
Includes supervised clinical experience of examination procedures, with
fellow students acting as patients.
ODRP726. Patient Diagnosis and Treatment Planning. 1.5 Unit.
Concepts of diagnosis and treatment planning. Introduces procedures
used to treat most common dental problems, sequencing of the
treatment plan, and use of the disease-control treatment plan and the
definitive treatment plan. Case-based, small-group treatment planning
exercises.
ODRP735. Dental Emergency Diagnosis and Treatment. 1 Unit.
Diagnosis and management of dental emergencies, including general
emergencies, endodontic, pediatric, and prosthodontic emergencies, hard-
and soft-tissue trauma, forensic issues, substance abuse, child abuse
and dealing with difficult patients.
504 Oral Pathology (ORPA)
ODRP751. General and Systemic Pathology I. 4 Units.
Studies basic disease mechanisms and disease processes, including
host responses to pathogens and injury, repair, immune disorders,
hemodynamic disorders, neoplasia and genetic disorders. Begins the
study of disease processes of the organs and systems with emphasis
on epidemiology, etiology and pathogenesis, morphologic and clinical
disease manifestations, and major treatment modalities.
ODRP752. General and Systemic Pathology II. 4 Units.
Continues study of disease processes of the various organs and systems.
Emphasizes epidemiology, etiology and pathogenesis, morphologic
and clinical disease manifestations, and major treatment modalities.
Prerequisite: ODRP 751.
ODRP755. Radiology II: Theory and Interpretation. 2 Units.
Radiation physics and biology. Interpretation of intraoral and extraoral
images—including appearance of hard- and soft-tissue anatomy,
restorative materials and abnormalities of teeth, dental caries,
periodontal disease, periapical disease, and other jaw pathology. Covers
patient selection criteria, legal considerations, and quality assurance.
Introduces cone beam computed tomography.
ODRP756. Radiology III: Oral & Maxillofacial Radiology. 1.5 Unit.
Presents an orderly and sequential approach to the formulation of a
radiographic differential diagnosis. Establishes a working diagnosis
based on the radiographic findings of patients affected by lesions
or conditions involving the teeth, jaws and adjacent oral anatomy. A
differential diagnosis is obtained by including or excluding certain lesions
or conditions based on their radiographic manifestations and clinical
presentation.
ODRP761. Oral Pathology and Diagnosis. 6 Units.
Studies oral mucosal and soft-tissue lesions, developmental and genetic
disorders, jaw lesions, salivary gland disorders, oral manifestations
of systemic diseases, and some diseases of the skin and head and
neck. Includes epidemiology, etiology and pathogenesis, clinical and/or
radiographic features, microscopic features, and management of disease,
emphasizing differential diagnosis.
ODRP807. Oral Medicine I: TMJ/Orofacial Pain I. 1 Unit.
Introduces diagnosis and treatment of temporomandibular joint disorders
(TMD). Teaches anatomy, pathology, and diagnostic imaging of the
temporomandibular joint. Presents clinical features and mechanisms of
masticatory muscle pain, disc disorders, occlusal disorders, and arthritis
of the TMJ. Includes patient cases focusing on these disorders. Student
learns how to perform an orofacial pain examination and initial treatment
for patients with temporomandibular joint disorders.
ODRP808. Oral Medicine II: Medically Compromised Patient. 2 Units.
Etiology, pathophysiology, clinical presentation, medical management,
and dental treatment modifications for patients with medical conditions
of the cardiovascular, pulmonary, gastrointestinal, genitourinary,
endocrine, immunologic, hematologic, and neurologic systems; as well as
psychiatric disorders and infectious and oncologic diseases. Case-based,
small-group discussions.
ODRP811. Oral Medicine III: TMJ/Orofacial Pain II. 1 Unit.
Advanced topics on temporomandibular joint disorders and orofacial
pain. Introduces diagnosis and management of acute and chronic
orofacial pain conditions, including neuropathic pain, headaches, and
comorbid psychiatric disorders. Student learns to recognize, screen, and
make appropriate referrals for chronic orofacial pain. Case presentations
focus on nonodontogenic pain that presents as tooth pain.
ODRP821. Special Care Dentistry. 1 Unit.
Instruction in the multidisciplinary medical and dental assessment
and management of older adults. Includes clinical experience in a
multidisciplinary team setting.
ODRP826. Oral Medicine IV: Clinical Oral Pathology and Oncology. 2
Units.
Differential diagnosis and initial management of oral disease, utilizing
clinical case studies. Epidemiology, methods of detection, diagnosis,
and management of oral and maxillofacial cancer. Principles of cancer
therapy by surgical modalities. Includes discussion of cancer prevention
and posttherapy reconstruction. Reviews tobacco cessation protocols.
Oral Pathology (ORPA)
Courses
ORPA533. Radiology Topics for Graduate Dental Programs. 2 Units.
Applies principles of radiology to the specialty level. Presents new
imaging modalities, as well as methods to create a custom image center
for the provider's needs. Equips provider to evaluate equipment, state
laws, and other factors in setting up a modern practice.
Orthodontics (ORDN)
Courses
ORDN524. Introduction to Graduate Orthodontics. 12 Units.
Lecture course outlining the principles of applied design, the application
of forces to produce tooth movement, and the tissue response to such
forces. Overview of orthodontics to prepare the student for clinical
practice of orthodontics diagnosis and treatment planning, including
cephalometrics, growth forecasting, and preparation of visual treatment
objectives.
ORDN524L. Introduction to Graduate Orthodontics Laboratory. 6 Units.
Selected laboratory projects to enhance the didactic portion of the
course.
ORDN525. Materials Science and Mechanics. 2 Units.
Structure and properties of materials used in orthodontics. Analyzes
the effects of mechanical and heat treatment. Surveys strength and
mechanics in force-delivery systems.
ORDN526. Applied Anatomy. 2 Units.
Fundamentals of anatomy as applied to a special region or application.
ORDN527. Clinical Photography. 1 Unit.
Clinical proficiency in intraoral and extraoral photography. Discusses and
uses photographic equipment and techniques on orthodontic patients.
Camera, lens, and flash required.
ORDN535. Advanced Cephalometrics. 2 Units.
Studies cephalometrics from a historical perspective to the present time,
including most of the major analyses.
ORDN536. Concepts of Physical Anthropology. 2 Units.
Basic and classic concepts of physical anthropology as they relate to
orthodontics.
ORDN545. Growth and Development. 3 Units.
Principles of growth and development from the subcellular to the tissue
level. Emphasizes myogenesis and osteogenesis. Prenatal and postnatal
development of the face and jaws, including the classic concepts of
facial growth. Considers general growth, with the goal of developing
ability to recognize abnormal signs, observe variations, diagnose
pathological conditions, know the normal, predict height, and use various
standards to assess growth and development.
Loma Linda University 2019-2020 505
ORDN546. Fundamentals of Occlusion. 2 Units.
The development of the human face and dentition. A concept of dynamic
functioning occlusion.
ORDN571. Diagnosis and Treatment Planning I. 2 Units.
Student diagnoses and treats assigned patients.
ORDN574. Diagnosis and Treatment Planning II. 2 Units.
Continues ORDN 571, with follow-up of clinical cases with progress
records.
ORDN584. Current Orthodontics Literature I. 2 Units.
Presents current papers in various subspecialties of orthodontics.
ORDN591. Current Orthodontics Literature II. 2 Units.
Presents current papers in various subspecialties of orthodontics.
ORDN597. Orthognathic Surgery Theory and Literature Review. 2 Units.
Presents current papers in various subspecialties of orthodontics, with
primary emphasis on surgical orthodontics. Presents cases with various
problems requiring surgery.
ORDN604. Seminar in Orthodontics. 1 Unit.
Critically reviews suggested etiological factors of malocclusion.
Problems of diagnosis and the rationale of various treatment
philosophies. Liberally uses current literature. Discussion by guest
lecturers with demonstrated competence in the field.
ORDN605. Advanced Seminar in Orthodontics. 1 Unit.
Second-year seminar. Design of clinical diagnosis and practice
management. Repeated registrations to fulfill the total units required.
ORDN606. Craniofacial Genetics. 2 Units.
Basic genetics. Introduces craniofacial clinic.
ORDN608. Speech, Language, Breathing, and Orofacial Myofunction. 1
Unit.
Studies areas related to speech, language, breathing, and behavior
affecting the orofacial complex and occlusion.
ORDN634. Orthodontics Clinical Conference. 2 Units.
Students prepare and present diagnosis, case analysis, and treatment
plan—with primary emphasis on difficult and unusual cases.
ORDN635. Finishing Mechanics I. 2 Units.
Orthodontic treatment modalities, emphasizing finishing mechanics for
the patient.
ORDN636. Finishing Mechanics II. 1 Unit.
A seminar course created for first-year graduate orthodontic students,
exposing them to alternate treatment philosophies and modalities. Guest
orthodontists present the main portion of the course and demonstrate
their treatment concepts in finishing orthodontic cases.
ORDN654. Practice Teaching in Orthodontics. 1-4 Units.
Students gain experience in teaching clinical orthodontics to predoctoral
dental students. Repeated registrations to fulfill the total units required.
ORDN655. Temporomandibular Function and Dysfunction. 2 Units.
The temporomandibular joint and dysfunction in health and
disease. Diagnosis, treatment planning, and treatment of the
temporomandibular joint, emphasizing the integration of orthodontics
and temporomandibular joint treatment.
ORDN657. Orthodontic Board Preparation. 1-6 Units.
Student presents completed orthodontic cases to faculty and other
students. Prepares for the American Board of Orthodontics. Repeated
registrations required to fulfill the total units required.
ORDN697A. Research. 1 Unit.
Student identifies a research project, prepares a proposal, and obtains
approval for the protocol.
ORDN697B. Research. 1-4 Units.
Conducting the actual research project, including the data collection.
Multiple registrations may be needed to complete these research
activities.
ORDN698. Thesis. 3 Units.
ORDN725. Clinical Practice in Orthodontics. 7 Units.
Diagnosis and treatment of assigned patients, including adults. Repeated
registrations to fulfill the total units/clock hours required.
ORDN751. Principles of Orthodontics I. 1 Unit.
Objectives and science of orthodontics. Incidence, etiology, and
recognition of malocclusion. Craniofacial growth and development.
Diagnostic procedures, aids, and interpretation.
ORDN801. Minor Tooth Movement. 2 Units.
Lecture, laboratory demonstration, and clinical exercise prepares
students to diagnose and treat limited clinical problems. Applies theory.
Minor tooth movement.
ORDN811. Principles of Orthodontics II. 1 Unit.
Biophysical principles. Removable and fixed orthodontic appliances,
adult orthodontics, surgical orthodontics. Treatment planning. Interaction
with other disciplines. National Board Examination preparation. Selected
topics in orthodontics.
Orthopaedic Surgery (ORTH)
Courses
ORTH891. Orthopaedic Surgery Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of orthopaedic surgery, including research.
Orthotics and Prosthetics (ORPR)
Courses
ORPR301. Orthotics and Prosthetics Laboratory and Technical Skills. 3
Units.
Introduces the baseline of material and safety practice of orthotics and
prosthetics design, fabrication, and repairs. Provides a solid foundational
knowledge of the principles and applications of orthotics and prosthetics
materials, technologies, designs, and processes associated with the
manufacture of custom devices.
ORPR305. Orthotic Fitting Techniques. 3 Units.
Teaches methods of biometrics, shape capture, and fitting criteria for
orthotic devices. Expands knowledge and techniques of applied anatomy
in the fitting of orthotic and assistive devices in activities of daily living
and patient's occupational needs.
ORPR310. Patient Management, Assessment, and Documentation. 3
Units.
Orthotic and prosthetic patient-care models, patient rights, and
ethical practice of care. Advanced principles and processes of patient
assessment, management, and complete documentation within the
context of interprofessional referrals, interactions, and reimbursement as
applied both to the in- and outpatient context.
ORPR315. Pedorthics. 3 Units.
Clinical application of biomechanical interventions of the ankle-foot
structure as it refers to walking, medical issues of the foot, and activity
levels. Applied anatomical knowledge of the foot and sports medicine
within the context of shoes and shoe modifications.
506 Orthotics and Prosthetics (ORPR)
ORPR320. Biomechanical Evaluation. 3 Units.
Establishes orthotic and prosthetic biomechanical principles
and interventions in the context of normal body mechanics and
musculoskeletal pathologies. Examines how these interventions serve
to maximize healing, manage pain, support movement and function.
Encompasses hole body considerations for the kinetic effects, including
gait, ADL, occupational and recreational functions.
ORPR323. Economics, Business Management, and Entrepreneurship. 3
Units.
Establishes principles of economics, financial management, and law
as they apply to health-care settings, including: starting a new service,
reimbursement, capital and operational budgeting, reading financial
statements, and cost-saving measures.
ORPR325. Medical Terminology. 3 Units.
Language of medicine, including: word construction, word analysis,
definitions, and the use of terms related to medical science—specifically
to orthotics and prosthetics. Course information organized by body
systems. Applies knowledge to documentation, interdisciplinary
communication, and medical justification as it applies to orthotic and
prosthetic care.
ORPR330. Lower Extremity Orthotics I. 3 Units.
Studies foot and ankle-foot orthoses—including myoelectric orthoses—
from an anatomical design and fabrication perspective. Effects of their
application to the body kinematics and kinetic chain. Considerations
for specific pathological applications, as well as awareness of implied
benefits and risks. Outcome measurements for particular static and
dynamic designs.
ORPR340. Lower Extremity Prosthetics I. 3 Units.
Studies the etiology of amputations below the knee. Considers surgical
and immediate postoperative issues as they relate to patient experience,
prosthetic outcome, and gait. Looks at prosthetic component selection;
socket, interface, and suspension designs in the context of ambulation
levels and activities; and specialty applications. Examines skin and tissue
physiology, both from a design and end-user perspective. Considers cost
and efficiency based on component selection.
ORPR345. Spinal Orthotics. 3 Units.
Examines spinal anatomy, biomechanics, and pathology. Fabrication,
fitting, and application of orthotics following critical and differential
diagnoses. Application and proper fitting of halos and cervical, thoraco-
lumbar, and lumbar devices. Special consideration of design, plaster
casting techniques, and CAD measurements for management of
scoliosis. Interpret standard radiographs, measure and interpret spinal
deformities, and recommend appropriate orthotic management.
ORPR402. Pathology I. 3 Units.
Fundamental mechanisms of disease, including cell injury; inflammation,
repair, regeneration, and fibrosis; and vascular, cardiac, respiratory,
gastrointestinal, hepatobiliary, urinary, reproductive, endocrine, and
integumentary pathologies.
ORPR404. Materials Science in Orthotics and Prosthetics. 3 Units.
Introduces the science of materials found in the body and those used
to support the body. Includes the composition of common orthopedic
and prosthetics materials. Overview of mathematics, physics, simple and
complex movement, anatomy, physiology, and thermodynamics which
create a rationale behind material and fabrication choices. Addresses
chemical composition, stress-strain curves, fatigability, and other
essential characteristics considered in orthotic and prosthetic design.
ORPR405. Gait Analysis. 3 Units.
Observation and analysis of normal human locomotion contrasted with
pathological gait, and their implications for orthotic and prosthetic
interventions and care.
ORPR410. Orthotic and Prosthetic Clinical Rotation. 1 Unit.
Assigns student to a weekly clinic, department, or specialty—with a focus
on familiarization with specific orthotic and prosthetic services. Student
reports to his/her cohorts in a once-a-month didactic presentation at the
weekly grand rounds, which can include lectures from industry providers
on the topic of choice. Site allocation determined by program director;
student accountable to quarterly assigned clinical supervisor.
ORPR414. Kinesiology I. 3 Units.
Introduces advanced kinesiology topics, including movement science
dealing with the behavioral basis of motor control and motor learning
from an information-processing perspective. Kinesiology from an O&P
perspective focusing primarily on the lower limbs, with some introduction
to upper limb involvement.
ORPR415. Lower Extremity Orthotics II. 3 Units.
Advanced study of knee-ankle-foot orthoses, knee orthoses, hip orthoses,
reciprocating gait orthoses, and standing frames from an anatomical
design and fabrication perspective. Effects of their application to the
body kinetic chain. Considers specific pathological applications, including
implied benefits and risks. Outcome measurements for particular static
and dynamic designs. Introduces CAD/CAM technologies both for image
capture and fabrication.
ORPR420. Lower Extremity Prosthetics II. 3 Units.
Etiology of transfemoral amputations. Surgical and immediate
postoperative issues related to patient experience, prosthetic outcome,
and potential for gait. Prosthetic component selection, socket interface,
and suspension designs addressing ambulation levels and activities.
Specialty applications. Mechanical, hydraulic, and electronic knee-motion
control. Cost and efficiency calculations. CAD/CAM shape capture and
fabrication considerations such as mechanical and electronic alignment
capture.
ORPR425. CAD/CAM Technologies. 3 Units.
Applications of CAD/CAM technologies used in clinical practice. Use
of most common shape/image capture systems, manipulations, and
interfaces with the various central fabrication methods. Includes use
of CADs/CAMs in orthotics and prosthetics, including foot orthoses,
spinal orthoses, cranial helmets and prosthetic limbs. Data storage and
manipulation for use in the fabrication process with technical assistance.
ORPR430. Upper Extremity Orthotics. 3 Units.
Applies anatomy, kinesiology, and biomechanics to serve specific upper
extremity neuromuscular needs. Determines the use of functional and
electrically powered orthoses based on differential diagnoses. Examines
myoelectric assisted translateral motion rehabilitation. Teaches function,
purpose, and building of wrist- and cable-driven orthoses.
ORPR435. Upper Extremity Prosthetics. 3 Units.
Studies the etiology of upper limb and forequarter amputations.
Considers shape capture, socket design, interface, and suspension
in the context of cosmetic, body-powered, and myoelectric functional
prostheses. Includes special needs adaptations for occupational and
sports situations. Give attention to the distinctions of functionality,
efficacy, and cost. Studies the bionic arm and hand and the computer
training that goes with this particular technology.
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ORPR439. Computers and Electronics for O&P Clinicians. 3 Units.
Basic theory of electricity, transistors, computer circuits, and
computer programming. Discusses electrons, structure of the atom,
resistance, capacitance, Ohm's law, and basic transistor theory.
Windows programming. Includes laboratories and three programming
assignments.
ORPR440. Bionics and Cyborg Technology. 3 Units.
Examines emerging bionic technologies aimed at merging man with
machine. Includes competencies and promotion of these devices in
the context of scientific research and potential patient applications.
Examines bionic control systems' embedded software development and
associated function. Topics include proficiency in the implementation of
cybernetic feedback systems in ortho-prosthetic devices.
ORPR491. Research I. 1.5 Unit.
Introduces the scientific method in health science research. Focuses
on problem identification, literature review, conceptual framework,
identification of variables, statement of hypothesis, experimental design,
and analysis and presentation of data. Includes critical evaluation of
research literature. Applies the research process to problems in allied
health fields, development of a research proposal, pilot testing, testing
and data forms, and research implementation in a practice setting.
Prerequisite: AHCJ 471, AHCJ 472.
ORPR505. Current Issues in Orthotics and Prosthetics. 3 Units.
Reviews and discusses concerns and current advances relating to
orthotics and prosthetics, e.g., legislation, regulations, education,
professional organization, interdisciplinary patient care, and
reimbursement issues.
ORPR506. Advanced Specialty Tracks in Orthotics and Prosthetics. 3
Units.
Presents the newest clinical treatment applications over the spectrum of
the patient population in the field of orthotics and prosthetics.
ORPR510. Advanced Clinical Rotations. 1 Unit.
Clinical experience focusing on familiarization with specific orthotic and
prosthetic services. Supervised experience providing comprehensive
orthotic and prosthetic clinical care. Opportunities to report in clinical,
professional, and private sector settings.
ORPR514. Clinical Affiliation. 8 Units.
Establishes a clinical affiliation with a facility that complies with ENCOPE
residency standards and that has been approved by the Professional
Development Committee and the EL-MSOP locally assigned site
supervisor. Student completes the 500 clinical contact hours required for
graduation.
ORPR515. Topics in Orthotics and Prosthetics. 1-6 Units.
Lecture and discussion related to the practice of orthotics and
prosthetics. Content varies from quarter to quarter. (May be repeated for
additional credit for a maximum 6 quarter units.).
ORPR518. Kinesiology II. 3 Units.
Examines the mechanical basis of movement in relation to length of
muscles, tension developed by muscles under various conditions,
anatomical arrangement of the origin and insertion of bones and joints,
and biomechanics of complex movement, such as gait and balance. Uses
physics principles to explain the mechanics of movement. Topics include
linear movement, rotational movement, work and energy, muscle-length
tension relationships, single and multiple joint biomechanics, and gait
and balance.
ORPR522. Self-Care Portfolio and Community Outreach. .5 Units.
Inventory of self-care and process to accomplish it. Puts self-care in the
context of life-long learning, relational responsibility, and social justice.
Applies principles of effective community leadership engagement, locally
and globally.
ORPR526. Prosthetics III. 3 Units.
Focuses on upper and lower limb amputations and prosthetics. Etiology
of hip and transcorporectomy amputations, surgical and immediate
postoperative issues related to patient experience, prosthetic outcome,
and potential for gait. Includes care of the extreme sports amputee,
socket interface, suspension designs, skin and tissue physiology, and
mechanical and hydraulic knee-motion control. Introduces CAD/CAM
shape capture, and fabrication considering mechanical and electronic
alignment capture.
ORPR527. Orthotics III. 3 Units.
Advanced study of myoelectric and electronic control to upper extremity
and lower extremity orthoses from a design and fabrication perspective.
Effects of their application to the body kinetic chain. Considerations for
specific pathological applications; awareness of implied benefits and
risks. Studies outcome measurements for particular static, dynamic, and
electrodynamic designs, including EFS.
ORPR528. Prosthetics IV. 3 Units.
Reviews case presentations of transtibial and transfemoral amputations.
Advanced and alternative socket designs, interface materials, suspension
systems, and fabrication techniques; and, shape capture techniques,
cast modification, socket fitting techinques, fabrication, static and
dynamic alignment, alignment transfer, and observational gait analysis.
Prerequisite: ORPR 340, ORPR 420, ORPR 526.
ORPR538. Biomechatronics. 3 Units.
Development of competencies in biomechatronics. Bionic technology,
embedded design programming, and fabrication. Robotic actuation and
senses. Advanced material use and fabrication techniques.
ORPR540. Rehabilitative Care in Developing Nations. 3 Units.
Examines the physical rehabilitation state of affairs in developing
nations. Outlines specific challenges with rehabilitation delivery from
logistics, materials, and cost perspectives. Points out alternative
methods to maximize rehabilitation with minimal cost.
ORPR544. Applied Functional Neuroanatomy. 3 Units.
Evidence-based coverage of the applied functional neuroanatomy of
several common adult progressive and nonprogressive neurological
diseases. Emphasizes motor control, stroke, traumatic brain injury,
spinal cord injury, multiple sclerosis, Parkinson's disease, Guillian-Barre
syndrome, amyotrophic lateral sclerosis, and vestibular pathology.
Includes literature review, lecture, discussion, and laboratory sessions.
ORPR575. Couples, Families, and Disabilities. 3 Units.
Examines the effects disabilities have on couples and family systems,
and contributions family members make to the rehabilitation process
of individuals with disabilities. Looks at discourse patterns taking
place within a person with a disability, within the person's family and
social support system, and among the individual, family, and medical
and rehabilitation providers. Addresses the issues of human sexuality,
reproduction, and disability.
ORPR592. Research II. 1.5 Unit.
Guides and equips students as they work toward completion of their
capstone research thesis, which is presented at the annual Capstone
Research Day. Includes data-collection review and completion, APA-style
formatting rules, data analysis with application of appropriate statistics,
graphing, write up of discussion and results.
508 Otolaryngology (OTOL)
ORPR593. Research III. 3 Units.
Culminates all research-track courses in a project comprising a master's
degree thesis, a research paper, a presentation, and a poster. Includes
data analysis and statistical interpretation.
Otolaryngology (OTOL)
Courses
OTOL891. Otolaryngology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of otolaryngology, including research.
Pathology (PATH)
Courses
PATH501. Anatomy and Pathology I. 4 Units.
A systems-based approach to the study of human anatomy utilizing
cadaver dissection, correlating gross and microscopic anatomy and
associated pathologies.
PATH502. Anatomy and Pathology II. 4 Units.
A systems-based approach to the study of human anatomy utilizing
cadaver dissection, correlating gross and microscopic anatomy and
associated pathologies.
PATH517. Human Systemic Pathology. 9.5 Units.
Application of basic science principles to patient care. Introduction to
important diseases and anomalies of each human organ system and their
impacts on patients. Emphasizes etiologies, pathogeneses, macroscopic
and microscopic morphologic features, pathophysiologies, biologic
behaviors, and relevant laboratory findings. Addresses analytical thinking,
productive skills of cooperation among team members, and appropriate
use of laboratory testing.
PATH521. Anatomical Techniques I. 3 Units.
Designed specifically for pathologists' assistant students.
Comprehensive coverage of surgical and autopsy pathology techniques.
Incorporates histology and medical terminology, including clinical and
pathologic correlations.
PATH522. Anatomical Techniques II. 3 Units.
Designed specifically for pathologists' assistant students.
Comprehensive coverage of surgical and autopsy pathology techniques.
Incorporates histology and medical terminology, including clinical and
pathologic correlations.
PATH524. Clinical Microbiology for Pathologists' Assistants. 3 Units.
Studies of pathologically pertinent microbes and pathogenic
mechanisms; overview of methods of identification and antibiotic
sensitivities.
PATH551. Disease Mechanisms I. 3 Units.
Comprehensive study of mechanisms of disease and clinical correlations,
based on Robbins' Pathologic Basis of Disease.
PATH552. Disease Mechanisms II. 3 Units.
Builds on the basic courses in the pathologists' assistant curriculum.
Requires students to use critical-thinking skills in the participatory
discussion sessions. Prepares students for clinical practicum
experiences.
PATH564. Biomedical Photography. 1 Unit.
Investigates the use of digital cameras, scanners, Adobe®,
photomicrography, and macrophotography. Examines fundamental
processes applied in digital photography to a wide range of specimen
types.
PATH581. Basic Pathologic Microanatomy. 2 Units.
Designed specifically for pathologists' assistant students. Covers normal
microanatomy, including clinical correlations and grossing techniques.
Lectures enhanced by multihead microscopy sessions.
PATH582. Advanced Microanatomy. 2 Units.
Designed specifically for pathologists' assistant students. Covers
disease states in microanatomy, including clinical correlations. Lectures
enhanced by multihead microscopy sessions.
PATH598. Clinical Laboratory Management. 2 Units.
Laboratory organization and examination of principles and practices of
laboratory management.
PATH599. Directed Study. 1.5-18 Units.
PATH644. Clinical Pathology Seminar. 2 Units.
Provides pathologists' assistant students with an overview of clinical
pathology, relating clinical testing to disease processes.
PATH741. Pathology Review I. 2 Units.
An intense review of clinical and anatomical pathology theory with
assigned presentations and clinical cases.
PATH742. Pathology Review II. 2 Units.
An intense review of clinical and anatomical pathology theory with
assigned presentations and clinical cases.
PATH743. Pathology Review III. 2 Units.
An intense review of clinical and anatomical pathology theory with
assigned presentations and clinical cases.
PATH744. Pathology Review IV. 2 Units.
An intense review of clinical and anatomical pathology theory with
assigned presentations and clinical cases.
PATH761. Pathologists' Assistant Practicum I. 9 Units.
Rotations in surgical and autopsy pathology to include forensics and
pediatrics in a variety of clinical settings, such as academic health
centers, community hospitals, and private laboratories.
PATH762. Pathologists' Assistant Practicum II. 9 Units.
Rotations in surgical and autopsy pathology to include forensics and
pediatrics in a variety of clinical settings, such as academic health
centers, community hospitals, and private laboratories.
PATH763. Pathologists' Assistant Practicum III. 9 Units.
Rotations in surgical and autopsy pathology to include forensics and
pediatrics in a variety of clinical settings, such as academic health
centers, community hospitals, and private laboratories.
PATH764. Pathologists' Assistant Practicum IV. 9 Units.
Rotations in surgical and autopsy pathology to include forensics and
pediatrics in a variety of clinical settings, such as academic health
centers, community hospitals, and private laboratories.
PATH891. Pathology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of pathology, including but not limited to hematopathology,
molecular embryopathy, and research.
Public Health Core (PCOR)
Loma Linda University 2019-2020 509
Courses
PCOR501. Public Health for Community Resilience. 5 Units.
Provides an integrated public health core experience focusing on
the health of communities and leading to community engagement.
Introduces service learning. Major focus areas include biostatistics,
health policy and management, environmental health sciences,
epidemiology, and social behavioral sciences (health education). Also
includes general public health principles and cross-cutting content as
viewed through the lenses of faith, health equity, and global health.
PCOR502. Public Health for a Healthy Lifestyle. 5 Units.
Provides an integrated public health core experience focusing on
the health of individuals, identifying factors influencing behavioral
and physical health. Introduces service learning. Major focus areas
include biostatistics, health policy and management, environmental
health sciences, epidemiology, and social behavioral sciences (health
education). Also includes general public health principles and cross-
cutting content as viewed through the lenses of faith, health equity, and
global health. Prerequisite: PCOR 501.
PCOR503. Public Health and Health Systems. 5 Units.
Provides an integrated public health core experience focusing on
health systems. Includes policy and advocacy for health issues, as
well as structure and function of health systems. Major focus areas
include biostatistics, health policy and management, environmental
health sciences, epidemiology, and social behavioral sciences (health
education). Also includes general public health principles and cross-
cutting content as viewed through the lenses of faith, health equity, and
global health.
Pediatric Dentistry (PEDN)
Courses
PEDN503. Pediatric Dental Seminar. 2 Units.
Selected clinical topics in pediatric dentistry. Requires repeated
registrations to fulfill total units.
PEDN508. Pediatric Hospital Dentistry Seminar. 2-4 Units.
Hospital protocol and the care of patients in a hospital environment.
PEDN512. Oral Sedation Seminar. 2 Units.
Pharmacology, medical considerations, clinical applications, and
protocols for oral sedation.
PEDN521. Principles of Medicine and Physical Diagnosis. 2 Units.
Medical and physical diagnosis for the pediatric dental patient.
PEDN524. Introduction to Orthodontics. 2 Units.
Diagnosis and treatment planning for clinical orthodontics.
PEDN524L. Introduction to Orthodontics Laboratory. 1,2 Unit.
Fabrication of various orthodontic appliances.
PEDN604. Pediatric Dental Literature. 2-12 Units.
Pediatric dental literature study, including literature found on the reading
list of the American Board of Pediatric Dentistry. Repeated registrations
required to fulfill the total units.
PEDN654. Practice Teaching for Pediatric Dentistry. 1-5 Units.
Student gains experience teaching pediatric dentistry in clinical and
laboratory settings. Repeated registrations required to fulfill the total
units.
PEDN680. Elective Study for Advanced Education Students of Pediatric
Dentistry. 1-10 Units.
Topics selected by students in the advanced education program in
pediatric dentistry and by department faculty. Repeated registrations
required to fulfill the total units.
PEDN696. Scholarly Activity in Pediatric Dentistry. 1 Unit.
Selected didactic, clinical, and/or laboratory activity developed by the
program director or a designated program faculty member. Primarily
designed for residents to fulfill the certificate requirements for scholarly
activity/research in pediatric dentistry. Multiple registrations may be
needed to complete these activities.
PEDN697A. Research. 1 Unit.
Student identifies a research project, prepares a protocol, and obtains
approval for the protocol. Multiple registrations may be needed to
complete these research activities.
PEDN697B. Research. 1 Unit.
Conducting the actual research project, including the data collection.
Multiple registrations may be needed to complete these research
activities.
PEDN697C. Research. 1 Unit.
Resident completes research project, holds a public presentation of
research, and submits a publishable paper to his/her research guidance
committee (RGC) for approval. Multiple registrations may be needed to
complete the publishable paper.
PEDN698. Thesis. 1-3 Units.
Required for M.S.-degree track.
PEDN725. Pediatric Dental Clinic. 8 Units.
Clinical pediatric dental experience in both the outpatient and inpatient
settings for patients with a variety of clinical needs and problems.
Repeated registrations required to fulfill total units.
PEDN753. Pediatric Dentistry I Lecture. 2 Units.
Prevention of dental disease (oral hygiene, diet, fluoride, pit and fissure
sealants). Behavior management of the child dental patient. Diagnosis,
treatment planning, and operative dentistry for children. Pediatric
pulp therapy, oral surgery, dental arch-length management, and local
anesthesia and sedation for children. Medical aspects of pediatric
dentistry.
PEDN753L. Pediatric Dentistry I Laboratory. 1 Unit.
Technique course to accompany PEDN 753. Students perform operative
procedures for amalgam and composite resin on simulated primary and
young permanent teeth. In addition, students perform pulpotomies on
primary molar teeth and prepare primary teeth for stainless steel, open-
faced stainless steel, and resin crowns. Unilateral and bilateral spece
maintainers are fabricated.
PEDN821. Pediatric Dentistry II. 1 Unit.
Traumatic injuries to the primary and young permanent teeth and oral
soft tissues. Developmental and eruption patterns of primary and
permanent teeth. Sports dentistry. Pediatric sedation techniques and
monitoring. Oral habits of children. Child abuse.
PEDN825. Pediatric Dentistry Clinic. 3.5 Units.
Dental care of children in their primary, mixed, and young permanent
dentition. Etiology of disease, prevention of oral disease, growth and
development analysis, treatment planning, restorative procedures, and
arch length control.
510 Pediatrics (PEDS)
PEDN875. Pediatric Dentistry Clinic. 3 Units.
Continuing dental care of children in their primary, mixed, and young
permanent dentition. Etiology of disease, prevention of oral disease,
growth and development analysis, treatment planning, restorative
procedures, and arch length control.
Pediatrics (PEDS)
Courses
PEDS599. Pediatrics Directed Study. 1.5-18 Units.
PEDS701. Pediatrics Clerkship. 1.5-12 Units.
Applies growth and development across age groups to the clinical
setting. Includes: history-taking and interpersonal skills for patient and
family interactions; diagnosis and management of acute and chronic
illnesses; and, approaches to preventive health care. Addresses well-
child care; abnormal growth patterns; and, obesity, developmental delays,
acute upper respiratory infections, lower respiratory tract infections,
diarrhea, rashes, dehydration, and fever in children.
PEDS821. Pediatrics Subinternship. 1.5-6 Units.
Experience in independently collecting patient histories, performing
physical examinations, and formulating differential and primary
diagnoses. Includes: identifying the reason for admission, selection
of diagnostic testing based on the chief complaint, providing a family-
centered approach to patient care, and identifying the need for immediate
supervising physician involvement.
PEDS822. Pediatrics Intensive Care. 1.5-6 Units.
Addresses history taking in patients who are critically ill or unable to
communicate, recognition of relevant physical examination findings,
management of critically ill patients, interactions with family members,
documentation of the admission H&P or daily progress notes, and
preparation of orders. Presents criteria for continued ICU admission or
transfer.
PEDS891. Pediatrics Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of pediatrics, including but not limited to inpatient and outpatient
care, endocrinology, rheumatology, neurology, oncology, and research.
Periodontics (PERI)
Courses
PERI524. The Periodontium. 2 Units.
Reviews literature concerning the anatomy (macro-, micro-, and
ultrastructural) and the physiology of the periodontium.
PERI531. Periodontal Pathology. 2 Units.
Reviews literature that forms the basis for current concepts of
the etiology and pathogenesis of periodontal diseases. Repeated
registrations required to fulfill the total units.
PERI601. Periodontal Therapy. 2 Units.
Reviews literature that forms the basis for current concepts of the
treatment of periodontal diseases. Repeated registrations required to
fulfill the total units.
PERI604. Current Periodontal and Implant Literature. 2 Units.
Reviews most recent issues of periodontal and implant scientific
journals. Repeated registrations required to fulfill the total units.
PERI605. Implant Literature Review. 2 Units.
Reviews literature providing the basis for implant surgery, as well as
concepts for implant restoration. Repeated registrations required to fulfill
the total units.
PERI608. Dental Specialty Practice Management. 2 Units.
Assists graduate students with transition from school to private
practice. Includes practical discussion of and guidance relevant to such
considerations as staff, insurance, banking, referral communications,
and legal aspects of dentistry. Students required to bring in articles on
practice management and to present a business plan for their first few
years in practice.
PERI611. Introduction to Periodontics. 2 Units.
Overview of the clinical science of periodontics, including epidemiology,
etiology, therapy, clinical methods, and record keeping.
PERI614. Implant Treatment Planning. 2 Units.
Limited to residents enrolled in two disciplines (i.e., advanced education
in periodontics and implant surgery, and advanced prosthodontics).
Residents required to present cases that involve mutual interests.
Repeated registrations required to fulfill the total units.
PERI624. Moderate Sedation in Periodontics. 4 Units.
Addresses administration of moderate, intravenous sedation as
preparation to meet or exceed requirements for certification by the
California Board of Dentistry. Meets requirements for accreditation by the
Commission on Dental Accreditation of the American Dental Association.
PERI634. Clinical Conference. 1,2 Unit.
Case management conference to assist the student in diagnosis,
treatment planning, and the management of periodontal diseases and
implant surgery. Repeated registrations required to fulfill the total units.
PERI654. Practice Teaching in Periodontics. 1 Unit.
Experience in teaching the predoctoral dentistry student. Repeated
registrations required to fulfill the total units.
PERI696. Scholarly Activity in Periodontics. 1 Unit.
Selected didactic, clinical, and/or laboratory activity developed by the
program director or a designated program faculty member. Primarily
designed for students to fulfill the certificate requirements for scholarly
activity/research in periodontics. Multiple registrations may be needed to
complete these activities.
PERI697A. Research. 1 Unit.
Student identifies a research project, prepares a protocol, and obtains
approval for the protocol. Multiple registrations may be needed to
complete these research activities.
PERI697B. Research. 1 Unit.
Conducting the actual research project, including the data collection.
Multiple registrations may be needed to complete these research
activities.
PERI697C. Research. 1 Unit.
Student completes research project, holds a public presentation of
research, and submits a publishable paper to his/her research guidance
committee (RGC) for approval. Multiple registrations may be needed to
complete the publishable paper.
PERI698. Thesis. 1 Unit.
PERI705. Fundamentals of Periodontics I. 2 Units.
Presents the gross microscopic anatomy of the periodontium. Introduces
periodontal diseases and their classification. Discusses the epidemiology
of plaque-related periodontal diseases. Reviews the microbial etiology
of periodontal diseases and modifying risk factors—including cigarette
smoking, hormonal changes, systemic disease, and genetics. Discusses
non-plaque-related periodontal diseases and plaque-related gingivitis.
Loma Linda University 2019-2020 511
PERI706. Fundamentals of Periodontal Surgery—Techniques and
Instrumentation. 2 Units.
Introduces rationale, fundamental techniques, and instrumentation
of periodontal surgery. Close seminar and clinic instruction and direct
“one-on-one” teaching and learning of the salient aspects of periodontal
surgery, using patients receiving treatment.
PERI725. Clinical Practice in Periodontics. 1-6 Units.
Clinical experience in the diagnosis and treatment of periodontal
diseases. Repeated registrations to fulfill the total units/clock hours
required.
PERI726. Clinical Practice in Implant Surgery. 2 Units.
Clinical experience in the diagnosis and treatment regarding implant
surgery. A minimum of sixty clock hours per quarter (twelve quarters)
required to fulfill total units.
PERI741. Fundamentals of Periodontics II. 2 Units.
Reviews chronic periodontitis, aggressive periodontitis, necrotizing
periodontal diseases, and periodontitis as manifestations of systemic
disease. Reviews developmental or acquired deformities and conditions
such as mucogingival deformities and occlusal trauma. Reviews clinical
evaluation and introduces the diagnostic and treatment-planning
process. Discusses the interactions among periodontics and other dental
disciplines.
PERI742. Essential Periodontal Therapy Laboratory. 4 Units.
Laboratory exercises in the proper implementation of basic periodontal
therapy, such as oral hygiene instruction, periodontal charting and
examination, periodontal instrumentation using curettes, scalers (both
hand and ultrasonic), the sharpening of instruments; culminates in a
partner prophylaxis. Prerequisite: PERI 705.
PERI765. Essential Periodontal Therapy. 2 Units.
Focuses on nonsurgical periodontal therapy—including self-performed
plaque control, scaling, root-planing, periodontal maintenance, local
antimicrobial agents, systemic antibiotics, and host reponse modulation.
Utilizes interactive teaching, student-directed inquiry; and introduces
evidence-based decision making in the management of periodontitis
patients.
PERI805. Periodontal Surgical Therapy. 1 Unit.
Introduces surgical periodontal therapy and periodontal wound-healing
concepts. Discusses periodontal flaps and their use in various surgical
techniques. Reviews surgical management of multirooted teeth. Reviews
preprosthetic periodontal surgery. Presents laboratory exercises in
application of surgical principles.
Pharmaceutical Sciences (RXPS)
Courses
RXPS511. Pharmaceutics I. 2 Units.
The first in a series of three courses that presents the physicochemical
and biological factors affecting the stability, kinetics, bioavailability, and
bioequivalence of drugs in dosage forms. Applies this knowledge to
dosage form design, formulation, and drug-delivery systems. Focuses on
the theory, technology, formulation, evaluation, and dispensing of solid,
semisolid, and liquid dosage forms. Laboratory sessions involve students
in the preparation and evaluation of dosage forms.
RXPS512. Pharmaceutics II. 4 Units.
Surveys conventional dosage forms—including oral, topical, and
parenteral medications—with emphasis on formulation, preparation, and
effectiveness. Continues RXPS 511.
RXPS513. Pharmaceutics III. 3 Units.
Studies the mathematical, physicochemical, and biological principles
concerned with the formulation, preparation, and effectiveness of
pharmaceutical dosage forms. Continues RXPS 512. Prerequisite: RXPS
512.
RXPS515. Pharmaceutics Laboratory I. 0.5 Units.
Laboratory designed for the student to apply pharmaceutical principles
and to develop proficiency when compounding selected formulations and
employing aseptic techniques. Prerequisite: RXPS 511. Corequisite: RXPS
512.
RXPS516. Pharmaceutics Laboratory II. 0.5 Units.
Continues RXPS 515.
RXPS524. Physiology I. 4 Units.
The first in a sequence of three courses. Covers the nervous, endocrine,
and urinary systems. Focuses on physiological processes required for
maintenance of whole-body homeostasis. Presentation of anatomical
relationships and structures serves to support the physiological topics
discussed. Emphasizes targets for pharmaceutical intervention and the
relationship between biochemical processes and drug metabolism and
action.
RXPS525. Physiology II. 3 Units.
The second in a sequence of three courses. Covers the gastrointestinal,
cardiovascular, and respiratory systems. Focuses on the physiological
processes required for maintenance of whole-body homeostasis.
Presentation of anatomical relationships and structures serves to
support the physiological topics discussed. Emphasizes targets for
pharmaceutical intervention and the relationship between biochemical
processes and drug metabolism and action.
RXPS580. Immunology. 2 Units.
Introduces core concepts of the immune system's function and its
application to immunotherapy. Includes overview of the cells and organs
of the immune system, the innate and adaptive immune systems,
immunopathologies and their application to immunotherapy.
RXPS581. Biochemistry I. 3 Units.
The first in a two-part series that addresses the structure-function
relationships of major biomolecules; enzymes in biochemistry;
human energy metabolism; and major pathways for human protein,
carbohydrate, and lipid metabolism. Discusses important organic
functional groups, nomenclature and physical properties, characteristic
reactions, stereochemistry, and acid-base properties that are important
considerations for drug action. Emphasizes principles of biochemistry as
they relate to pH and buffers; hemostasis; enzyme functions; regulation
of intermediary metabolism; chemical signaling; and interconversions in
the living system, including the role of vitamins, hormones, and enzyme
inhibitors. Discusses biotechnological advances, when appropriate.
RXPS582. Biochemistry II. 3 Units.
The second in a two-part series that addresses the structure-function
relationships of major biomolecules; enzymes in biochemistry;
human energy metabolism; and major pathways for human protein,
carbohydrate, and lipid metabolism. Discusses important organic
functional groups, nomenclature and physical properties, characteristic
reactions, stereochemistry, and acid-base properties that are important
considerations for drug action. Emphasizes principles of biochemistry as
they relate to pH and buffers; hemostasis; enzyme functions; regulation
of intermediary metabolism; chemical signaling; and interconversions in
the living system, including the role of vitamins, hormones, and enzyme
inhibitors. Discusses biotechnological advances, when appropriate.
512 Pharmacology (PHRM)
RXPS584. Biochemistry. 4 Units.
Covers foundations of biochemistry and pharmacology; enzyme
function and regulation; regulation of gene expression; principles of
pharmacogenomics; and carbohydrate, lipid, and amino acid metabolism.
Prepares students to apply the concepts learned to aspects of
pharmaceutical care designed to improve health outcomes for patients.
RXPS610. Pharmacokinetics. 4 Units.
Teaches the basic principles of absorption, distribution, metabolism, and
elimination of drugs from the body. Focuses on physical, physiological,
and biochemical factors that impact these processes. Includes clinical
pharmacokinetics principles and practical examples in the recitation
periods. Prerequisite: Successful completion of all P1-level courses and
P2; Autumn Quarter standing.
RXPS615. Learning and Memory. 2 Units.
Introduces students to evidence-based, effective strategies to optimize
learning and memory. Develops active learners with lifelong learning skills
to promote success not only in school but also in the workplace.
RXPS616. Neuropsychopharmacology. 3 Units.
Fundamentals of neuropsychopharmacology, including the functional
organization of the brain, and the physiology and biochemistry of major
neurotransmitters. Examines how medications and drugs of abuse affect
the brain and alter behavior. Discusses common brain disorders with a
focus on the mechanisms of action of drugs used for treatment.
RXPS617. Natural Products in Current Therapeutics. 2 Units.
A journal club-style course in which students lead the discussion and
dialogue. Explores specific cases of natural product-derived therapeutics
from the history of discovery, synthesis, and biological activity to drug
development and marketing. Students perform literature searches, read
and summarize journal articles, present summaries of multiple articles on
a similar topic, and prepare topical presentations for the class.
RXPS619. Nutrition and Culinary Arts. 2 Units.
Develops basic nutrition and culinary arts skills for patient care.
Addresses disease reversal, lifestyle-change programs, lifestyle medicine,
culinary medicine, culinary prescription, and the whole-food plant-based
diets. Includes: chronic disease classification, disease reversal research,
label reading, portion size, nutrient comparisons, budgeted meal planning,
and community health strategies.
RXPS630. Biochemical Aspects of the Obesity and Metabolic Syndrome.
2 Units.
Explores biochemical factors related to obesity. Emphasizes the impact
of these factors on currently available pharmacotherapeutic options
and development of new therapies. Focuses on the role of pharmacist-
guided lifestyle interventions on the treatment of obesity and metabolic
syndrome.
RXPS651. Principles of Medicinal Chemistry I. 3 Units.
The first in a three-course sequence that focuses on the chemistry of
drug entities. Effects of a drug’s chemistry on its various properties,
such as pharmacology, toxicology, absorption, distribution, metabolism,
excretion, mechanism of action, drug-drug interactions, dosage form
formulation(s), stability, cost, and use.
RXPS652. Principles of Medicinal Chemistry II. 4 Units.
The second in a three-course sequence that focuses on the chemistry
of drug entities. Effects of a drug’s chemistry on its various properties,
such as pharmacology, toxicology, absorption, distribution, metabolism,
excretion, mechanism of action, drug-drug interactions, dosage form
formulation(s), stability, cost, and use. Prerequisite: RXPS 651.
RXPS653. Principles of Medicinal Chemistry III. 3 Units.
The third in a three-course sequence that focuses on the chemistry of
drug entities. Effects of a drug’s chemistry on its various properties,
such as pharmacology, toxicology, absorption, distribution, metabolism,
excretion, mechanism of action, drug-drug interactions, dosage form
formulation(s), stability, cost, and use. Prerequisite: RXPS 652.
RXPS661. Medicinal Chemistry and Pharmacology I. 5 Units.
First of two courses covering chemical and pharmacological aspects
of pharmacotherapeutic agents. Reviews organic functional groups
and heterocycles, introductory principles of medicinal chemistry, drug
absorption and metabolism, cholinergic and adrenergic drugs, respiratory
agents, aspects of men’s and women’s health, antihyperlipoproteinemia,
diabetes, cardiac health, analgesics and anti-inflammatory medications.
RXPS662. Medicinal Chemistry and Pharmacology II. 5 Units.
Second of a two-course sequence covering the chemical and
pharmacological aspects of pharmacotherapeutic agents. Topic areas
include antidepressants, anxiolytics, antipsychotics and other related
CNS topics, cancer chemotherapy, autoimmune disorders, antibiotics,
antiviral medications, and antifungal medications. Prerequisite: RXPS
661.
RXPS710. Dietary Supplements. 2 Units.
Introduces the use of herbals and other supplements in patient health.
Topics include key regulatory and practical concerns; resources for
supplement information; and evidence-based use and adverse effects of
commonly used supplements for CNS, digestive, reproductive, immune,
fitness, and other conditions.
RXPS719. Nutrition and Metabolic Syndrome. 2 Units.
Introduces the role of nutrition, including dietary supplements, in patient
health. Topics include the basics of nutrition and nutritional adequacy;
vegetarian diets, including the Adventist Health Study; and nutritional
considerations related to metabolic syndrome.
RXPS730. Current Topics in Medicinal Chemistry and Drug Design. 1
Unit.
Focuses on discovery and design of new drugs for new therapeutic
targets, and on development of new approaches for treatment of
diseases.
RXPS782. Special Topics in Pharmaceutical Sciences. 1-4 Units.
Lecture and discussion on a current topic in pharmaceutical sciences.
May be repeated for a maximum of 6 units.
RXPS783. Special Topics in Pharmaceutical Sciences. 1-4 Units.
Lecture and discussion on a current topic in pharmaceutical sciences.
May be repeated for a maximum of 6 units.
RXPS784. Special Topics in Pharmaceutical Sciences. 1-4 Units.
Lecture and discussion on a current topic in pharmaceutical sciences.
May be repeated for a maximum of 6 units.
Pharmacology (PHRM)
Courses
PHRM501. Pharmacology and Therapeutics SD. 4 Units.
Principles of drug action: drug receptors, absorption and fate of drugs,
drug toxicity, and drug development. Systematically considers the
pharmacology and clinical applications of the major drugs used by dental
patients. Simulations illustrating the effects of drugs in animals and man.
PHRM503. Clinical Pharmacology in Dentistry. 2 Units.
Review of medications used for the treatment of common medical
disorders, and their effect on the management of the dental patient—
including the use of local anesthetics, antibiotics, and analgesics.
Loma Linda University 2019-2020 513
PHRM515. Medical Pharmacology. 6 Units.
Applies basic sciences to the selection of optimal pharmacologic and
nonpharmacologic therapies. Introduction to fundamental principles
of pharmacology, including pharmacodynamics and pharmacokinetics.
Emphasizes drug mechanism of action, mechanism of side effects,
patient-specific factors, and drug indications. Provides opportunities for
self-directed learning, team building, and interdisciplinary team-based
patient care.
PHRM554. Neuropharmacology. 4 Units.
Systematically discusses drugs that affect primarily the nervous system,
with major emphasis on mechanism of action.
PHRM564. Cardiovascular and Renal Pharmacology. 3 Units.
Systematically discusses drugs that affect primarily the cardiovascular
and renal systems, emphasizing mechanism of action. Offered on
demand.
PHRM584. Drug Metabolism and Biochemical Pharmacology. 4 Units.
Discusses in detail the fate of drugs in the body, together with related
aspects of biochemical actions of drugs.
PHRM684. Special Problems in Pharmacology. 2-6 Units.
Assignments in literature reviews and/or laboratory exercises.
PHRM697. Research. 1-6 Units.
PHRM699. Dissertation. 1-6 Units.
PHRM891. Pharmacology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of pharmacology, including research.
Pharmacy Conjoint (RXRX)
Courses
RXRX500A. Professional Development. 1.5 Unit.
A three-course sequence. Emphasizes professional knowledge, skills,
abilities, behaviors, and attitudes required to produce a competent,
practice-ready professional; and to develop a successful career in
pharmacy. Focuses on well-being and professionalism/professional
identity. Prerequisite: PY1 standing.
RXRX500B. Professional Development. 1.5 Unit.
Continuation of RXRX 500A. Prerequisite: RXRX 500A.
RXRX501. School of Pharmacy Forum. 0 Units.
Presents current topics affecting pharmacy, health care, and career
paths from a multidisciplinary perspective. Offered on a weekly basis
throughout the four-year program.
RXRX506. Introduction to Pharmacy Leadership. 1 Unit.
Offers academic credit for activities related to leadership development
associated with the California Pharmacy Student Leadership Program.
Strengthens leadership behavior. Students invited to take part in this
program must register for this course and complete it as a condition
of their participation. May be repeated once for a maximum of 2 units.
Prerequisite: Permission of the Office of Student Affairs; PY-1 Spring
Quarter professional year standing.
RXRX600A. Professional Development. 1.5 Unit.
A three-course sequence. Emphasizes professional knowledge, skills,
abilities, behaviors, and attitudes required to produce a competent,
practice-ready professional; and to develop a successful career in
pharmacy. Focuses on health literacy. Prerequisite: PY2 standing.
RXRX600B. Professional Development. 1.5 Unit.
Continuation of RXRX 600A. Prerequisite: RXRX 600A.
RXRX601. School of Pharmacy Forum. 0 Units.
Presents current topics affecting pharmacy, health care, and career
paths from a multidisciplinary perspective. Offered on a weekly basis
throughout the four-year program.
RXRX700A. Professional Development. 1.5 Unit.
A three-course sequence. Emphasizes professional knowledge, skills,
abilities, behaviors, and attitudes required to produce a competent,
practice-ready professional; and to develop a successful career in
pharmacy. Focuses on interprofessional communication and team
STEPPS. Prerequisite: PY3 standing.
RXRX700B. Professional Development. 1.5 Unit.
Continuation of RXRX 700A. Prerequisite: RXRX 700A.
RXRX701. School of Pharmacy Forum. 0 Units.
Presents current topics affecting pharmacy, health care, and career paths
from a multidisciplinary perspective. Offered on a weekly basis through
the third professional year. throughout the four-year program.
RXRX798. Independent Study with Faculty. 1-4 Units.
Development of an individual research or project. Includes: description
of the research or project; associated budget; and, assessment
methods. May be repeated for a total of 4 units toward the 9-unit elective
requirement.
Pharmacy Practice/Drug Information
(RXDI)
Courses
RXDI664. Drug Information and Literature Evaluation. 3 Units.
Introduces drug information resources, retrieval, and evaluation. Includes:
forms of drug literature; primary, secondary, tertiary, and Internet
resources; documentation of drug information requests; and, reporting
adverse drug reactions. Discusses issues related to herbal medicine and
alternative therapeutic options.
Pharmacy Practice/Experiential
Education (RXEE)
Courses
RXEE580. Introductory Pharmacy Practice Experience—Community I. 3
Units.
Introduction to pharmacy practice in a community setting. Focuses on
pharmacist, technician, health-care provider, and patient interactions.
Prerequisite: RXEE 690, and a valid pharmacist intern license.
RXEE591. Introduction to Community Pharmacy Practice I. 2 Units.
Part of a two-course sequence for practical exposure to community
pharmacy practice. Student learns through practicum and reflection the
basic skills required in community pharmacy practice.
RXEE592. Introduction to Community Pharmacy Practice II. 2 Units.
Part of a two-course sequence for practical exposure to community
pharmacy practice. Student learns basic skills required in community
pharmacy practice through practicum and reflection.
RXEE680. Introductory Pharmacy Practice Experience—Community II. 2
Units.
Introduction to pharmacy practice in a community setting with emphasis
on applying clinical knowledge to patient counseling and education
on prescription and self-care medications. Addresses pharmacist,
technician, other health-care provider, and patient interactions.
Prerequisite: RXEE 580, and a valid pharmacist intern license.
514 Pharmacy Practice/Pharmaceutical Care (RXPC)
RXEE690. Introduction to Hospital Pharmacy Practice. 2 Units.
Exposes students to the various clinical, administrative, and distributive
roles and responsibilities of a hospital pharmacist. Prerequisite: P2
standing.
RXEE790. Introduction to Clinical Pharmacy Practice. 2 Units.
Exposes students to a variety of clinical pharmacy services—including
ambulatory care, medicine, and a number of specialty practice areas.
Prerequisite: P3 standing.
RXEE821. Advanced Pharmacy Practice Experience I. 6 Units.
Supervised clinical pharmacy practice experience that provides advanced
pharmaceutical care skills and opportunities in a specific area of
pharmacy practice.
RXEE822. Advanced Pharmacy Practice Experience II. 6 Units.
Supervised clinical pharmacy practice experience that provides advanced
pharmaceutical care skills and opportunities in a specific area of
pharmacy practice.
RXEE823. Advanced Pharmacy Practice Experience III. 6 Units.
Supervised clinical pharmacy practice experience that provides advanced
pharmaceutical care skills and opportunities in a specific area of
pharmacy practice.
RXEE824. Advanced Pharmacy Practice Experience IV. 6 Units.
Supervised clinical pharmacy practice experience that provides advanced
pharmaceutical care skills and opportunities in a specific area of
pharmacy practice.
RXEE825. Advanced Pharmacy Practice Experience V. 6 Units.
Supervised clinical pharmacy practice experience that provides advanced
pharmaceutical care skills and opportunities in a specific area of
pharmacy practice.
RXEE826. Advanced Pharmacy Practice Experience VI. 6 Units.
Supervised clinical pharmacy practice experience that provides advanced
pharmaceutical care skills and opportunities in a specific area of
pharmacy practice.
RXEE827. Advanced Pharmacy Practice Experience VII. 6 Units.
Supervised clinical pharmacy practice experience that provides advanced
pharmaceutical care skills and opportunities in a specific area of
pharmacy practice.
RXEE828. Advanced Pharmacy Practice Experience VIII. 6 Units.
Immersion in clinical practice within inpatient settings. Addresses
comprehensive pharmaceutical care plans within the Pharmacist Patient
Care Process. Prerequisite: Successful completion of didactic courses;
valid pharmacist intern license.
Pharmacy Practice/Pharmaceutical
Care (RXPC)
Courses
RXPC561. Pharmaceutical Care I. 4 Units.
First of three courses addressing pharmacy practice. Introduces the
essence of being a professional and the challenges of applying these
ideals. Includes: professionalism; practice philosophies; professional
relationships; career paths; and, lifelong-learning in pharmacy.
Incorporates study of the top 200 drugs by brand and generic names,
therapeutic and drug classifications, and manufacturer.
RXPC571. Pharmacist Guided Self-Care I. 3 Units.
Familiarizes the student with nonprescription health care products.
Emphasizes patient assessment, indicated medical conditions,
pharmacology, product selection, self-administration techniques, and
patient counseling/follow-up. Lecture/discussion to simulate patient
encounters.
RXPC572. Pharmacist Guided Self-Care II. 3 Units.
Continues RXPC 571.
RXPC761. Pharmacy Practice I. 2 Units.
First of three laboratory courses addressing pharmacy practice.
Presents issues in contemporary pharmacy practice. Includes: roles
of the pharmacist in drug-therapy management; drug-administration
techniques, devices, and compounding techniques; evaluating patient
medication profiles, monitoring patient outcomes, patient counseling, and
disease-state management; application of appropriate communication
and computer skills; and, the role of the pharmacist as a health educator.
RXPC762. Pharmacy Practice II. 2 Units.
Second of three laboratory courses addressing pharmacy practice.
Presents issues in contemporary pharmacy practice. Includes: roles
of the pharmacist in drug-therapy management; drug-administration
techniques, devices, and compounding techniques; evaluating patient
medication profiles, monitoring patient outcomes, patient counseling, and
disease-state management; application of appropriate communication
and computer skills; and, the role of the pharmacist as a health educator.
RXPC763. Pharmacy Practice III. 3 Units.
Capstone course that enhances students’ skills and abilities in clinical
application of knowledge, patient assessment, patient case presentation,
and literature evaluation. Includes three activities that reinforce many of
these skills.
Pharmacy Practice/Therapeutics
(RXTH)
Courses
RXTH529. Strategies for Achieving a Successful Career in Pharmacy. 2
Units.
Explores factors that determine job satisfaction and success in the
pharmacy workplace, as well as contemporary changes in the pharmacist
job market that directly affect pharmacist employability. Guides students
in the development of strategies that will enable them to effectively
compete in a highly competitive job market, optimizing their chances of
achieving job satisfaction and success once employed.
RXTH560. Pharmacist-Guided Self Care. 5 Units.
Introduces students to pathophysiology, pharmacologic, and
nonpharmacologic management of conditions indicated for self-
treatment. Enables students to provide patient-centered care through
gathering pertinent information by patient interviewing, assessing the
appropriateness of self-treatment or referral, recommending over-the-
counter (OTC) products, and developing a patient-specific treatment
plan--including patient education, counseling, and follow up.
Loma Linda University 2019-2020 515
RXTH570. Introduction to Disease Management. 2.5 Units.
Introduces students to medical terminology, physical examination,
interpretation of major diagnostic tests/laboratory results, and
important patient safety considerations. Familiarizes students with
various disease states—such as benign prostatic hyperplasia, urinary
incontinence, glaucoma, gout, osteoarthritis, and rheumatoid arthritis.
Prepares students to assess patients and determine the appropriate
nonpharmacologic and pharmacologic treatment options for specific
conditions.
RXTH603. Interprofessional Dental Clinic. 2 Units.
Provides opportunity for pharmacy and dentistry students to work
and learn together in the setting of an urgent care dental facility.
Students interview patients and collect data (chief complaint, medical
history, medication history, etc.) pertinent to the patients' dental care.
Emphasizes the collaboration of different professions to deliver health
care and improve the health of patients. Develops communication skills
between health care providers.
RXTH604. Medical Missions. 3 Units.
Prepares students to participate in an organized, interprofessional, cross-
cultural medical mission trip, health-care experience, or international
health program. Includes hands-on, experiential learning that enhances
competence in physical assessment. Reviews major chronic diseases
encountered in select medical mission destinations, including the
appropriate role for student pharmacists in diagnosis and treatment.
RXTH605. Advanced Diabetes Management. 2 Units.
Advances students’ knowledge and skills applicable to issues regarding
personalized treatment of diabetes. Topics include lifestyle management,
social issues, mental health issues, type 1 DM, type 2 DM, and diabetes
management technology. Challenges students to use guidelines,
literature, personalization, and professional judgment in approaching
patient care.
RXTH606. Antimicrobial Stewardship. 1 Unit.
Develops an understanding of the role of the pharmacist in antimicrobials
stewardship programs (ASP), as well as the process of ASP. Includes
hospital practice and administrative duties associated with ASP.
RXTH608. Viral Infections Evidence-Based Therapy. 2 Units.
Introduces students to chronic hepatitis C virus (HCV) and human
immunodeficiency virus (HIV) infections, focusing on evidence-based
treatment of these viral infections. Students interpret clinical data for
various available therapies that allow them to select patient-specific
treatments based on evidence. Students examine issues of internal,
external, statistical, and clinical validity as they relate to specific patient
cases in HCV and HIV.
RXTH609. Advanced Literature Evaluation. 1 Unit.
Provides an opportunity for students to critically evaluate journal articles
in a systematic format. Introduces students to the journal club format of
presenting literature and learning how to assess the merit of studies with
respect to design, statistical methods, and potential applications.
RXTH610. Introduction to Pharmacy Informatics. 1 Unit.
Provides a foundation for understanding health information technology
(HIT) and pharmacy informatics. Presents the HIT and specific
informatics language that make up the infrastructure for real-world
information management and health information exchange.
RXTH611. Introduction to Nuclear Pharmacy. 2 Units.
Introduction to radiopharmaceuticals. Includes: routinely used diagnostic
and therapeutic agents; evaluation of radiopharmaceuticals in terms of
indications, dosages, side effects, drug interactions, and potential for
pharmacist intervention; practice guidelines and regulatory requirements
for radiopharmaceuticals and nuclear pharmacy; and, diagnostic and
therapeutic utility of radiopharmaceuticals.
RXTH614. Parenteral and Enteral Nutrition. 1.5 Unit.
Provides a comprehensive review of malnutrition in critically ill patients,
and discusses the treatment approach based on patient's medical and
nutritional status and requirements. Introduces students to therapy-
related complications and discusses how to prevent and manage them.
RXTH619. Clinical Pharmacokinetic Dosing and Monitoring. 3 Units.
Integrates the principles of pharmacokinetics--including factors affecting
the absorption, distribution, metabolism, excretion, and binding of drugs--
into the process of monitoring, evaluating, and adjusting a specific
dosing regimen. Teaches students to interpret laboratory results, assess
clinical findings, and apply pharmacokinetic principles to determine an
individualized dosing regimen for a specific patient, based on drug serum
concentrations and clinical circumstances.
RXTH671. Fluids and Electrolytes. 2 Units.
Covers the pathophysiology and management of conditions related to
fluid, electrolyte, anemia, acid-base, and nutritional disorders. Discusses
pharmacotherapy, dietary requirements, and sources of electrolytes .
Enables students to manage these disorders, establish and employ
rational treatment, and provide parameters to monitor progress of
recommended therapies.
RXTH674. Renal and Respiratory Diseases. 3.5 Units.
Covers the pathophysiology, management, and drug therapy of conditions
related to renal and respiratory diseases. Prepares students to manage
renal and respiratory diseases, establish and employ rational treatment,
and provide parameters to monitor progress of the regimens.
RXTH683. Endocrine. 3.5 Units.
Introduces students to the pathophysiology and disease-state
management of common endocrine disorders. Introduces students to
pharmacology, pharmacokinetics, and pharmacodynamics of agents
used in the treatment of these common endocrine disorders. Prepares
students to integrate their current knowledge and skills of therapeutics
to formulate individualized therapeutic plan for patients. Prerequisite:
Completion of all P1 and Autumn Quarter P2 courses.
RXTH684. Cardiovascular I. 3.5 Units.
Teaches the pathophysiology, management, and drug therapy of
hypertension, hyperlipidemia, and coronary artery diseases. Includes the
pharmacology, pharmacokinetics, and pharmacodynamics of agents used
in the treatment of these diseases. Emphasizes evidence-based medicine
and national guidelines for the management of these diseases. Prepares
students to determine the most appropriate treatments and monitoring
parameters.
RXTH685. Cardiovascular II. 3.5 Units.
Teaches the pathophysiology, management, and drug therapy of
thromboembolic disorders, arrhythmia, stroke, transplantation,
pulmonary hypertension, and heart failure. Includes the pharmacology,
pharmacokinetics, and pharmacodynamics of agents used in the
treatment of these diseases. Prepares students to determine the most
appropriate treatments and monitoring parameters.
516 Pharmacy/Social and Administrative Sciences (RXSA)
RXTH701. Pediatric Pharmacotherapy. 2 Units.
Expands the student’s therapeutic knowledge regarding common
pediatric disease states and prepares students to identify and address
common drug-related problems in pediatric patients. Prerequisite or
concurrent*: RXTH 704*, completion of winter quarter of PY3 year.
RXTH702. Advanced Topics in Neurology and Therapeutics. 2 Units.
Develops the knowledge and skills necessary for scientific inquiry and
promotes an enduring attitude of self-learning. Elements include creative
and critical thinking, literature analysis, and discussion of findings.
Students assigned projects and activities. Prerequisite: RXTH 771.
RXTH703. Advanced Topics in Critical Care. 2 Units.
Presents disease states and treatments in critically ill patients in the
clinical environment. Preparation for clinical rotations and inpatient
pharmacy practice.
RXTH704. Special Populations. 3 Units.
Introduces students to the core concepts involved in the care of
pediatric and geriatric patients. Expands students’ knowledge base of
pharmacology, pharmacokinetics, and pharmacodynamics of drugs.
Includes anatomy, physiology, pharmacology, pharmacokinetics,
pharmacotherapy, and clinical trial evidence. Students integrate
knowledge, attitudes, and skills in a variety of ways to accomplish the
course outcomes.
RXTH708. Mental Health in the Movies. 2 Units.
Evaluates the depiction of mental health conditions in various media,
including books and movies.
RXTH757. Advanced Cardiovascular Life Support. 3 Units.
Focuses on the development of skills necessary for the management of
patients with acute cardiovascular emergencies.
RXTH770. Infectious Diseases I. 3.5 Units.
Introduces students to the pharmacology, pharmacokinetics, and
pharmacodynamics of anti-infective agents; as well as management
(evaluation, treatment, monitoring, and follow-up) of patients with various
infections. Integration of students' knowledge and skills in a variety of
ways to accomplish course outcomes.
RXTH771. Central Nervous System II. 3.5 Units.
Introduces students to management (evaluation, treatment, monitoring,
and follow-up) of patients with neurological conditions (Table I).
Describes basic pathophysiology of common neurological conditions,
along with pharmacokinetic and pharmacodynamic properties of the
most common therapeutic agents. Provides practical experience in
managing patients with neurological conditions, along with additional
comorbid conditions, through case-based activities.
RXTH772. Infectious Diseases II. 3.5 Units.
Introduces students to the pharmacology, pharmacokinetics, and
pharmacodynamics of anti-infective agents; as well as management
(evaluation, treatment, monitoring, and follow-up) of patients with various
infections. Integrates students' knowledge and skills in a variety of ways
to accomplish course outcomes. Prerequisite: RXTH 770.
RXTH773. Central Nervous System I. 3.5 Units.
Introduces students to management (evaluation, treatment, monitoring,
and follow-up) of patients with psychiatric illnesses (Table I). Describes
basic pathophysiology of common psychiatric illnesses, along with
pharmacokinetic and pharmacodynamic properties of the most common
therapeutic agents. Provides practical experience in managing patients
with psychiatric illness, along with additional comorbid conditions,
through case-based activities.
RXTH774. Gastrointestinal Disorders. 2.5 Units.
Introduces students to the pathophysiology and management
(assessment, evaluation, treatment, monitoring, and patient education)
of common gastrointestinal disorders, liver diseases, hepatitis; and
other topics such as stress ulcer prophylaxis. Covers the pharmacology,
pharmacokinetics, and pharmacodynamics of agents used in the
treatment of these diseases. Assimilates relevant literature and current
guidelines into treatment plans.
RXTH775. Oncology. 2.5 Units.
Introduces student pharmacists to the pathophysiology, pharmacology,
and therapeutic management of common hematologic malignancies
and solid tumors. Students gain an understanding of the management
of adverse side effects due to chemotherapy. Provides an avenue for
student pharmacists to practice critical- thinking skills and clinical
decision making using interactive, case-based lecturing and recitation
cases.
RXTH782. Special Topics in Pharmacy Practice. 1-4 Units.
Lecture and discussion on a current topic in pharmacy practice. May be
repeated for a maximum of 6 units.
RXTH783. Special Topics in Pharmacy Practice. 1-4 Units.
Lecture and discussion on a current topic in pharmacy practice. May be
repeated for a maximum of 6 units.
RXTH784. Special Topics in Pharmacy Practice. 1-4 Units.
Lecture and discussion on a current topic in pharmacy practice. May be
repeated for a maximum of 6 units.
Pharmacy/Social and Administrative
Sciences (RXSA)
Courses
RXSA545. Public Health and Lifestyles. 3 Units.
Introduction to principles of public health and public health practice.
Addresses how pharmacy practice interfaces with public health delivery
in a variety of settings; identification and evaluation of public health
education programs; and, how the pharmacist ensures conditions under
which all people can be healthy.
RXSA547. Pharmacy Law. 2 Units.
Introduces students to the most relevant federal and state laws and
regulations that define legal and ethical pharmacy practice. Provides
students with the tools necessary to practice pharmacy consistent with
these standards. Includes lectures, discussions, small-group problem
solving, assignments, and examinations.
RXSA555. Epidemiology and Public Health. 3 Units.
Examines the fundamentals of public health epidemiology. Addresses
distribution and determinants of health and illness, factors contributing
to health promotion and disease prevention, implementation of activities
that advance public health and wellness, and immunization delivery.
RXSA600. Philippines Medical Mission Preparation. 1 Unit.
Orientation to cultural, professional, and clinical experiences in the
Philippines. Surveys geographical, cultural, and epidemiological history
of the Batangas people. Reviews preparation of medications to be
dispensed during the mission. Describes the pharmacist's scope of
practice in the medical mission and provision of competent pharmacy
care. Develops and implements mission responsibilities, tasks, and
itineraries.
Loma Linda University 2019-2020 517
RXSA618. Writing for Publication. 3 Units.
Addresses publishable, professional writing. Includes: pre-writing
exercises, basic components of articles, journal style sheets,
bibliographies, citing works within a text, and writing conventions such as
mechanics, usage, and sentence formation.
RXSA640. Epidemiology and Biostatistics. 3 Units.
Introduces epidemiology, basic statistical concepts, analytical methods,
and medical literature-evaluation techniques. Exposes students to
biostatistical concepts through clinical application of statistics, using
SPSS7 or other currently available statistical packages. Prerequisite:
Successful completion of all P1-level courses; P2; Autumn Quarter
standing.
RXSA646. Principles of Management. 3 Units.
Introduces pharmacy students to the five core managerial sciences,
i.e., human resource management, operations management, marketing,
accounting, and finance. Particularly emphasizes human resource
management and operations management skills. Lectures incorporate
real-life management cases for discussion, followed by lecture on the
principles of management topics.
RXSA650. Biostatistics. 3 Units.
Exposure to commonly used descriptive and inferential statistical
techniques. Addresses selection of appropriate parametric and non-
parametric statistical tests for research and interpretation of findings in
the literature. Includes presentation of statistical information in tabular
and graphical formats.
RXSA743. Health Systems, Reimbursement, and Pharmacoeconomics. 3
Units.
Explores health outcomes research and pharmacoeconomic analyses.
Includes: cost-benefit analyses across drug treatments; resource
allocation; practice guidelines for pharmacoeconomic evaluation;
pharmacists’ roles in the health-care system; and, drug and clinical
pharmacy reimbursement in practice settings.
RXSA748. Advanced Topics in Pharmacy Law. 1 Unit.
Exposes the student to current issues in pharmacy law and regulation
both at the federal and state levels. Introduces pending legislation at
both the state and federal levels. Assigned legal articles and pending
legislation read and presented during class allow the student to become
familiar not only with the issue(s) being presented, but also to analyze
and present the issues' impact on the practice of pharmacy in general
and on the student's personal practice of pharmacy.
RXSA750. Wall Street Journal. 1 Unit.
Students read selected Wall Street Journal health-related articles and
discuss the events that have resulted in news coverage each week in the
areas of pharmaceutical/biotechnology, providers/insurance, research,
policy, and medical products.
RXSA751. Social-Behavioral Aspects of Pharmacy Practice. 3 Units.
Focuses on models and theories of behavior change with particular
emphasis on public health, health education, preventive health, health
promotion, and pharmacological practice. Includes patient and needs
assessments.
RXSA757. Clinical Research and Methodology (CRM). 2 Units.
Builds on the principles of biostatistics and drug information to develop
the skills necessary for a practitioner to design and develop a clinical
research study worthy of scholarly publication and presentation. Highly
recommended for students who wish to pursue a career in managed care,
pharmacy practice in an academic setting, or as a clinical coordinator in
hospital settings. Offered Spring Quarter of PY3. Prerequisite: Completion
of RXDI 664 and RXSA 640 with a grade of B- or better.
Philosophy (PHIL)
Courses
PHIL616. Seminar in the Philosophy of Science. 2 Units.
Explores the meaning(s) of scientific facts, laws, and theories—with
special attention to the development of scientific thought, the nature of
scientific discovery, contrasting interpretations of scientific inquiry, and
the ethical ramifications of scientific discovery.
Physical Education Activity (PEAC)
Courses
PEAC110. Independent Activities. 1 Unit.
Develops an appropriate fitness/activity program in conjunction with the
instructor. Develops motor skills and physical stamina in a manner that
will promote lifelong involvement in physical activity.
PEAC128. Recreation Swimming. 1 Unit.
Covers the mechanics of a variety of strokes, training methods, training
principles, and safety through swim techniques that maximize fitness
outcomes and minimize injuries. Designed to teach and apply the
principles of lifetime physical fitness, utilizing the five major components
of cardiorespiratory endurance, muscular strength, muscular endurance,
flexibility, and body composition. Prerequisite: Students must have
beginning swimming ability as determined by the instructor.
Physical Medicine and Rehabilitation
(PMRH)
Courses
PMRH891. Physical Medicine and Rehabilitation Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of physical medicine and rehabilitation, including pain management
and research.
Physical Therapist Assistant (PTAS)
Courses
PTAS201. Anatomy. 4 Units.
Anatomy of the human body, with emphasis on the neuromuscular and
skeletal systems, including anatomical landmarks. Basic neuroanatomy
of the central nervous system.
PTAS203. Applied Kinesiology. 3 Units.
Introduces functional anatomy of the musculoskeletal system. Applies
biomechanics of normal and abnormal movement in the human body.
Lecture and laboratory.
PTAS204. Applied Gait. 1 Unit.
Introduces normal phases of gait. Identifies common gait abnormalities.
Clinical application towards therapeutic exercises and gait training.
Lecture and laboratory.
PTAS205. Introduction to Physical Therapy. 1 Unit.
Physical therapy practice and the role of the physical therapist assistant
in providing patient care. Quality assurance. Interpersonal skills.
Introduces the multidisciplinary approach. Familiarizes the student with
health care facilities and government agencies.
PTAS206. Documentation Skills. 1 Unit.
Introduces basic abbreviations, medical terminology, chart reading, and
note writing.
518 Physical Therapy (PHTH)
PTAS212. Physical Therapy Procedures. 3 Units.
Principles of basic skills in the physical therapy setting. Goniometry.
Sensory- and gross-muscle testing. Mobility skills in bed and wheelchair
and transfer training. Gait training and activities of daily living. Body
mechanics, positioning, and vital signs. Identifies architectural barriers.
Teaching techniques for other health care providers, patients, and
families. Wheelchair measurement and maintenance. Lecture and
laboratory.
PTAS224. General Medicine I. 3 Units.
Introduces general medical conditions, including pathology and
management of medical problems: diseases of the body systems--
including cardiovascular, urinary, digestive, nervous, endocrine, and
musculoskeletal systems. Theoretical principles and practical application
of respiratory techniques, exercises, and postural drainage. CPR
certification required prior to the end of the term. Prerequisite: PTAS 201.
PTAS225. Neurology. 3 Units.
Introduces neurological conditions, including pathology and management
of medical problems of stroke, head injury, Parkinson's disease, spinal
cord and nerve injuries, and other conditions.
PTAS226. Orthopaedics I. 3 Units.
Introduces common orthopaedic conditions, pathologies, and surgical
procedures involving the peripheral joints. Introduces joint mobilization.
Procedures and progression of therapeutic exercises for each specific
joint covered as these exercises relate to tissue repair and healing
response. Practical laboratory includes integration of treatment plans
and progressions.
PTAS227. Therapeutic Exercise. 2 Units.
Introduces therapeutic exercise theories and practical applications.
Tissue response to range of motion, stretch, and resistive exercise.
Laboratory covers practical applications of various types of exercise
techniques and machines used in the clinics, and a systematic approach
to therapeutic exercise progression.
PTAS231. Physical Therapy Modalities. 3 Units.
Introduction to the administration and practice of physical therapy
modalities (biophysical agents), including heat and cold applications,
hydrotherapy, massage, aquatic therapy, physiology and control
of edema, standard precautions, sterilization techniques, and pain
management. Lecture and laboratory. Prerequisite: PTAS 201.
PTAS234. General Medicine II. 1 Unit.
Introduces equipment, lines, tubes, and procedures for interventions in
acute/inpatient settings by the physical therapist assistant. Mobilization,
functional mobility, exercise, and transfers within the acute care setting.
Identifies the roles of multidisciplinary team members managing critical
care patients. Prerequisite: PTAS 212, PTAS 224.
PTAS236. Applied Electrotherapy. 3 Units.
Principles and techniques of electrotherapy procedures, including basic
physiological effects. Indications and contraindications for specific
electrotherapy modalities. Practical application and demonstration of
modalities in a laboratory setting.
PTAS238. Wound Care. 1 Unit.
Normal structure and function of the skin. Pathology of the skin,
including problem conditions, burns, and wounds. Lecture and laboratory
to include wound identification, measuring, dressing, treatments, and
debridement. Model wounds used for hands-on training.
PTAS241. Applied Pediatrics. 2 Units.
Normal and abnormal development, from conception to adolescence.
Emphasizes developmental sequence, testing, and treatment of
neurological and orthopaedic disorders. Practical laboratory.
PTAS243. Applied Geriatrics. 3 Units.
Introduces various aspects of geriatric care. Wellness care and
adaptation to exercise modalities. Procedures pertaining to the geriatric
patient. Diagnosis and aging changes that affect function in geriatric
rehabilitation.
PTAS251. Orthopaedics II. 3 Units.
Introduces common orthopaedic conditions, pathologies, and surgical
procedures of the spine. Treatments, procedures, and progression of
therapeutic exercises of the spine as related to tissue repair and healing
response. Practical laboratory includes integration of treatment plans
and progressions.
PTAS252. Applied Neurology. 3 Units.
Introduces techniques to facilitate neurodevelopmental treatment,
proprioceptive neuromuscular facilitation, Brunnstrom, and principles of
therapeutic exercise of the cardiac patient. Practical laboratory.
PTAS261. Physical Therapy Practice. 1 Unit.
Student observes evaluations, treatments, and various diagnoses;
completes a resume and a state licensing application; and prepares and
presents a case study and in-service. Billing procedures and third-party
payors.
PTAS264. Applied Orthotics and Prosthetics. 2 Units.
Introduces basic principles in the use of selected prosthetic and orthotic
devices. Exposes student to various types of devices; discusses patient
adjustment to devices. Examines indications and contraindications
for orthotic and prosthetic use with patients seen in physical therapy.
Prerequisite: PTAS 203.
PTAS265. Professional Seminar. 1 Unit.
Contemporary theories and practices of physical therapy. Topics covered
by faculty and guest lecturers include: sports taping, ortho taping, soft
tissue, geriatric experience through affective learning, and vestibular
rehabilitation. Lecture and laboratory.
PTAS275. Psychosocial Aspects of Health. 2 Units.
Psychological and sociological reactions to illness or disability. Includes
trauma, surgery, and congenital and terminal illness. Individual and family
considerations.
PTAS293. Physical Therapist Assistant Clinical Experience I. 6 Units.
One six-week assignment to be completed during the Spring Quarter.
Students exposed to a variety of clinical settings. Forty clock hours
per week of supervised clinical experience. Combined total of eighteen
weeks—including PTAS 293, 294, 295—of clinical experience prepares the
student for entry-level performance.
PTAS294. Physical Therapist Assistant Clinical Experience II. 6 Units.
One six-week assignment to be completed during the Summer Quarter.
Students exposed to a variety of clinical settings. Forty clock hours
per week of supervised clinical experience. Combined total of eighteen
weeks—including PTAS 293, 294, 295—of clinical experience prepares the
student for entry-level performance.
PTAS295. Physical Therapist Assistant Clinical Experience III. 6 Units.
The terminal, six-week assignment completed during the final quarter
of the program. Exposes students to a variety of clinical settings. Forty
clock hours per week of supervised clinical experience. The combined
total of eighteen weeks—including PTAS 293, 294, 295—of clinical
experience prepares the student for entry-level performance.
Physical Therapy (PHTH)
Loma Linda University 2019-2020 519
Courses
PHTH501. Neurology I. 3 Units.
Physical therapy management of individuals with balance and vestibular
disorders resulting in impairments, functional limitations, and disabilities.
Emphasizes application and integration of theoretical constructs,
evidence-based practice, examination, evaluation, diagnosis, prognosis,
intervention, and outcome measurements.
PHTH502. Neurology II. 3 Units.
Physical therapy management of individuals with neurological disorders
(including stroke, traumatic brain injury, multiple sclerosis, Parkinson's
disease, Guillain-Barre syndrome, and amyotrophic lateral sclerosis)
resulting in impairments, functional limitations, and disabilities.
Emphasizes the application and integration of theoretical constructs,
evidence-based practice, examination, evaluation, diagnosis, prognosis,
intervention, and outcomes measurement.
PHTH503. Neurology III. 3 Units.
Physical therapy management of individuals with spinal cord injury
and amputations resulting in impairments, functional limitations, and
disabilities. Emphasizes the application and integration of theoretical
constructs, evidenced-based practice, examination, evaluation, diagnosis,
prognosis, intervention, and outcomes measurement.
PHTH504. Neurology IV. 3 Units.
Continued development of critical thinking and refinement of previously
learned neurologic patient management skills and introduction to new
content supporting neurologic physical therapy practice.
PHTH505. Integrated Clinical Experience. 1 Unit.
A year-long course that provides the students—assisted by faculty and
clinical therapist—experience with mock and real patients. Emphasis
is on critical thinking related to assessment, safety, and treatment
progression. Course incorporates didactic education into practical
application.
PHTH506. Exercise Physiology. 3 Units.
Addresses physiologic, metabolic, circulatory, and structural adaptations,
responses, and interactions that occur during acute and chronic exercise.
Includes body fat analysis and risk of disease in the obese client.
Applies tests and measures to concepts and applications of exercise
prescriptions.
PHTH508. PT Communication and Documentation. 2 Units.
Introduces principles and dynamics of professional communication.
Emphasizes basic skills needed in a clinical setting, including but not
limited to the following: evaluations, progress notes, discharge summary,
workers compensation, prescriptions, patient interviews, letters of
justification, electric formats, and legal considerations related to all
aspects of the above.
PHTH509. Biophysical Agents. 3 Units.
Fundamental principles, physiological effects, and application techniques
in the use of biophysical agents, including thermotherapy, cryotherapy,
hydrotherapy, ultrasound, and electrotherapy procedures. Manual
modalities, including massage techniques, myofascial and trigger point
release. Lecture and laboratory.
PHTH510. Kinesiology. 3 Units.
Fundamental principles of joint and muscle structure and function
related to the development of treatment strategies for the physical
therapist. Analyzes and applies the biomechanics of normal and
pathological movement of the human body. Functional anatomy of
the musculoskeletal system, including palpatory techniques for bone,
ligament, and muscle.
PHTH511. Clinical Orthopaedics. 2 Units.
Addresses the physical therapist's management of patients with
functional impairments stemming from orthopaedic pathologies in
all body regions. Introduces patient/client management; including,
examinations, evaluations, diagnoses, prognoses, interventions,
and outcomes. Emphasizes postoperative rehabilitation to enhance
outcomes following orthopaedic procedures.
PHTH512. Clinical Psychiatry. 2 Units.
Introduces mental and personality disorders. Reviews abnormal
behaviors commonly found in a clinical setting.
PHTH513. Therapeutic Procedures. 3 Units.
Blood pressure determination and aseptic techniques. Principles
and utilization of posture and body mechanics. Selection and use of
wheelchairs, ambulation aids, and other equipment. Progressive planning
toward complete activities of daily living.
PHTH514. Manual Muscle Testing. 3 Units.
Methods of evaluating muscle strength and function using specific and
gross manual muscle tests. Integrates manual muscle testing with other
aspects of patient care. Live patient demonstrations and discussion
regarding each patient. Lecture, demonstration, and laboratory.
PHTH516. Histology. 2 Units.
Surveys fundamental tissues (epithelial, connective, muscle, and
nervous) and the histopathology of selected diseases, including changes
in bone and cartilage.
PHTH517. Movement Science. 2 Units.
An integrative approach to movement impairment and neuromuscular
approaches in the evaluation and management of musculoskeletal pain
syndromes. Identifies clinical reasoning and examination of movement
patterns. Extensive laboratory practice with patient/case studies.
PHTH518. Aspects of Health Promotion. 2 Units.
Dynamics of physical therapy involvement in health promotion for the
individual and the community. Factors in the promotion of a healthful
lifestyle, including cardiovascular enhancement, stress reduction and
coping mechanisms, nutritional awareness, weight management, and
substance control. Students design and implement community-based
health education program.
PHTH519. Locomotion Studies. 3 Units.
Basic and advanced observational analysis of normal and abnormal
human locomotion in adults. Compares differences in gait impairments
at each joint and at different stance/swing phases. Use of assessment
tools and clinical reasoning in the attributes and interventions of normal
and abnormal gait characteristics. Basic pathological and soft tissue
impairments to gait cycle. Correlates energy expenditure to gait.
PHTH521A. Orthopaedics 1A. 3 Units.
Discusses physical therapy examination, evaluation, and interventions
relevant to the clinical management of musculoskeletal conditions of the
upper extremities. Presents instruction related to orthopaedic physical
therapy interventions—including joint mobilization, hand splinting,
and other selected manual techniques for specific upper extremity
musculoskeletal conditions. Utilizes lecture, laboratory, and case studies
to develop and integrate these concepts.
PHTH521B. Orthopaedics 1B. 3 Units.
Students further develop concepts of examination, differential diagnosis,
prognosis, and interventions that are expanded to patients with
musculoskeletal conditions of the lower extremities. Utilizes lecture,
laboratory, and case studies to develop and integrate these concepts.
520 Physical Therapy (PHTH)
PHTH522. Orthopaedics II. 3 Units.
Evidence-based theory of spinal examination, evaluation, and physical
therapy intervention. Expanded principles of functional anatomy, tissue
and joint biomechanics, pathology, and treatment. Differentiates causes
of neck and head pain—including temporomandibular joint disorders,
myofascial pain dysfunctions, and cervicogenic headaches.
PHTH523. Orthopaedics III. 3 Units.
Evidence-based theory of lumbopelvic, lumbar and thoracic spine
examination, evaluation, and physical therapy intervention. Expanded
principles of functional anatomy, tissue and joint biomechanics,
pathology, and treatment. Differentiates etiology of lumbar, lumbopelvic,
and thoracic pain.
PHTH525. General Medicine. 3 Units.
An understanding of medical and surgical disorders for the physical
therapist. Basic pathology and/or etiology and clinical manifestations.
Medical treatment for conditions within selected specialties of:
endocrinology, arthritis, oncology, and integumentary management.
PHTH526A. Cardiopulmonary I. 3 Units.
Anatomy and physiology of the cardiovascular system as applied
to patient management. Physical therapy management of patients
diagnosed with cardiac diseases and complications. Identifies disease
processes, including definition, etiology, pathophysiology, clinical
presentation, and the clinical course of cardiac conditions. Analyzes
and examines ECGs of various forms with basic interpretation. Includes
lecture and laboratory.
PHTH526B. Cardiopulmonary II. 3 Units.
Normal anatomy and physiology of the pulmonary system as applied
to physical therapy management. Medical and physical therapy
management of patients diagnosed with pulmonary diseases and
complications. Analyzes arterial blood gases in a systematic manner and
relates findings to the disease and ventilatory process. Discusses PFTs
for obstructive and restrictive diseases. Includes lecture and laboratory.
PHTH528. Therapeutic Exercise I. 3 Units.
Introduces basic exercise techniques used in the practice of physical
therapy. Techniques include, ROM, stretching/flexibility, joint mobilization,
muscle performance (including strength, power, and endurance), and
aquatic rehabilitation.
PHTH530. Therapeutic Exercise II. 3 Units.
Formulation and implementation of exercise prescriptions based
on impairments and protocols. Opportunities to design treatment
progressions for the extremities. Emphasizes spinal stabilization
approaches for the axial skeleton.
PHTH532. Biostatistics I. 2 Units.
Fundamental procedures of analyzing and interpreting data. Sampling,
probability, descriptive statistics, normal distribution, sampling
distributions and standard error, confidence intervals and hypothesis
testing, power, effect size. Introduction to epidemiological measures to
estimate risk and select measures of clinical improvement.
PHTH534. Soft Tissue Techniques. 2 Units.
Physical therapy evaluation and treatment-planning strategies for
individuals with orthopedic dysfunction primarily related to soft tissue
injury resulting in pathology, impairments, functional limitations, and
disabilities. Emphasizes laboratory hands-on application and integration
of theoretical constructs, evidenced-based practice, examination,
evaluation, intervention, and measurement of outcomes.
PHTH539. Integrative Physiology. 4 Units.
Physiology of the human body, including integumentary, skeletal,
muscular, neuronal, cardiovascular, respiratory, endocrine, digestive,
urinary, and reproductive physiology.
PHTH540. Concepts of Acute Care. 2 Units.
Presents procedures, equipment, lines and tubes, medications, and
treatments used while treating adult and pediatric patients in the acute
care setting. Covers ICU, NICU, and CCU using current research on
mobilization and improving function. Identifies roles of multidisciplinary
team members managing critical care patients.
PHTH555. Medical Screening. 2 Units.
Emphasizes information gathering from history taking, review of systems,
and directed questioning—combined with a focused examination to
establish a working diagnosis. Emphasizes clinical pattern recognition
for both musculoskeletal and nonmusculoskeletal disorders. Students
learn strategies to differentiate between musculoskeletal and
nonmusculoskeletal disorders. Highlights knowledge and skills related to
screening for medical pathology.
PHTH557. Pediatrics I. 3 Units.
Examines typical sequential human development observed throughout
prenatal, infant, toddler, and childhood periods, in the context of
physical therapy; and provides an introduction to atypical development.
Emphasizes observation of motor development and learning, and
identification and documentation of movement for both the typically and
atypically developing child.
PHTH558. Pediatrics II. 3 Units.
Discussion and demonstration of physical therapy diagnosis,
assessment, and case management of clients with developmental
disabilities including, cerebral palsy, spina bifida, and muscular dystrophy.
Addresses pediatric NDT, sensory processing disorders, spasticity
management, and adaptive equipment options. Includes preparing
realistic, measurable objectives. Includes laboratory demonstrations.
PHTH559. Geriatrics. 2 Units.
Overview of the normal and pathological changes seen during the
aging process as related to physical therapy. Includes theories and
demographics of aging, physiological and psychosocial changes,
principles of geriatric rehabilitation, pharmacology, orthopedic
considerations, fall risk, and fall prevention.
PHTH561. Physical Therapy Administration. 4 Units.
Principles of organization and administration in health-care delivery.
Multidisciplinary approach to patient management and patient-therapist
relations. Administration of physical therapy services. Professionalism,
medicolegal considerations, supervision and training of support
personnel. Departmental design and budgetary considerations.
PHTH563. Scientific Inquiry I. 2 Units.
Using the team-based learning approach, introduces students to the
terminology, methodology, and skills needed to become efficient and
critical consumers of published evidence.Teaches students the elements
of focused clinical questions development, hypothesis development,
study designs, sampling techniques, study variables, measurement,
reliability, validity, threats to validity, and statistics as they relate to
evidence-based practice.
Loma Linda University 2019-2020 521
PHTH564A. Scientific Inquiry II A. 1 Unit.
Students learn the elements of evidence-based practice, how to balance
evidence with patients’ preferences and clinical expertise, and how to
become lifelong learners using evidence-based practice. Guided by a
faculty advisor, students develop a focused clinical question; obtain,
analyze, synthesize, and integrate evidence; and then evaluate outcomes
related to the question.
PHTH564B. Scientific Inquiry II B. 1 Unit.
Students create and submit a written systematic review of the evidence
gathered and appraised in PHTH 564A Scientific Inquiry II A. Evidence-
based practice experience culminates in a formal oral presentation of
the findings to an audience of faculty and peers. Prerequisite: PHTH 563,
PHTH 564A.
PHTH566. Pathology. 4 Units.
Fundamental mechanisms of disease, including cell injury, inflammation,
repair, fluid disorders, neoplasms; developmental, genetic, pediatric,
immune, infectious, physical, dietary, blood, vascular, and heart diseases.
PHTH567. Pain Science. 2 Units.
Integrates conceptual frameworks that address clinical transitioning from
acute to chronic pain. Presents functional connectivity brain patterns
related to pain signatures. Reviews functional MRI pain research related
to clinical presentations of acute, chronic, and neuropathic pain, and
pain-prone personality disorders. Applies a classification system for
identifying chronic pain patients and introduces counseling management
strategies.
PHTH568. Integrative Neueroanatomy. 4 Units.
Basic anatomy and function of the central, peripheral, and autonomic
nervous systems and related structures. Gross anatomy of the brain and
spinal cord. Functional consideration of cranial nerves, tracks, and nuclei
of major systems. Lecture, slides, and laboratory with specimens, models,
and exercises.
PHTH569. Clinical Neurology. 2 Units.
Introduces the practice of neurologic physical therapy. Emphasizes
neurologic disorders routinely encountered by physical therapists and
their clinical manifestations. Presents components of the neurologic
physical therapy examination.
PHTH571. Physical Therapy Practicum I. 1 Unit.
A two-week, forty clock hours per week, clinical education experience.
Allows students to begin utilizing physical therapy clinical and
professional skills learned during the first year of the DPT curriculum.
Supervision by a licensed physical therapist. Includes direct patient
care, as well as possible participation in specific site team conferences,
demonstrations, special assignments, and observation.
PHTH572. Physical Therapy Practicum II. 2 Units.
A four-week, forty clock hours per week, clinical education experience.
Students apply and practice knowledge and skills learned in general
medicine, neurologic, orthopedics, and preventive care/wellness as they
relate to patients across the lifespan. Supervision by a licensed physical
therapist. Includes direct patient care, as well as possible participation
in specific site team conferences, demonstrations, special assignments,
and observation.
PHTH573. Physical Therapy Practicum III. 1.5 Unit.
Third in a series of three practica. Provision of direct patient care during
full-time clinical placement and participation at acute, outpatient,
neurorehabilitation, orthopedics, geriatrics, pediatrics, sports medicine,
or wellness/preventive care settings. Offered Summer quarter of the third
academic year.
PHTH575. Orthopaedics IV. 1 Unit.
A three-quarter course that integrates examination procedures taught in
the orthopaedic curriculum. Culminates in a comprehensive laboratory
practical that includes the five elements of patient/client management,
as described in the Guide to Physical Therapy Practice: examination,
evaluation, diagnosis, prognosis, and intervention.
PHTH586. Orthotics and Prosthetics. 2 Units.
Clinical reasoning in the attributes and interventions of normal and
abnormal gait characteristics based on the field of orthotics and
prosthetics. Instruction with various types of orthotics and prosthetics
in order to collaborate with O&P clinicians and patients in locomotion
rehabilitation.
PHTH587. Pharmacology. 2 Units.
Introduction to general principles of pharmacology, including actions
of commonly used medications on physiological processes related to
physical therapy.
PHTH595. Clinical Imaging. 3 Units.
Covers the various types of imaging used in clinical practice. Educates
the future practitioner on the strong and weak points of each type of
imaging, what that type of imaging is used for, and how the process is
completed start to finish. Covers conventional x-ray, CAT scan, MRI, and
MSK ultrasound. Laboratory portion familiarizes the student with MSK
ultrasound, including its application and the general interpretation of the
image produced.
PHTH596. Orthopaedics V. 3 Units.
Presents the newest evidenced-based clinical evaluation and treatment
applications over the spectrum of the patient population in the field of
physical therapy. Emphasizes the specialized area of orthopedic physical
therapy.
PHTH597. Specialized Interventions in Physical Therapy. 3 Units.
Topics include, wellness, home health care, pilates, wound care,
geriatrics, lymphedema, bariatrics, reimbursement, women and men’s
health, and strain/counterstrain.
PHTH701. Physical Therapy Affiliation I. 5 Units.
First of three 10-11 week, long-term clinical experiences in an affiliated
site under the mentorship of a licensed physical therapist using a
standardized assessment tool. Average weekly attendance of 40 hours
expected. Clinical settings include acute care, neurorehabilitation,
orthopedics, geriatrics, sports medicine and wellness clinics, pediatrics,
subacute and long-term care. Program provides preparation for
attendance and overall assessment.
PHTH702. Physical Therapy Affiliation II. 5 Units.
Second of three 10-11 week, long-term clinical experiences in an affiliated
site under the mentorship of a licensed physical therapist using a
standardized assessment tool. Average weekly attendance expected
is 40 hours. Clinical settings include acute care, neurorehabilitation,
orthopedics, geriatrics, sports medicine and wellness clinics, pediatrics,
subacute and long-term care. Program provides preparation for
attendance and overall assessment.
PHTH703. Physical Therapy Affiliation III. 5 Units.
Third of three 10-11 week, long-term clinical experiences in an affiliated
site under the mentorship of a licensed physical therapist using a
standardized assessment tool. Average weekly attendance expected
is 40 hours. Clinical settings include acute care, neurorehabilitation,
orthopedics, geriatrics, sports medicine and wellness clinics, pediatrics,
and subacute and long-term care. Program provides preparation for
attendance and overall assessment.
522 Physical Therapy — Graduate (PTGR)
PHTH731. Advanced Orthopaedic Studies. 3 Units.
Specialty track that provides opportunity to pursue, in greater depth,
various topics related to current trends in orthopaedic physical therapy;
and to develop advanced clinical skills, where appropriate.
PHTH732. Advanced Neurologic Studies. 3 Units.
Continued development of critical thinking, refinement of previously
learned neurologic patient management skills, and introduction to new
content supporting neurologic physical therapy practice.
PHTH733. Advanced General Medicine Studies. 3 Units.
Specialty track that provides opportunity to pursue, in greater depth,
various topics related to current trends in general medicine physical
therapy; and to develop advanced clinical skills, where appropriate.
PHTH736. Residency Level Clinical Experience. 1 Unit.
Clinical mentorship under the supervision of a master clinician. Didactic
instruction that draws upon a variety of strategies, including case
reviews, 1:1 patient mentoring, experiential video analysis and feedback,
activities that involve scientific inquiry, and interpretation of the literature
and/or clinical experiences.
Physical Therapy — Graduate (PTGR)
Courses
PTGR500. Integrative Approach to Early Rehabilitation. 3 Units.
Advanced study in acute and subacute rehabilitation as it applies
to the early intervention of physical therapy. Emphasizes wound
care management and treatment; cardiopulmonary assessment
and treatment; ECG interpretation; and the evaluation process for
acute rehabilitation, including spinal cord injury and stroke. Reviews
comprehensive team approach, with utilization of neuropsychology and
case management.
PTGR501. Advanced Orthopaedic Specialty Tracks I. 3 Units.
Presents the newest clinical treatment applications over the spectrum
of the patient population in the field of orthopaedic physical therapy.
Emphasis on the cervicothoracic spine and the shoulder girdle.
PTGR502. Advanced Orthopaedic Specialty Tracks II. 3 Units.
Presents the newest clinical treatment applications over the spectrum
of the patient population in the field of orthopaedic physical therapy.
Emphasizes the thoracolumbar and the lumbopelvic regions.
PTGR503. Medical Documentation and Billing. 3 Units.
Emphasizes expanded skills in medical documentation and
communication in the clinical setting. Includes documentation following
Medicare guidelines and the Guide to Physical Therapy Practice,
justification of care using measurable objective data, home health
episodic payment, billing and reimbursement, workers’ compensation,
interdisciplinary communication, medical dictation, and electronic
medical records and documentation related to physical therapy.
PTGR504. Science and Biomechanics of the Fascia and the Art of
Myofascial Release. 3 Units.
Bridges the science and art of myofascial release to learn clinically
and anatomically based approaches to myofascial release. Focuses
on how the fascia and muscle create dysfunction in the human
body and increase stress to the system, leading to the occurrence of
symptoms encountered clinically in the form of common musculoskeletal
pathologies.
PTGR505. Orthopaedic Intervention: Regional Interdependency of the
Cervical Spine & Upper Extremities. 3 Units.
Advanced clinical assessment, treatment, and management of
orthopaedic disorders of the upper extremities. Emphasis on regional
interdependency. Includes biomechanics, examination, and intervention
of the cervical spine and shoulder complexes, emphasizing refinement
of the cervico-thoracic spine and upper-quarter screen and evaluation.
Includes lecture and laboratory.
PTGR506. Soft-Tissue Mobilization. 3 Units.
Helps practicing physical therapy clinicians optimize skills and refine
selection of the most effective soft-tissue mobilization techniques to
maximize specific musculoskeletal functional outcomes. Students learn
new techniques and refine and master previously learned techniques
through lecture, demonstration, practical examinations, and hand-on
techniques.
PTGR507. Advanced Pediatric Clinical Practice. 3 Units.
Physical therapy management of the pediatric patient. Emphasizes
observation and analysis of typical development, common movement
dysfunctions, and evidenced-based interventions and treatment
techniques for the developmentally delayed child.
PTGR508. Current Topics in Neurological Rehabilitation. 3 Units.
Presents evidence-based physical therapy treatment applications for
neurologically impaired patients across the lifespan. Evaluation and
treatment of patients with acquired brain injury, stroke, spinal cord
injury, vestibular disorders, diabetic neuropathies, and amputations.
Emphasizes designing treatment plans, integrating family training,
and maximizing independence using the International Classification of
Functioning, Disability and Health (ICF) model.
PTGR509. Function-Based Rehabilitation. 3 Units.
Evidenced-based course that covers physical therapy practice relevant
to adult neurological rehabilitation. Emphasizes NDT, motor learning, and
clinical decision making. Exposes students to material through problem-
based learning, literature review, lecture, discussion, and intensive hands-
on sessions focused on mastery of manual therapy application.
PTGR510. Neurologic Upper Extremity Management. 3 Units.
Evidenced-based course that covers physical therapy practice relevant
to adult neurological rehabilitation. Emphasizes a PNF perspective
with a focus on clinical decision making. Exposes students to material
through problem-based learning, literature review, lecture, discussion,
and intensive laboratory sessions focused on mastery of manual therapy
application.
PTGR511. Advanced Clinical Practice I: Orthopaedic Rehabilitation. 3
Units.
Student demonstrates and practices advanced examination, assessment,
and treatment of the lumbar spine, pelvic girdle, and lower extremities.
Lecture and demonstration.
PTGR512. Advanced Clinical Practice II. 3 Units.
Physical therapy management of individuals with vestibular disorders
resulting in dizziness and postural instability. Emphasizes application
and integration of theoretical constructs, evidenced-based practice,
examination, evaluation, diagnosis, prognosis, intervention, and
outcomes measurement. Learner-centered pedagogy requiring
considerable weekly preclass preparation.
PTGR513. Advanced Clinical Practice III. 3 Units.
Advanced clinical decision-making skills, with focus on patient
classification, clinical-diagnosis practice parameters, and practice
guidelines. Emphasizes development of clinical algorithms, clinical
prognostic skills, and outcome measures.
Loma Linda University 2019-2020 523
PTGR514. Professional Systems in Management I. 3 Units.
Administering the academic department: personnel selection,
development, and evaluation; finance; team development; and leadership
theories.
PTGR515. Cardiopulmonary Approaches to Assessment, Wellness, and
Disease. 3 Units.
Review of pathology, etiology, and clinical manifestations of
cardiopulmonary disorders encountered by physical therapists. ECG
interpretation and assessment. Management of patients/clients at risk
for chronic vascular disease. Overview of the epidemiology, risk factors,
assessment, and interventions which address risks and negative health
effects of metabolic syndrome. Emphasizes evidence-based research
to guide the development of assessment, prevention, and intervention
strategies.
PTGR516. Movement Science of the Upper Quarter. 3 Units.
Presents pathomechanics of spine and upper extremity injuries. Explores
the role of muscular imbalance in the pathogenesis of orthopaedic
disorders of the upper quarter, and how faulty biomechanics contribute
to injuries. Diagnosis, analysis, and evaluation of normal and abnormal
movement patterns. Development and design of specific interventions
aimed at changing movement dysfunctions of the upper quarter.
PTGR517. Movement Science: Lower Quarter Biomechanical
Relationships. 3 Units.
Presents pathomechanics of lumbar spine and lower extremity injuries.
Explores the role of muscular imbalance in the pathogenesis of common
orthopaedic disorders of the lower quarter and how faulty biomechanics
can contribute to injuries. Diagnosis, analysis, and evaluation of normal
and abnormal movement patterns. Development and design of specific
interventions aimed at changing movement dysfunctions of the lower
quarter.
PTGR518. Topics in Rehabilitation. 1-6 Units.
Lecture and discussion of current topics relating to the practice of
physical therapy. Content varies from quarter to quarter. (May be repeated
for additional credit for a maximum 6 quarter units.).
PTGR519. Home Health Physical Therapy for the Post-Acute Patient. 3
Units.
An in-depth course for physical therapy students interested in the
home health setting. Special emphasis on Medicare guidelines and the
requirements necessary to excel in this progressive and growing setting.
PTGR520. Cervical Spine. 3 Units.
Evaluation and treatment of patients using best practices and advanced
orthopedic skills for the cervical spine. Differentiates clinical conditions
and enhances clinical decision making. Integrates manual therapy
into patient care. Links clinical practice guidelines to the International
Classification of Functioning, Disability, and Health for impairment and
function-based diagnosis, examination, and intervention.
PTGR521. Lumbar Spine. 3 Units.
Evaluation and treatment of patients using best practices and advanced
orthopedic skills for the lumbar spine. Differentiates clinical conditions
and enhances clinical decision making. Integrates manual therapy
into patient care. Links clinical practice guidelines to the International
Classification of Functioning, Disability, and Health for impairment and
function-based diagnosis, examination, and intervention.
PTGR522. Assessment and Management of the Knee. 3 Units.
Evaluation and treatment of patients using best practices and
advanced orthopedic skills for musculoskeletal conditions of the knee.
Differentiates clinical conditions and enhances clinical decision making.
Integrates manual therapy into patient care. Links clinical practice
guidelines to the International Classification of Functioning, Disability,
and Health for impairment and function-based diagnosis, examination,
and intervention.
PTGR523. Advanced Neurological Rehabilitation. 3 Units.
Studies in-depth the patient with spinal cord injury, including etiology,
current treatment techniques in acute and outpatient settings, and
principles of exercise physiology. Reviews research activities with regard
to a cure for spinal cord injury, as well as the legal aspects of ADA and the
individual with a spinal cord injury.
PTGR524. Women's Health Issues I. 3 Units.
Clinical aspects of women's health issues. How to develop a women's
health program in the clinical setting. Introduces various pathologies and
treatment strategies for specific diagnoses that could be encountered in
the clinical setting. Women's health during adolescence, the reproductive
years, and the geriatric years.
PTGR525. Women's Health Issues II. 3 Units.
Advanced course further exploring women's health issues—including
treatment strategies for women during various phases of their lives.
Anatomy and physiology during adolescence, the reproductive years, and
the geriatric years.
PTGR526. Health-related Quality of Life and Health Satisfaction in
Health Care. 3 Units.
Involves students in the incorporation of Loma Linda University's
motto, "To make man whole," as a critical aspect of improving quality of
life. Emphasizes ways to improve quality of life in aging and disabled
populations. Uses quality-of-life and health-satisfaction instruments and
outcomes to inform students' decision making and patient care across
the life span and as an indicator of successful aging. Students develop a
quality-of-life intervention program.
PTGR527. Skilled Nursing Facility Physical Therapy Practice,
Interventions and Outcomes. 3 Units.
Orientation to the skilled nursing clinical setting. Topics include,
Medicare, Medicaid/Medi-Cal, and private insurance billing and
regulations; resource utilization groups; common patient populations;
treatment strategies; and, outcome measurements. Discussion
and integration of evidence-based practice maximizing outcomes,
compliance, and patient satisfaction.
PTGR528. Residency Level Advanced Seminars. 1 Unit.
Accurate interpretation of emerging evidence with applications to
physical therapy conditions. Contextually incorporates traditional
classroom instruction, group activities and projects, case presentations,
live demonstrations, case-based problem-solving sessions, and role-
play activities into the clinical setting. Preparation for specialization
certification by the American Board of Physical Therapy Specialists.
PTGR529. Integumentary and Lymphatic Systems: Evaluation and
Intervention. 3 Units.
Provides physical therapists with knowledge and skills to identify
patients at risk for development of integumentary and lymphatic
complications; to prescribe preventive measures to promote skin and
lymphatic integrity; and to treat conditions once they develop.
PTGR531. Advanced Orthopaedic Procedures I. 3 Units.
Student demonstrates and practices advanced examination and
treatment of the lumbar spine, pelvic girdle, and lower extremities.
524 Physical Therapy — Graduate (PTGR)
PTGR532. Advanced Orthopaedic Procedures II. 3 Units.
Student demonstrates and practices advanced examination and
treatment of the cervical spine, shoulder girdle, and upper extremities.
PTGR533. Advanced Orthopaedic Procedures III. 3 Units.
Student demonstrates and practices advanced examination and
treatment of the lumbar spine, thoracic spine, and rib cage.
PTGR534. Sensory Integration Disorders. 3 Units.
Exploration of sensory integration disorders—including nystagmus, fluid
abnormalities of the inner ear, and physical therapy management of
individuals with chronic motion sensitivity and cervicogenic dizziness.
Course emphasizes application and integration of theoretical constructs
and evidenced-based practice. Prerequisite: PTGR 512.
PTGR535. Sensory Integration Disorders II. 3 Units.
Explores sensory integration disorders and clinical applications.
Emphasizes fluid abnormalities of the inner and middle ear, cervicogenic
dizziness, theoretical constructs, and evidence-based practice. Learner-
centered hybrid course pedagogy includes three on-line and two face-to-
face classes. Prerequisite: PTGR 534.
PTGR536. Sensory Integration Disorders III. 3 Units.
Explores sensory integration disorders and clinical applications.
Emphasizes the neurophysiology of nystagmus, push-pull system,
Ewald’s laws, and dynamic visual acuity testing. Learner-centered hybrid-
course pedagogy that includes three on-line and two face-to-face classes.
Prerequisite: PTGR 534.
PTGR550. Introduction to Psychoneuroimmunology: The Science of
Whole Person Care. 3 Units.
Studies the effect of the neurological system on physical health, with a
focus on psychoneuroimmunology. Summarizes scientific disciplines
that study brain, immune system, and health behavior interactions that
provide the health-care professional with an integrative understanding of
lifestyle, whole person care for immune system function, and wellness.
PTGR551. Clinical Translation of Pain Science. 3 Units.
Overview of pain science; including, chronic pain, the neurobiology of
pain, pain mechanisms, psychological and cognitive aspects of pain,
and measurement and assessment of pain. Examines neuropathic pain
and its contribution to the "centralized pain" component and cognitive
behavioral therapies. Discusses pharmacology concepts that help
"retrain the brain" in patients suffering acute pain, while preventing the
progression to chronic pain.
PTGR552. Pain Science: Interactions of the Brain and Body. 3 Units.
Study of the transition from acute to chronic pain states. Distinguishes
among peripheral neurogenic, central, and somatic pain mechanisms,
and provides a foundation for the management of pain disorders through
clinical decision-making. Utilizes functional MRI and neurocognitive
function to recognize relationships among the brain, personality
disorders, and acute and chronic pain.
PTGR553. Clinical Reasoning and Critical Thinking in Physical Therapy. 3
Units.
Examines aspects of the “cognitive engine” related to evaluation,
management, and decision-making for orthopaedic physical therapy
patients. Develops use of goal-directed thinking, and analytical and
evaluative questioning. Supports data gathering and interpretation,
evaluation methodology, treatment planning and execution, and
prognosing. Provides support for defending, justifying, and rationalizing
clinical decisions.
PTGR554. Writing for the Physical Therapy Professional and Educator. 3
Units.
Develops clear, precise, and audience appropriate writing skills. Links
practical applications to common writing situations found in the health
professions and education, ranging from intradisciplinary written
communication to preparing abstracts and manuscripts for submission.
PTGR555. Grant Writing for Health Professionals. 3 Units.
Addresses proposal-writing skills essential for acquiring competitive
grant funding from government agencies and private foundations.
Includes content knowledge, writing proficiency, research skills,
originality, creativity, alignment with agency guidelines, and development
and submission of a compelling proposal.
PTGR556. Research and Journal Club Seminars. 1 Unit.
Presents novel and developing topics in the field of rehabilitation and
medicine. Provides interactions with well-established and emerging
investigators. Encourages state-of-the-art approaches and thinking in
rehabilitation scholarship, with emphasis on physical therapy research
and innovations.
PTGR557. Doctoral Dissertation Seminar. 1 Unit.
A year-long course that assists doctoral students with development
of dissertation chapters through the oral defense of the dissertation.
Emphasis on the literature review, research design, committee formation,
institutional review board training, time and project management, framing
of chapters, dissertation format standards, and dissertation defense
etiquette.
PTGR570. Muscle Energetics and Biochemistry. 3 Units.
Surveys biochemistry and metabolic pathways related to muscle function
during exercise and at rest. Includes muscle biochemistry, glycolysis,
gluconeogenesis, beta oxidation, protein metabolism, and nutritional
requirements of the cell. Emphasizes metabolic, cardiac, pulmonary,
and neurological disorders that limit optimal muscle function and
development of physical therapy protocols to minimize limitations.
Covers prerequisites in organic and cellular chemistry.
PTGR571. Advanced Physiology I: Neurobiology. 3 Units.
Surveys cell and whole-body physiology. Includes physiology of the
neuron and nerve conduction, molecular transport at the cellular level,
cardiovascular and renal physiology, gastrointestinal physiology,
endocrinology, and neurophysiology. Emphasizes muscles and
neurophysiology as they relate to the cardiovascular, respiratory, and
endocrine systems.
PTGR572. Advanced Physiology II: Exercise and Thermoregulation. 3
Units.
Focuses on energy sources utilized by the body for exercise, neural and
mechanical structures of mechanisms that control body movements,
environmental influences on exercise performance, the physiology of
thermoregulation, and principles of aerobic and anaerobic exercise.
Applies concepts and principles to normal and disabled human
conditions.
PTGR573. Pathokinesiology of Gait. 3 Units.
Advanced observational analysis of normal and abnormal human
locomotion, with comparison of pathological differences.
Loma Linda University 2019-2020 525
PTGR574. Current Issues in Basic Science. 3 Units.
Studies the current issues in basic science, as related to physical
therapy. Topics may include current advances in biomechanics, cell and
molecular biology, tissue engineering and transplants, pharmacology,
and presentation of basic science research. Content includes scientific
literature reviews and participation in a wet lab activity that includes
development of a question or hypothesis and experimental plan, possible
execution of the plan, and interpretation of results.
PTGR577. Pharmacology in Physical Therapy. 3 Units.
Principles of pharmacology as related to diagnosis, prevention, and
treatment of disease, including a presentation of the pharmacology
and therapeutic value of drugs used in rehabilitation medicine. Related
topics include pharmacokinetics, pharmacodynamics, adverse effects,
drug interactions, and drug toxicity--with special consideration given to
pediatric and geriatric pharmacology.
PTGR578. Medical Screening for Physical Therapists. 3 Units.
Screening for nonneuromusculoskeletal origins for the musculoskeletal
complaints of patients who commonly seek rehabilitation in the physical
therapy setting. Particularly emphasizes components of the history
and physical examination that suggest medical pathology requiring a
medical referral. Knowledge and skills related to screening for medical
pathologies of the 11 body systems in patients with musculoskeletal
complaints of the thorax, pelvis, spine and extremities.
PTGR579. Clinical Imaging for Physical Therapist. 3 Units.
Explores modern imaging techniques used to assess muscoskeletal
disorders and cardiovascular pathologies. Includes radiographs, CAT
scans, MRIs, bone densitometry, PET scans. Emphasizes clinical
ultrasound imaging as used in physical therapy.
PTGR580. Movement Science: Bio-control. 3 Units.
Emphasizes application and discussions of the contemporary knowledge
of motor control and learning to individuals with movement dysfunctions.
PTGR584. Functional Magnetic Resonance Imaging. 3 Units.
Introduces students to the techniques applied in functional magnetic
resonance imaging and their applications. Covers the theoretical basics
of MRI, different types of techniques and software used for processing,
group analysis, and interpretation of results.
PTGR585. Three-dimension Medical Imaging Quantitation. 3 Units.
Introduces basic principles of medical imaging as they relate to
volumetrics and 3D rendering. Topics include: concept of the voxel, 3D
image generation, multiplanar reformat measurements, segmentation,
and data presentation. Hands-on experience with 3D imaging software
that teaches common toolsets for 3D processing. Prerequisite: PTGR
584.
PTGR586. MATLAB. 3 Units.
Discusses general programming concepts; different ways to plot,
visualize, and explore data; and typically used toolboxes and functions in
MATLAB.
PTGR590. Political Advocacy and Health Policy for Physical Therapists.
3 Units.
Focuses on health-care advocacy at the national, state, grassroots, and
local levels as it promotes the interests of patients, professionals, and
organizations involved in health-care delivery. Students examine and
discuss policy issues and strategies relevant to physical therapists
and other health professionals and educators; and learn a systematic,
comprehensive approach to political advocacy and policy activism.
PTGR591. Biomechanics I. 3 Units.
Reviews classic concepts in biomechanics at the tissue, joint, and
whole body level. Provides a basic understanding of classic and current
biomechanical research and how to interpret/synthesize this research.
Explores topics related to muscle and tendon function/dysfunction, joint
lever biomechanical demands and function, and whole body analysis of
human movement. Facilitates the development of theoretical framework
for biomechanical research questions.
PTGR592. Biomechanics II. 3 Units.
Reviews methodologies related to the biomechanics of human
movement. Areas of focus include kinematics, kinetics, energetic,
inverse dynamics, data processing and interpretation, and muscle force
measurements. Focuses on the interpretation of kinematic, kinetic,
and energetic data and appropriate measures to quantify movement.
Facilitates the development of methods to test biomechanical research
questions and apply biomechanical concepts to the clinical environment.
Prerequisite: PTGR 591.
PTGR599. Comprehensive Examination. 0 Units.
Required written examination to be completed at the end of the
second didactic year for the Doctor of Science degree and the Doctor
of Philosophy degree in physical therapy science. Comprehensively
evaluates student's knowledge in four domains without the assistance
of outside resources: education, research, clinical practice/science, and
ethics/professionalism. Successful completion required for continuation
in the program. Prerequisite: PHTH 535 or AHCJ 530; PHTH 536 or AHCJ
531; AHCJ 599.
PTGR690. Research Rotations. 1-3 Units.
Involves students in the research and discovery culture of the University
and clinical settings through observation of and/or participation in
ongoing faculty research and grant projects; as well as graduate
student research projects. Includes research data-collection equipment,
mentorship, dissertation defenses, research-finding presentations, and/or
pilot studies that students design for this practicum experience.
PTGR693. Research and Statistics III: Development and Approval of
Research Topic and Questions. 3 Units.
Research-topic selection, development of research questions, literature
review, oral defense of research topic, questions and proposed research
design, and approval. Prerequisite: AHRM 582.
PTGR694. Proposal Development and Institutional Review Board
Approval. 3 Units.
With oversight by the research guidance committee, student develops a
written research proposal that describes the problems to be investigated,
the hypotheses and assumptions to be developed, and the proposed
experimental design; and that subsequently is submitted to the Office
of Sponsored Research for Institutional Review Board approval.
Prerequisite: PTGR 693.
PTGR695. Research and Statistics V: Data Collection. 3 Units.
Research data planning, setup, standardization of procedures,
collection, electronic data capture, management, and storage leading to
dissertation.
PTGR696. Research and Statistics VI: Data Analysis. 3,6 Units.
Individual arrangements for doctoral students to work with their research
guidance committee on analysis and presentation of research data.
Student prepares manuscript presenting results of doctoral research
study.
526 Physicians Assistant (PAST)
PTGR699. Research and Statistics VII - Dissertation. 3 Units.
Individual arrangements for doctoral students to work with their
dissertation chair and research guidance committee to submit a
substantial and acceptable preliminary written doctoral dissertation--
either in the traditional formal dissertation or multiple chapter format--in
accordance with published guidelines of the Faculty of Graduate Studies,
and in the format of the journal in which the candidate hopes to publish.
Students prepare and present an oral defense of their research findings.
Physicians Assistant (PAST)
Courses
PAST501. Anatomy for Physician Assistants I. 2 Units.
First of three courses in anatomy for physician assistants. Study of
the anatomical structure of the human body by organ system. Includes
dissection of cadavers and preserved specimens; and, histology,
anatomic relations, and the anatomical basis for disease, injury and
dysfunction.
PAST502. Anatomy for Physician Assistants II. 2 Units.
Second of three courses in anatomy for physician assistants. Study
of the anatomical structure of the human body by organ system.
Includes dissection of cadavers and preserved specimens; and, histology,
anatomic relations, and the anatomical basis for disease, injury and
dysfunction. Prerequisite: PAST 501.
PAST503. Anatomy for Physician Assistants III. 2 Units.
Third of three courses in anatomy for physician assistants. Study of
the anatomical structure of the human body by organ system. Includes
dissection of cadavers and preserved specimens; and, histology,
anatomic relations, and the anatomical basis for disease, injury and
dysfunction. Prerequisite: PAST 501, PAST 502.
PAST504. Primary Care Pediatrics. 2 Units.
Introduces common medical and surgical disorders encountered in
pediatric medicine. Emphasizes primary care concepts in the care
of children. Introduces rare disorders that the physician assistant
may encounter in primary care. Presentation of disease processes
mirrors adult medicine by discussing etiology, pathophysiology, clinical
presentation, diagnostic work-up, and management.
PAST505. Women's Health Care. 2 Units.
Common problems encountered in caring for women; management of
these problems. Etiology, pathophysiology, clinical presentation, and
diagnostic work-up.
PAST511. Pharmacology for Physician Assistants I. 2 Units.
The first of three parts of a continuum of courses that study the
basic concepts of pharmaceuticals used in the diagnosis, prevention,
and treatment of diseases—including a systematic presentation of
pharmacology and the therapeutic value of the drugs used in medicine.
Related topics include drug legislation, routes of administration, adverse
effects, drug interactions, and drug toxicity, with special consideration to
pediatric and geriatric pharmacology.
PAST512. Pharmacology for Physician Assistants II. 2 Units.
The second of three parts of a continuum of courses that studies the
basic concepts of pharmaceuticals used in the diagnosis, prevention,
and treatment of diseases--including a systematic presentation of
pharmacology, and the therapeutic value of the drugs used in medicine.
Related topics include drug legislation, routes of administration, adverse
effects, drug interactions, and drug toxicity, with special consideration to
pediatric and geriatric pharmacology. Prerequisite: PAST 511.
PAST513. Pharmacology for Physician Assistants III. 2 Units.
The third of three parts of a continuum of courses that studies the
basic concepts of pharmaceuticals used in the diagnosis, prevention,
and treatment of diseases—including a systematic presentation of
pharmacology and the therapeutic value of the drugs used in medicine.
Related topics include drug legislation, routes of administration, adverse
effects, drug interactions, and drug toxicity, with special consideration of
pediatric and geriatric pharmacology. Prerequisite: PAST 511, PAST 512.
PAST516. Physician Assistant Professional Issues. 2 Units.
A history of the physician assistant (PA) profession and current trends
and issues. Includes the PA's role in health-care delivery, political,
legal, and intraprofessional factors that affect PA practice, and the
PA's role in relation to physicians and other health-care providers.
Addresses professional responsibility and biomedical ethics, professional
organizations, program accreditation, graduate certification and
recertification, employment considerations, and professional liability.
PAST547. Basic Medical Science. 3 Units.
Provides an overview of scientific principles as they pertain to the
practice of clinical medicine. Emphasizes microorganisms commonly
encountered by physician assistants in clinical practice. Provides a
foundation for principles of clinical medicine and pharmacology.
PAST551. Normal and Pathologic Physiology for Physician Assistants I.
2 Units.
Exploration of normal physiological function from a systems-based
medical perspective which serves as a foundation for understanding
the process of disease. Includes etiology, pathogenesis, and clinical
manifestations of medical disorders.
PAST552. Normal and Pathologic Physiology for Physician Assistants II.
2 Units.
Exploration of normal physiological function from a systems-based
medical perspective which serves as a foundation for understanding
the process of disease. Includes etiology, pathogenesis, and clinical
manifestations of medical disorders. Prerequisite: PAST 551.
PAST553. Normal and Pathologic Physiology for Physician Assistants III.
2 Units.
Exploration of normal physiological function from a systems-based
medical perspective which serves as a foundation for understanding
the process of disease. Includes etiology, pathogenesis, and clinical
manifestations of medical disorders. Prerequisite: PAST 551, PAST 552.
PAST554. Clinical Skills for Physician Assistants. 5 Units.
Introduces the basic skills and knowledge needed to evaluate and treat
common illnesses and injuries. Safety, aseptic technique, BLS, ACLS,
wound care, local anesthesia, suturing, casting, splinting, use of various
tubes and drains, and emergency medicine; and surgery for physician
assistants. Includes participation in clinical simulations for enhanced
skill development.
PAST556. Preventive Medicine and Health Promotion. 2 Units.
Selected topics dealing with disease prevention. Includes relevance
of statistics, epidemiology, research designs, and clinical trials; and,
disease trends and lifestyle modification. Examines the roles of physical
activity, nutrition, immunization, and public health as approaches in
communicable disease prevention. Addresses clinical preventive services
leading to tailored health maintenance plans for individual patients.
PAST558. Psychiatry for Physician Assistants. 3 Units.
Focuses on diagnosis and treatment of major psychiatric and mental
disorders. Topics include depression, anxiety, phobias, substance and
eating disorders, somatoform, psychoses, neuroses, and personality
disorders.
Loma Linda University 2019-2020 527
PAST571. Multicultural Competencies for Physician Assistants. 3 Units.
Reviews and evaluates strategies for providing culturally and
linguistically competent care in clinical practice. Emphasizes care of the
Spanish-speaking patient.
PAST572. Cultural Immersion for Physician Assistants. 3 Units.
Emphasizes health and medicine as PA students obtain a cross-cultural
experience while interacting with non-English-speaking patients and
gaining a greater understanding of their patients' culture. Requires
completion of a community-based service project and immersion within
the local community. Begins in Winter Quarter with culmination in the
Summer Quarter.
PAST575. Clinical Correlation for Physician Assistants I. 1 Unit.
Addresses critical thought process needed for diagnosis and
management of clinical problems.
PAST576. Clinical Correlation for Physician Assistants II. 1 Unit.
Teaches students to apply knowledge gained throughout the didactic
curriculum via an interactive learning experience. Emphasizes the critical
thought process needed for diagnosis and management of clinical
problems. Prerequisite: PAST 575.
PAST577. Clinical Correlation for Physician Assistants III. 1 Unit.
Emphasizes critical thought process needed for diagnosis and
management of clinical problems. Prerequisite: PAST 575, PAST 576.
PAST578. Clinical Correlation for Physician Assistants IV. 1 Unit.
Emphasizes the critical thought process needed for diagnosis and
management of clinical problems. Prerequisite: PAST 575, PAST 576,
PAST 577.
PAST581. Physical Diagnosis for Physician Assistants I. 2 Units.
Part one of a four-part sequence of lecture, demonstration, and practice
in the art and science of obtaining a complete medical history and
performing the physical examination.
PAST582. Physical Diagnosis for Physician Assistants II. 3 Units.
Part two of a four-part sequence of lecture, demonstration, and practice
in the art and science of obtaining a complete medical history and
performing the physical examination. Prerequisite: PAST 581.
PAST583. Physical Diagnosis for Physician Assistants III. 2 Units.
Part three of a four-part sequence of lecture, demonstration, and practice
in the art and science of obtaining a complete medical history and
performing the physical examination. Prerequisite: PAST 582.
PAST584. Physical Diagnosis for Physician Assistants IV. 2 Units.
Part four of a four-part sequence of lecture, demonstration, and practice
in the art and science of obtaining a complete medical history and
performing the physical examination. Requires satisfactory completion of
the comprehensive physical examination and the didactic year objective
structured clinical examination (OSCE). Prerequisite: PAST 583.
PAST591. Clinical Medicine for Physician Assistants I. 4 Units.
Introduction to common medical disorders encountered in primary care
and management of these disorders. Includes, clinical presentation,
etiology, pathophysiology, diagnostic work-up, and management of the
conditions studied. Based upon NCCPA blueprint standards.
PAST592. Clinical Medicine for Physician Assistants II. 5 Units.
Second of four courses that study common medical disorders
encountered in primary care, as well as the management of these
disorders. Includes the clinical presentation, etiology, pathophysiology,
diagnostic work-up, and management of the conditions studied. Course
objectives and specific learning objectives based on NCCPA blueprint.
Prerequisite: PAST 591.
PAST593. Clinical Medicine for Physician Assistants III. 4 Units.
Third of four courses that study common medical disorders encountered
in primary care, as well as the management of these disorders. Includes
the clinical presentation, etiology, pathophysiology, diagnostic work-
up, and management of the conditions studied. Course objectives and
specific learning objectives based upon NCCPA blueprint. Prerequisite:
PAST 591, PAST 592.
PAST594. Clinical Medicine for Physician Assistants IV. 2 Units.
Fourth of four courses that study common medical disorders
encountered in primary care, as well as the management of these
disorders. Includes the clinical presentation, etiology, pathophysiology,
diagnostic work-up, and management of the conditions studied. Course
objectives and specific learning objectives based upon NCCPA blueprint.
Prerequisite: PAST 591, PAST 592, PAST 593.
PAST601. Evidence-Based Medicine for Physician Assistants I. 2 Units.
Introduces student to evidence-based practice, emphasizing the use
of medical literature to evaluate and improve the practice of clinical
medicine. Teaches student to assess medically oriented information
online, as well as evidence-based medicine databases.
PAST602. Evidence-Based Medicine for Physician Assistants II. 2 Units.
Application of evidence-based medicine to the development of a literature
review on a selected topic in physician assistant practice. Begins in
Winter Quarter with completion in the Summer Quarter. Preparation for
the Capstone project. Prerequisite: PAST 601.
PAST603. Capstone. 2 Units.
Investigation of a topic related to an area of interest within primary
care or the PA profession using an evidence-based, investigational
approach. Includes completion of a capstone project and personal
portfolio reflective of University values. Taught Fall through Summer
quarters during the clinical year. Prerequisite: PAST 602.
PAST701. Rotation I. 6 Units.
A required six-week rotation in outpatient and/or inpatient settings in
any of the following areas of concentration: family medicine, internal
medicine, pediatrics, obstetrics and gynecology, general surgery,
emergency medicine, psychiatry/behavioral medicine; and elective
rotations through a medical or surgical service of choice.
PAST702. Rotation II. 6 Units.
A required six-week rotation in outpatient and/or inpatient settings in
any of the following areas of concentration: family medicine, internal
medicine, pediatrics, obstetrics and gynecology, general surgery,
emergency medicine, psychiatry/behavioral medicine; and elective
rotation through a medical or surgical service of choice.
PAST703. Rotation III. 6 Units.
A required six-week rotation in outpatient and/or inpatient settings in
any of the following areas of concentration: family medicine, internal
medicine, pediatrics, obstetrics and gynecology, general surgery,
emergency medicine, psychiatry/behavioral medicine; and elective
rotation through a medical or surgical service of choice.
PAST704. Rotation IV. 6 Units.
A required six-week rotation in outpatient and/or inpatient settings in
any of the following areas of concentration: family medicine, internal
medicine, pediatrics, obstetrics and gynecology, general surgery,
emergency medicine, psychiatry/behavioral medicine; and elective
rotation through a medical or surgical service of choice.
528 Physiology (PHSL)
PAST705. Rotation V. 6 Units.
A required six-week rotation in outpatient and/or inpatient settings in
any of the following areas of concentration: family medicine, internal
medicine, pediatrics, obstetrics and gynecology, general surgery,
emergency medicine, psychiatry/behavioral medicine; and elective
rotation through a medical or surgical service of choice.
PAST706. Rotation VI. 6 Units.
A required six-week rotation in outpatient and/or inpatient settings in
any of the following areas of concentration: family medicine, internal
medicine, pediatrics, obstetrics and gynecology, general surgery,
emergency medicine, psychiatry/behavioral medicine; and elective
rotation through a medical or surgical service of choice.
PAST707. Rotation VII. 6 Units.
A required six-week rotation in outpatient and/or inpatient settings in
any of the following areas of concentration: family medicine, internal
medicine, pediatrics, obstetrics and gynecology, general surgery,
emergency medicine, psychiatry/behavioral medicine; and elective
rotation through a medical or surgical service of choice.
PAST708. Rotation VIII. 6 Units.
A required six-week rotation in outpatient and/or inpatient settings in
any of the following areas of concentration: family medicine, internal
medicine, pediatrics, obstetrics and gynecology, general surgery,
emergency medicine, psychiatry/behavioral medicine; and elective
rotation through a medical or surgical service of choice.
Physiology (PHSL)
Courses
PHSL503. Biochemical Foundations of Physiology. 4 Units.
Engenders an appreciation of the molecular processes as a foundation
for adequate understanding of physiology. Reviews biomolecules,
enzymology, and metabolism. Introduces regulatory motifs, genetic
principles, and expression of genetic information by employing examples
relevant to dentistry.
PHSL504. Physiological Systems of the Human Body. 5 Units.
Physiological bases of normal function. Lectures and laboratory
demonstrations illustrating the physiological principles and systems in
man.
PHSL505. Homeostatic Mechanisms of the Human Body. 5 Units.
Physiological basis of homeostatic control mechanisms. Lectures and
laboratory demonstrations illustrating how the various systems of the
body are controlled.
PHSL506. Advanced Physiology and Pathophysiology for Nurse
Anesthetist I. 5 Units.
Overview of physiology and pathophysiology (cell, neuro, cardiovascular,
pulmonary, GI, renal, endocrine, and reproductive systems).
PHSL507. Advanced Physiology and Pathophysiology for Nurse
Anesthetist II. 4 Units.
Part II of physiology and pathophysiology (cell, neuro, cardiovascular,
pulmonary, GI, renal, endocrine, and reproductive systems). Prerequisites:
PHSL 506.
PHSL519. Medical Physiology. 7.5 Units.
Physiological basis of normal and selected pathological conditions,
modern concepts of homeostasis, and negative feedback control
systems.
PHSL526. Medical Physiology. 7.5 Units.
Examines the physiological function and regulation of major organ
systems, and the integration and interaction of these systems with one
another. Includes cardiovascular, respiratory, gastrointestinal, renal,
endocrine, reproductive systems, and exercise physiology. Presents
essential levels of organization from cellular and molecular to tissue
and organ systems. Emphasizes mechanistic and integrative functions
that enable adaption and survival in the face of changing needs and
resources.
PHSL537. Neuroscience. 4 Units.
Integrated approach to the fundamentals of neuroanatomy and
neurophysiology, with applications to clinical neurology.
PHSL541. Cell and Molecular Biology. 4 Units.
Prerequisite: Organic chemistry and one of the following: biochemistry,
molecular biology, or cell biology. Physics desirable. Prerequisite: Organic
chemistry and one of the following: biochemistry, molecular biology, or
cell biology. Physics desirable.
PHSL555. Biology of Cancer. 3 Units.
Interdisciplinary approach to study of the causation, characterization, and
prevention of cancer. Offered alternate years.
PHSL560. Bone Physiology. 3 Units.
Studies bone cells and bone as an organ. Lectures and discussions
include functions of bone cells, effects of growth factors, hormones and
physical forces on bone, growth and repair of bone, osteoporosis, and
other clinical conditions involving bone. Reviews current literature.
PHSL587. Physiology of Reproduction. 2 Units.
Studies the development of the male and female reproductive systems,
neural and hormonal control of reproductive function, fetal development,
and parturition. Offered alternate years. Prerequisite or concurrent: PHSL
511, PHSL 512 or PHSL 521, PHSL 522.
PHSL588. Pathophysiology. 4 Units.
Provides graduate students with an integrated understanding of normal
human physiology and the most common pathological changes that
occur throughout the lifespan. Focuses on using pathophysiological
concepts to explain clinical observations and management.
PHSL595. Readings in Physiology. 1-4 Units.
Assigned reading and conferences on special problems in physiology.
PHSL694. Special Problems in Physiology. 2-4 Units.
PHSL697. Research. 1-8 Units.
PHSL699. Dissertation. 2-4 Units.
PHSL891. Physiology Elective. 1.5-24 Units.
Offers fourth-year medical students the opportunity to explore various
areas of physiology, including research.
Play Therapy (PLTH)
Courses
PLTH513. Introduction to Play Therapy. 3 Units.
Explores the history and theoretical underpinnings of play therapy. Gives
attention to the explanatory nature of theories as informing methods and
techniques used in assessment and the healing processes. Emphasis
on professional ethics and legal guidelines. Introduces child centered
play, cognitive-behavioral play, and Gestalt play therapies. Prerequisite:
Completion of theory courses required in respective degree area;
permission of instructor.
Loma Linda University 2019-2020 529
PLTH515. Play Therapy III: Assessment and Diagnosis. 2 Units.
Foundational play therapy course that provides content on structured
and informal assessment processes and techniques. Social and symbolic
play provides balance of content and process of differential diagnosis
from a neurocognitive basis of development, including variations in the
developmental sequence caused by developmental disorders.
PLTH516. Child-Centered Play Therapy. 3 Units.
A foundation play therapy course that provides a systematic treatment
approach to child-generated play. Combines didactic presentations
and experiential activities that detail the four major elements of CCPT
technique: structuring, reflective listening, fantasy play, and limit setting.
Gives attention to history and theory of CCPT, the benefits of the model,
assessment, and combining CCPT with other models of child therapy.
PLTH517. Sandplay: A Therapeutic Process. 3 Units.
Foundational play therapy course providing didactics on the theoretical
basis, content, and process of sandplay. Active learning experiences
provide students with opportunities to observe and engage in sandplay
with children.
PLTH546. Child-Parent Relationship Therapy-CPRT (Filial Therapy). 3
Units.
Provides students with an understanding of evidence-based play therapy
interventions that support filial (parent-child) communication and
relationships as children experiencing social, emotional, and behavioral
difficulties are treated. Builds upon a previous foundation of play therapy
course work.
PLTH547. Play Therapy Approaches for Treating Developmental and
Behavioral Disorders. 2 Units.
Explores developmental play therapy theory, methods, and techniques
that provide children with experiences essential to physical and social-
emotional growth and secure attachment in child-parent relationships.
Emphasizes sensory integration, self-regulation, and adaptations for
children with developmental delays. Explores adjunctive resources.
Prerequisite: Completion of foundational play therapy courses.
PLTH548. Child Psychosocial Play Therapy. 2 Units.
Provides advanced strategies and methods used to help children and
families address environmental and life/stress adjustment issues.
Includes child and family support that enhances wellness through self-
regulation toward improved. Prerequisite: Completion of foundational
play therapy courses.
PLTH549. Therapeutic Play for Children Affected by Illness and Injury. 3
Units.
Teaches the developmental aspects of play therapy, in collaboration with
the developmental stages of the child/teen and family in the context of a
health-care setting. Provides student with an experiential understanding
of play therapy, recreation therapy, education, and practice. Cross-listing:
PLTH 549.
PLTH550. Trauma Focused Play Therapy. 3 Units.
Covers play therapy techniques, therapies, and models which help
children prevent or resolve psychosocial challenges following trauma,
and achieve optimal growth and development. Introduces principles
of intervention and ethical/legal guidelines for the assessment and
treatment of traumatized children.
PLTH650. Play Therapy with Adolescents and Adults. 3 Units.
Emphasizes advanced play therapy with adolescents and adults. Includes
transitional objects using a nondirective stance; games of rapport,
courtesy, and good habits; metaphorical thinking; grounded play therapy;
poetry and drama; cognitive-behavioral interventions for anger, bullies,
victims, and bystanders; and filial therapy with adolescents. Prerequisite:
Completion of foundational play therapy courses.
PLTH700. Practicum in Play Therapy. 2 Units.
Provides supervised practice in play therapy assessment, diagnosis, and
intervention techniques with children and their parents. Applies toward 45
hours of practicum experience. May be completed in up to five quarters.
Prerequisite: Completion of foundational play therapy courses.
Polysomnography (RSPS)
Courses
RSPS210. Foundation of Polysomnography and Sleep Medicine. 2 Units.
Covers the history of sleep medicine (polysomnography) from its
inception and development to current practice. Enhances understanding
of the role and differences of the polysomnographer. Teaches the
documentation process in sleep laboratory facilities and understanding
of the data required for monitoring patient and charting results during the
study. Lectures include physiological factors that identify normal sleep
pattern in adult and pediatric populations.
RSPS216. 3- and 12-Leads ECG Interpretation. 2 Units.
Reviews 3-leads interpretation with advancement to 12-leads ECG.
Reviews cardiac anatomy and physiology, underlying pathophysiology,
and basic rhythm recognition with an overview of related treatments.
Emphasizes skills needed by the bedside practitioner to differentiate
between benign and life-threatening cardiac dysrhythmias. Includes
principles of application and interpretation of the 12-lead system.
Emphasizes recognition of the acute myocardial infarction.
RSPS227. Neuroanatomy and Physiology of Sleep. 3 Units.
Covers the basic neuroanatomy of the brain and nervous system that is
involved in the various normal and abnormal sleep patterns. Additional
topics include: sleep pharmacology and medications; pharmacokinetics,
drug mechanism of action; review of basic cardiac physiology and
waveforms; respiratory anatomy and physiology and its relation to the
central nervous system.
RSPS230. Polysomnography Science Methodology. 2 Units.
Addresses preparation of sleep study patients and use of
electroneurodiagnostic equipment in the polysomnography laboratory.
Includes electrode placement; principles of the conduction system, signal
derivation, and amplification; signal processing, filter, and sensitivity;
calibration; and, AC/DC instrumentation.
RSPS234. Polysomnography Patient Education and Safety. 1 Unit.
Covers the management of patient safety in the sleep laboratory. Topics
include: patient education about sleep, common chief complaints relative
to sleep disorders, infection control, cultural differences and interactions,
ethics, and professionalism in the sleep laboratory.
RSPS256. Polysomnography Monitoring and Scoring. 2 Units.
Teaches student to manage and identify device monitoring, such
as: vital signs; EEG, ECG, EOG, and EMG waveforms; visual, arousal,
cardiac, movement, and respiratory scoring criteria and applicable
protocols for observation and documentation. Assessing, monitoring, and
recording patient-movement disorders, parasomnias, psychiatric sleep
disturbances, and sleep. Data interpretation and recognition and their
relation to sleep disorders. Prerequisite: EMMC 314, RSPS 210, RSPS
230.
530 Population Medicine (PMED)
RSPS274. Polysomnography Diseases. 3 Units.
Recognition of sleep disorders and their pathophysiologies. Includes
adult and pediatric obstructive sleep apnea, hypopneas, respiratory effort-
related arousals, central apneas, complex sleep apnea, and Cheyne-
Stokes. Introduces CPAP and titration methods, bilevel ventilation,
oxygen therapy, and surgical interventions as treatments. Addresses
nonrespiratory sleep disorders, such as narcolepsy, hypersomnia,
insomnia, seizures, and epilepsy. Prerequisite: RSPS 210, RSPS 227.
RSPS286. Polysomnography Case Study. 2 Units.
Student presents patient-case studies based on patient-information
gathering that includes history and physical, review of systems, rationale
for diagnostics and treatment, vital signs, PMH, questionnaire, scores,
waveform, treatments, and study data.
RSPS295. Polysomnography Practicum I. 4 Units.
Introduction to sleep center facilities, working hours, documentation,
and personnel. Practice in patient assessment, obtaining patient history,
complete set up, data acquisition, and reporting processes. Includes
waveform interpretation, sleep study scoring, and patient monitoring.
Application of interventional modalities to relieve relative sleep disorders.
Prerequisite: RSPS 210, RSPS 227, RSPS 230; EMMC 314.
RSPS296. Polysomnography Practicum II. 4 Units.
Gives students opportunities to perform advanced clinical procedures in
the sleep center and perform complete polysomnogram independently
under supervision of the sleep center staff. Prerequisites: RSPS 210,
RSPS 227, RSPS 230, RSPS 295; EMMC 314.
RSPS510. Sleep Neurophysiology and Pathologies. 4 Units.
First course in a three-course series that can be taken independent of the
series. Case study-based analysis that covers advanced neurophysiology
involved in various normal and abnormal sleep patterns and respiratory
drive. Discusses common sleep pathologies and pharmacological
interventions at the macro and molecular levels.
RSPS511. Methodologies in Sleep Disorder Assessment and
Intervention. 4 Units.
Second course in a three-part series, which can be taken independent
of the series. Introduces foundations of patient preparation for
polysomnogram evaluations. Discussion of physical principles employed
in acquiring and interpreting cardiac, neuro, and respiratory diagnostics.
Reiterates components of a PSG, cardiac diagnostics (including 3/12-
lead ECG), and neurodiagnostics important for thorough evaluation of
sleep disorders.
RSPS512. Advanced Polysomnography Practicum. 4 Units.
Third course in a three-course series. Clinic-based practicum in which
students perform a variety of sleep assessments—including patient set
up, observation/monitoring, data acquisition, evaluation, and scoring.
Students apply interventional modalities, such as CPAP or bi-level therapy
with appropriate titration to relieve respiratory-related sleep disorders.
Gives students opportunities to perform advanced clinical procedures
in the sleep center and to perform complete polysomnographs
independently under supervision of the sleep center staff. Students
present case studies based on patient-information gathering that include
history and physical, review of systems, rationale for diagnostics and
treatment, vital signs, medical history, questionnaire, scores, waveform,
treatments, and study data. Program director provides approval for
distance education students' mentorship and site assignment. At least
half of the clinical activity mentored by a board-certified sleep specialist
(MD/DO/PhD).
Population Medicine (PMED)
Courses
PMED521. Population Medicine I. 4 Units.
Examination of population health for health practitioners. Includes:
development and analysis of proposed preventive services; evidence-
based guidelines for preventive services; epidemiology of common
chronic diseases; and, community health status indicators. Applies
advanced statistical and epidemiological principles. Prerequisite or
concurrent: PCOR 501.
PMED522. Population Medicine II. 4 Units.
Advanced examination of population health for health practitioners.
Includes: community health characteristics; design and implementation
of epidemiologic studies; application of epidemiological methods to
public health issues; and, data analysis using advanced statistical
methods. Applies advanced statistical and epidemiological principles.
Prerequisite or concurrent*: PCOR 502*; PMED 521.
PMED523. Population Medicine III. 4 Units.
Advanced examination of population health for health practitioners.
Includes: investigation and response to disease clusters or outbreaks;
surveillance system design and operation; epidemiology of common
acute diseases; and, analysis using advanced statistical methods.
Applies advanced statistical and epidemiological principles. Prerequisite
or concurrent*: PCOR 503*; PMED 522.
PMED541. Preventive Medicine in Public Health I. 2 Units.
Provides a selection of preventive medicine topics. Includes knowledge
and application of community engagement as a health practitioner,
as well as opportunities for the public health professional to develop
additional skills.
PMED542. Preventive Medicine in Public Health II. 2 Units.
Provides a selection of preventive medicine topics. Includes a framework
for critical review of scientific literature, as well as opportunities to
develop additional skills for the public health professional.
PMED543. Preventive Medicine in Public Health III. 2 Units.
Provides a selection of preventive medicine topics. Includes a framework
for critical review of scientific literature, as well as opportunities to
develop additional skills for the public health professional.
PMED544. Preventive Medicine in Public Health IV. 2 Units.
Provides a selection of preventive medicine topics. Includes a framework
for critical review of scientific literature, as well as opportunities to
develop additional skills for the public health professional.
PMED545. Preventive Medicine in Public Health V. 2 Units.
Provides a selection of preventive medicine topics. Includes knowledge
and application of community engagement as a health practitioner,
as well as opportunities for the public health professional to develop
additional skills.
PMED546. Preventive Medicine in Public Health VI. 2 Units.
Provides a selection of preventive medicine topics. Includes a framework
for critical review of scientific literature, as well as opportunities to
develop additional skills for the public health professional.
PMED547. Preventive Medicine in Public Health VII. 2 Units.
Provides a selection of preventive medicine topics. Includes a framework
for critical review of scientific literature, as well as opportunities to
develop additional skills for the public health professional.
PMED548. Preventive Medicine in Public Health VIII. 2 Units.
Provides a selection of preventive medicine topics. Includes a framework
for critical review of scientific literature, as well as opportunities to
develop additional skills for the public health professional.
Loma Linda University 2019-2020 531
PMED699. Research. 1-10 Units.
Independent research with a population medicine focus. Arranged with
faculty member(s).
Preventive Medicine (PRVM)
Courses
PRVM517. Lifestyle and Preventive Medicine. 4 Units.
Provides students with a broad foundation in epidemiology and
biostatistics skills as it contributes to the organ system curriculum in the
second year. Students formulate effective and evidence-based preventive
medicine strategies in preparation for treating individual patients and
communities. Utilizes a combination of lecture, case-based learning,
online self-directed modules, and active learning modules to teach
current preventive medicine approaches.
PRVM791. Applied Preventive Medicine. 2 Units.
Longitudinally integrated course. Improves students' ability to identify
and apply key concepts in preventive medicine and public health through
practical application to patient cases, specifically focusing on literature
analysis, preventive services selection, and motivational interviewing.
Submitted work included in a portfolio that demonstrates growth in the
discipline.
PRVM891. Preventive Medicine Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
aspects of preventive medicine and public health, including nutrition,
mission opportunities, functional medicine, lifestyle medicine, and
research.
Prosthodontics (PROS)
Courses
PROS500. Prosthodontic Literature Review. 2 Units.
Discusses assigned topics from classic and current prosthodontic and
course-related literature, led by students and moderated by faculty
member in charge. Repeated registrations required to fulfill the total
units.
PROS501. Removable Partial Prosthodontics Literature Review. 2 Units.
Discusses assigned topics from classic removable partial denture
literature, led by students and moderated by faculty member in charge.
PROS502. Complete Denture Prosthodontics Literature Review. 2 Units.
Discusses assigned topics from classic complete-denture literature, led
by students and moderated by faculty member in charge.
PROS505. Patient Presentation Seminar (Prosthodontics, Implant,
Perio). 1 Unit.
Presents patient treatment. Discusses alternate methods of
rehabilitation, as well as related literature. Repeated registrations
required to fulfill the total units.
PROS515. Practice Teaching in Prosthodontics. 1,2 Unit.
Teaching experience in the areas of fixed and removable prosthodontics.
Repeated registration required to fulfill the total units.
PROS525. Dental Materials Science. 2 Units.
Elements of materials science. Properties of structural solids, metals,
ceramics, and polymers related to their structure—using basic laws and
principles from physics, chemistry, and engineering science.
PROS527. Clinical Application of Dental Materials. 2 Units.
Discusses clinical application and manipulation of dental materials.
Identifies and explains specific clinical problems and behavior based on
the acquired knowledge of basic properties.
PROS546. Occlusion and Morphology. 2 Units.
Lecture, seminar, and laboratory course that includes waxing techniques
and axial and occlusal morphology of natural teeth. Concepts of occlusal
function and dysfunction related to prosthodontic therapy.
PROS547. Occlusion: Principles and Instrumentation. 2 Units.
Continues PROS 546—emphasizing occlusal equilibration, jaw
movements, determinants of occlusion, and articulators commonly used.
PROS555. Removable Partial Prosthodontics. 2 Units.
Lecture, seminar, and laboratory course covering principles, concepts,
and techniques used to design and fabricate removable partial dentures.
PROS556. TMJ Function and Dysfunction. 1 Unit.
Provides students with information about the function and dysfunction
of the temporomandibular joint and associated structures. Prepares
students to obtain history, perform clinical examination, recognize
disorders, and prescribe treatment. Introduces students to diagnosis and
treatment of sleep apnea, as well as neuropathic and neurovascular pain.
Students complete a term paper on a related topic.
PROS557. Advanced Removable Partial Prosthodontics. 2 Units.
Advanced clinical and laboratory procedures, emphasizing intracoronal
attachments, rotational path, and alternate removable partial-denture
design.
PROS565. Complete Denture Prosthodontics. 2 Units.
Clinical and laboratory procedures for the fabrication of complete
dentures, including setting and balancing denture teeth.
PROS566. Advanced Complete Denture Prosthodontics. 2 Units.
Lecture and clinical course, with seminar covering the treatment of
immediate denture and overdenture, and treatment of difficult and
unusual complete denture situations.
PROS575. Fixed Partial Prosthodontics. 2 Units.
Tooth preparation for and fabrication of extracoronal restorations and
fixed prostheses, including partial coverage gold crowns, complete
coverage gold crowns, pinledge retainers, metal-ceramic crowns, metal-
ceramic pontics, and sanitary pontics.
PROS576. Advanced Fixed Partial Prosthodontics I (MC Aesthetics). 2
Units.
Clinical and laboratory procedures, emphasizing advanced metal-ceramic
restorations.
PROS595. Maxillofacial Prosthetics. 2 Units.
Design and fabrication of obturators for partial maxillectomy patients,
both edentulous and dentulous. Introduces fabrication of extraoral
prostheses.
PROS604. Literature Review in Implant Dentistry for Prosthodontists. 2
Units.
Gives the postdoctoral student a deeper understanding of the
research and literature currently available on the restoration of
implants. Emphasizes biomechanics of implant restorations. Repeated
registrations required to fulfill the total units.
PROS634. Diagnosis and Treatment Planning. 2 Units.
Didactic and clinical aspects of diagnosis and treatment planning for
patients with complex dental problems. Repeated registrations required
to fulfill the total units.
PROS637. Geriatric Dentistry. 1 Unit.
Lectures selected to enhance the knowledge base in the expanding area
of elder care. Problems of chronic diseases combined with multiple drug
regimens that complicate care for this population.
532 Psychiatry (PSYT)
PROS696. Scholarly Activity in Prosthodontics. 1 Unit.
Selected didactic, clinical, and/or laboratory activity developed by the
program director or a designated program faculty member. Primarily
designed for students to fulfill the certificate requirements for scholarly
activity/research in prosthodontics. Multiple registrations may be needed
to complete these activities.
PROS697A. Research. 1 Unit.
Student identifies a research project, prepares a proposal, and obtains
approval for the protocol. Multiple registrations may be needed to
complete these research activities.
PROS697B. Research. 1 Unit.
Conducting the actual research project, including the data collection.
Multiple registrations may be needed to complete these research
activities.
PROS697C. Research. 1 Unit.
Student completes research project, holds a public presentation of
research, and submits a publishable paper to his/her research guidance
committee (RGC) for approval. Multiple registrations may be needed to
complete the publishable paper.
PROS698. Thesis. 2 Units.
PROS710. Clinical Practice of Prosthodontics. 6 Units.
Advanced clinical practice in the treatment of individuals with fixed,
removable, maxillofacial, or implant prostheses. A minimum of 180 clock
hours per quarter. Repeated registrations required to fulfill total units.
Psychiatry (PSYT)
Courses
PSYT526. Psychopathology. 4.5 Units.
Covers mental status examinations. Includes: basic tools for gathering
psychiatric information; advanced exposure to psychiatric disease and
diagnosis; and, implementation of the DSM-V which involves mood,
anxiety, psychotic, trauma, childhood, somatic, personality and sexual
disorders. Addresses common comorbidities and psychopharmacologic
and psychodynamic treatment options for each disorder.
PSYT599. Psychiatry Directed Study. 1.5-18 Units.
PSYT701. Psychiatry Clerkship. 1.5-9 Units.
Six-week clerkship paired with a four-week neurology clerkship. Includes
a one-week addiction medicine rotation and two- and three-week
rotations working with child, adolescent, and adult populations. Includes
a clinical OSCE with a focus on diagnosis of mental illness, development
of patient rapport, and identification of risk factors for suicide and
homicide. Addresses the identification of ongoing issues of interpersonal
transference toward patients and conflict management in patient care.
PSYT891. Psychiatry Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to take electives
with psychiatry faculty in child and adult settings. An intensive reading/
discussion course in religion and psychiatry.
Psychology (PSYC)
Courses
PSYC101. Introduction to Psychology. 4 Units.
A general overview course focusing on the scientific study of both
the behavioral and mental processes of human beings and animals.
Covers history of psychology and scientific thought, biological basis
of behavior, research methodology, sensation and perception, states
of consciousness, memory, language and intelligence, developmental
psychology, learning, personality, and abnormal psychology.
PSYC226. Lifespan Development. 4 Units.
Life-span course emphasizing the physical, mental, emotional, social, and
religious/moral development from conception through adulthood, aging,
and death.
PSYC305. Psychological Foundations of Education. 4 Units.
Explores educational psychology through application of development
and learning theories to instruction, achievement motivation, self-
esteem, classroom management, supportive and disruptive processes
on school sites, campus standards, disciplinary practices, legal/ethical
issues. Requires research on effective educational practices and related
foundations. Additional research for graduate credit. Prerequisite: General
psychology.
PSYC460. The Exceptional Individual. 3 Units.
Studies the determinants, characteristics, problems, and adjustments of
individuals who deviate markedly from the norm in their mental, physical,
emotional, or social aptitudes, traits, and tendencies. Emphasizes
education and career planning. Open to upper division graduate and
postgraduate students only.
PSYC479. Human Neuropsychology. 4 Units.
Introduces brain-behavior relationships, including cerebral asymmetry,
disconnection syndromes, disorders of memory and language, biological
substrates of affective behavior, motor and perceptual dysfunction, and
drug actions.
PSYC501. Advanced Statistics I. 4 Units.
General introduction to statistical analysis—detailing the descriptive/
inferential distinction; and covering sampling distributions (e.g., normal,
binomial), hypothesis testing, and basic parametric and nonparametric
techniques. Corequisite: PSYC 511.
PSYC502. Advanced Statistics II. 4 Units.
Thorough introduction to regression analysis and analysis of variance
(ANOVA), with emphasis on hypothesis testing and the development of
general models that partition overall variability. Topics covered include
simple and multiple regression, one-way and factorial, repeated-measures
ANOVA, and analysis of covariance. Evaluation of assumptions and
nonparametric alternatives. Prerequisite: PSYC 501, PSYC 511; must be a
Psychology student; or consent of instructor.
PSYC503. Advanced Multivariate Statistics. 4 Units.
Applies linear (matrix) algebra to maximum likelihood estimation using
multivariate statistical techniques. Includes multivariate analysis of
variance, multivariate regression, path analysis and structural equations
causal modeling, log-linear models, and time series analysis. Evaluates
alternatives to maximum likelihood estimation. Prerequisite: PSYC 501,
PSYC 502, PSYC 511; must be a Psychology student; or consent of
instructor.
Loma Linda University 2019-2020 533
PSYC505. Research Methods in Psychological Science. 4 Units.
Comprehensive examination of research methods in psychology—from
the formulation of research problems to the design, execution, and report
of findings. Includes experimental and quasi-experimental designs, as
well as field and case studies. The exploratory-confirmatory distinction
in scientific epistemology, and its implications for research and theory.
Reviews and critically analyzes research literature from various areas of
contemporary psychological science.
PSYC511. Psychometric Foundations. 3 Units.
Advanced orientation to psychological instruments; their theoretical
derivation, construction, and use. Emphasizes reliability, validity, and
factor structures.
PSYC512. Cognitive/Intellectual Assessment. 2 Units.
Instruction in administering, scoring, interpreting, and report writing
relevant to various adult and child intelligence and achievement
instruments, such as WAISIII, WISC-III, WPPSI-R, KBIT, Stanford-Binet,
WIAT, PIAT, KABC, WRAT-3, and the Woodcock-Johnson batteries.
Considers the empirical reliability and validity data for each instrument.
Prerequisite: PSYC 511. Corequisite: PSYC 571.
PSYC512L. Cognitive/Intellectual Practice Laboratory. 1 Unit.
Supervised experiences in administering, scoring, interpreting, and report
writing relevant to various adult and child intelligence and achievement
instruments.
PSYC513. Objective Personality Assessment. 2 Units.
Instruction in administering, scoring, interpreting, and report writing
relevant to various adult and child objective personality instruments, such
as MMPI-2, MMPI-A, MACI, PIC, 16PF, CDI, BDI, and BAI. Considers the
empirical reliability and validity data for each instrument. Prerequisite:
PSYC 512, PSYC 512L, PSYC 571.
PSYC513L. Objective Personality Practice Laboratory. 1 Unit.
Supervised experiences in administering, scoring, interpreting, and
reporting relevant to various adult and child objective personality
instruments. Prerequisite: PSYC 571.
PSYC516. Neuropsychological Assessment. 2 Units.
Presents administering, scoring, interpreting, and report writing relevant
to adult and child neuropsychological instruments. Considers empirical
reliability and validity data for each instrument. Focuses on the use
of flexible test collections tailored to assess neuropsychological
disorders and neurological disorders. Emphasizes neuropsychological
test integration, case conceptualization, and diagnostic inference.
Prerequisite: PSYC 512, PSYC 512L, PSYC 571.
PSYC516L. Neuropsychological Assessment Practice Laboratory. 1 Unit.
Supervised experiences in administering, scoring, interpreting, and
report writing relevant to various adult and child neuropsychological
instruments. Prerequisite: PSYC 512, PSYC 512L.
PSYC524. History, Systems, and Philosophy of Psychology. 2 Units.
Addresses the history and systems of psychology. Focuses on
how approaches to psychology have defined the field, topics and
information they have considered as a part of psychology, and acceptable
mechanisms and criteria for advancing the field. Examines current trends
and their contributions to the development of psychology as a science
and as a profession.
PSYC526. Ethics and Legal Issues in Clinical Psychology. 3 Units.
Overviews current ethical and legal standards for the conduct of
psychology. Guidelines and standards drawn from APA Ethical Guidelines,
Standards for Providers of Psychological Services, and Standards for
Educational and Psychological Tests, as well as relevant California and
civil licensing laws.
PSYC537. Applied Behavioral Medicine. 2 Units.
Provides students with a set of applied tools for use in the practice of
behavioral medicine/health psychology, including: assessment and
treatment of risky health behaviors, such as use of tobacco; consult-
liaison skills; relaxation training; preparation of notes for medical
settings; symptom management; motivational interviewing; brief
diagnostic assessments; determination of capacity; and time-limited
psychotherapy. Prerequisite: PSYC 721.
PSYC545. Cognitive Foundations. 4 Units.
Reviews the major theories, methods, and findings in perception,
cognition, and memory, including an introduction to contemporary
cognitive science. Applications to the understanding of normal as well as
abnormal behavior and psychological interventions.
PSYC546. Clinical Psychology and Practice in Medical Settings. 2 Units.
Provides an understanding of how the behavioral and biological sciences
interact to influence health care. Provides an overview of the application
and practice of clinical psychology in hospital settings, with special
attention to the primary care setting from an integrated sciences model
for uniting the contributions of the biomedical and the behavioral
sciences in teaching and practice.
PSYC547. Health Psychology Assessment. 2 Units.
Covers the use of assessment instruments for research and clinical
applications. Topics include behavioral medicine interviewing, the
administration and interpretation of standardized instruments such as
the Million Behavioral Health Inventory, quality-of-life assessment, and
integrated report writing for medical settings.
PSYC551. Psychobiological Foundations. 4 Units.
Basic course in psychobiology. Neuroanatomy, the physiology of
the neuron, and neural communication. Includes consideration of
structure and function of visual, auditory, and somesthetic sensation
and perception. Concludes with coverage of the structure and function
of motor systems. Considers visuospatial, visuoperceptual, and
visuoconstructive disorders; and apraxia.
PSYC553. Cognitive Neuroscience. 4 Units.
An advanced overview of the discipline that bridges cognitive psychology
and neuroscience. Begins with neuroanatomy and the methodologies of
electrophysiology and structural and functional imaging; and examines
their application to perception, memory, language, cognitive control,
attention, decision making, and motivational and emotional behavior.
PSYC554. Health Psychology. 4 Units.
Overviews the field of clinical health psychology. The biopsychosocial
model and the management of chronic illness used as a framework
in which to address assessment and intervention principles, cultural
influences, bioethics, and dying and death issues.
PSYC555. Psychopharmacology. 2 Units.
Advanced coverage of neurotransmitter systems, with particular
emphasis on the mechanism of action of various psychoactive
substances.
PSYC564. Foundations of Social and Cultural Psychology. 4 Units.
Surveys research, theory, and applications of social psychology within the
context of other areas of psychology and related disciplines. Emphasizes
scientific study of how people think about, influence, and relate to each
other—both at the interpersonal and intergroup levels—within the context
of cultural, social, and related phenomena. Applications to areas of
psychology, such as clinical, health, and organizational psychology; as
well as to economics, politics, and social issues.
534 Psychology (PSYC)
PSYC566. Cultural Psychology. 4 Units.
Examines cross-cultural variations in psychological processes and
human behavior. Focuses on cross-cultural research, theory, and
interventions which address cross-cultural variations and the universality
of psychological knowledge in a multicultural society and interdependent
world. Includes personality, developmental, and social psychology in
clinical and other professional areas.
PSYC567. Human Diversity. 3 Units.
Surveys theories, research, and interventions dealing with culture and
ethnicity in mental health and clinical practice. Emphasizes effects of
culture, ethnicity, and socioeconomic factors upon working with ethnic
minorities, and mainstream individuals and groups. Examines the role of
diverse cultural and socioeconomic factors in psychological processes,
psychopathology, psychological assessment, and intervention.
PSYC571. Adult Psychopathology. 4 Units.
Advanced overview of the major theoretical and empirical approaches
to the understanding and classification of adult psychopathology in
light of contemporary psychological research and the context of culture.
The DSM-IV provides the basic structure for analysis of the various
major types of adult psychopathology, including schizophrenia and other
psychotic disorders, mood disorders, anxiety disorders, dissociative
disorders, personality disorders, adjustment disorders, and cognitive
disorders.
PSYC572. Child Psychopathology. 2 Units.
Advanced overview of the major theoretical and empirical approaches
to the understanding and classification of child psychopathology in
light of contemporary psychological research and the context of culture.
The DSM provides the basic structure for analysis of the major types of
child psychopathology, including: mental retardation, learning disorders,
pervasive developmental disorders, conduct disorders, and eating
disorders.
PSYC575. Foundations of Human Development. 4 Units.
Considers human development from conception through old ageincluding
personality as well as social, cognitive, and physiological aspects of
development. Emphasizes contemporary developments in research,
theory, and applications.
PSYC581. Evidence-Based Psychological Practice I. 2 Units.
Theory, evidence-based practice, and empirically supported treatment
protocols of the cognitive and behavioral aspects of the integrated
biopsychosocial-spiritual therapy model. Prerequisite: PSYC 571, PSYC
721; and consent of instructor.
PSYC581L. Evidence-Based Psychological Practice I. 1 Unit.
Supervised experience observing and/or engaging in laboratory
assignments. Prerequisite: PSYC 571.
PSYC582. Evidence-Based Psychological Practice II. 2 Units.
Theory, evidence-based practice, and empirically supported
treatment protocols of the child and family aspects of the integrated
biopsychosocial-spiritual therapy model. Prerequisite: PSYC 571, PSYC
721.
PSYC582L. Evidence-Based Psychological Practice II. 1 Unit.
Supervised experience observing and/or engaging in laboratory
assignments. Prerequisite: PSYC 571.
PSYC583. Evidence-Based Psychological Practice III. 2 Units.
Theory, evidence-based practice, and empirically supported treatment
protocols of the phenomological and couple aspects of the integrated
biopsychosocial-spiritual model. Prerequisite: PSYC 582, PSYC 571, PSYC
721; or consent of instructor.
PSYC583L. Evidence-Based Psychological Practice III. 1 Unit.
Supervised experience observing and/or engaging in laboratory
assignments. Prerequisite: PSYC 582.
PSYC584. Evidence-Based Psychological Practice IV. 2 Units.
Theory, evidence-based practice, and empirically supported
treatment protocols of the child and family aspects of the integrated
biopsychosocial-spiritual therapy model. Prerequisite: PSYC 571, PSYC
721; or consent of instructor.
PSYC584L. Evidence-Based Psychological Practice IV. 1 Unit.
Supervised experience observing and/or engaging in laboratory
assignments. Prerequisite: PSYC 571. Corequisite: PSYC 584.
PSYC591. Colloquia. 1 Unit.
Students participate in a series of lectures presented by distinguished
speakers in the various areas of scientific and professional psychology.
Students prepare a report critiquing each of the presentations attended.
Enrollment is for 1 unit each year for three years.
PSYC594. Readings in Psychology. 1-4 Units.
PSYC595. Directed Research. 1-13 Units.
Academic credit for research leading to the second-year project. Requires
a total of 13 units.
PSYC596. Directed Study. 1-4 Units.
Academic credit for specific research projects arranged between
individual students and faculty members. May include readings, literature
review, and/or laboratory research. Not to be used for the second-year
project.
PSYC597. Supervised Research. 1 Unit.
Academic credit for research for those students who have not yet
advanced to doctoral candidacy. Not to be used for the second-year
project.
PSYC604. Advanced Topics in Multivariate Analyses. 2 Units.
Advanced topics in statistical analysis and research methods in
psychology. Prerequisite: PSYC 503, PSYC 505.
PSYC654. Behavioral Neurology. 2 Units.
Examines the intersection of the fields of neurology and
neuropsychology. Focuses on the pathophysiology, assessment,
diagnosis, and treatment of various adult and child brain disorders.
Covers material useful for neuropsychological test integration,
case conceptualization, and diagnostic decision-making; as well as
information necessary for the neuropsychologist to function as a member
of a clinical team.
PSYC676. Geropsychology. 1 Unit.
Covers human development from late adulthood through old age and
death, with particular emphasis on the physical and psychological
factors inherent in the aging process. Social, cognitive, physical, and
psychological changes examined in light of contemporary research and
theory. Required for California psychology licensure.
PSYC681. Clinical Supervision and Consultation. 2 Units.
Addresses competency-based clinical supervision approaches, and basic
models and theories of supervision. Presents professional, ethical, and
legal parameters related to supervision. Includes principles, methods,
and techniques of individual, group, and live supervision. Emphasizes
consultation and issues involved in interdisciplinary collaboration.
Emphasizes issues of diversity in a multicultural context.
Loma Linda University 2019-2020 535
PSYC681L. Clinical Supervision and Consultation Laboratory. 1 Unit.
Provides hands-on experience in clinical supervision and consultation
as students under instructor supervision apply the knowledge, attitudes,
and skills acquired didactically. Utilizes videotaping, class presentations,
critiques, and simulations to increase student competency.
PSYC683. Management and Professional Practice. 1 Unit.
Seminar course in management and professional practice. In a variety
of settings, exposes students to different management processes; as
well as to professional, ethical, and legal requirements. Emphasizes
management of integrated health and mental health care-delivery
systems. Focuses on varied aspects of professional practice, including
the roles psychologists play in developing organizational skills needed to
function effectively in the changing health care marketplace.
PSYC684. Human Sexual Behavior and Treatment. 1 Unit.
Human sexuality in contemporary society. Physiological, psychological,
sociocultural, and developmental factors associated with human
sexuality. Interventions for sexual dysfunctions and sexual well-being.
Fulfills California state licensing requirements for psychologists.
PSYC685. Drug Addiction and Therapy. 2 Units.
Overviews the definitions, incidence, detection, assessment, effects,
and ethical/legal/therapeutic management of substance abuse. Fulfills
California state licensing requirements for psychologists.
PSYC686. Child, Partner, and Elder Abuse. 3 Units.
Overviews the definitions, incidence, detection, assessment, effects,
and the ethical, legal, and therapeutic management of child, partner, and
elder/dependent-adult abuse. Perpetrator and victim characteristics,
including cultural and ethnic diversity factors. Controversies regarding
assessment techniques, diagnoses, sequelae syndromes, interventions,
and forensic issues. Fulfills California state licensing requirements for
psychologists.
PSYC694. Seminar in Advanced Topics in Psychology. 1-4 Units.
PSYC696. Psy.D. Doctoral Research. 1-8 Units.
Course covers both the Psy.D. research proposal through to the final
Psy.D. project defense and completion. Prerequisite: PSYC 502, PSYC
504; and admission to Psy.D. degree program.
PSYC697. Doctoral Research. 1-4 Units.
Academic credit for dissertation research. A total of 43 units required.
PSYC721. Practicum Preparation I. 3 Units.
Required for all Psy.D. and Ph.D. degree students. Helps students
learn beginning assessment and counseling skills. Incorporates
demonstrations to facilitate learning. Prepares graduate students for
both internal and external practicum. Prerequisite: PSYC 571.
PSYC781. Internal Practicum. 2 Units.
Required unit for Psy.D. degree students; elective clinical training
experience for Ph.D. degree students. Second-year practicum provides
students with clinical training before they enter the formal practicum
sequence. May be repeated three times for a total of 8 units. Prerequisite:
PSYC 571, PSYC 721.
PSYC782. External Practicum. 4 Units.
Provides a pre-internship level of clinical psychology training through
intensive, extensive, and continuous clinical psychology experience.
Includes, access to practicing psychologists and role models; experience
in psychological assessment, diagnostic conceptualizations, and
scientifically based treatment regimens; and exposure to ethical, legal,
and professional standards in clinical psychology. Prerequisite: PSYC
781.
PSYC795. Directed Clinical Experience. 1-3 Units.
Elective course for students who desire to obtain supplemental clinical
experiences beyond those required for degree completion (internal
practicum, external practicum, pre-internship, internship). These clinical
experiences are individually designed according to the needs and
desires of the student and under the direction of a member of the
faculty. Directed clinical experiences may not be used to fulfill clinical
experiences required by the degree. May be repeated to a maximum of 8
units.
PSYC798. Pre-Internship. 4 Units.
Clinical experience for students who have successfully completed the
practicum year. Prerequisite: PSYC 782.
PSYC799A. Internship. 5 Units.
A one-year internship completed at either an APA- or APPIC-approved
placement. Limited to students who begin their internship mid-Summer
Quarter (usually the middle of July). Requires 250 contact hours of
clinical experience. Student registers initially for 5 units and registers the
following Summer Quarter for an additional 5 units. Prerequisite: PSYC
798.
PSYC799B. Internship. 10 Units.
A one-year internship completed at either an APA- or APPIC-approved
placement. Limited to students who begin their internship either at the
beginning of Summer Quarter or the beginning of Fall Quarter. Requires
500 contact hours per quarter of clinical experience. Student registers for
10 units per quarter. Prerequisite: PSYC 798.
Public Health—Conjoint (PHCJ)
Courses
PHCJ501. Introduction to On-line Learning. 1 Unit.
Orientation to on-line instruction programs. Includes introduction to
Loma Linda University; the School of Public Health faculties, facilities,
and resources; use of library on-line services; Web-based instruction;
Blackboard; course formatting; and fellow students.
PHCJ524. Special Topics in Public Health Practice. 1-4 Units.
Current topics in public health. Specific content varies from quarter to
quarter. May be repeated for additional credit.
PHCJ525A. Special Topics in Public Health. 1-4 Units.
Cross-disciplinary integration of current public health core content.
Specific content varies from quarter to quarter. May be repeated for
additional credit.
PHCJ525B. Special Topics in Public Health. 1-4 Units.
Cross-disciplinary integration of current public health core content.
Specific content varies from quarter to quarter. May be repeated for
additional credit.
PHCJ525C. Special Topics in Public Health. 1-4 Units.
Cross-disciplinary integration of current public health core content.
Specific content varies from quarter to quarter. May be repeated for
additional credit.
PHCJ525D. Special Topics in Public Health. 1-4 Units.
Cross-disciplinary integration of current public health core content.
Specific content varies from quarter to quarter. May be repeated for
additional credit.
536 Public Health—Conjoint (PHCJ)
PHCJ600. Overview of Research Methodologies. 3 Units.
The basis and limits of science. Enhances understanding of the basic
elements of observational, quantitative, qualitative, mixed methods, and
policy analysis methods in scientific and evaluation research. Critically
evaluates published research. Considers the multiple levels of analysis
(individual, group, organization, community and population). For doctoral
students only. Prerequisite or concurrent: STAT 509.
PHCJ604. Research Seminar. 2 Units.
Student develops and critiques research and dissertation proposals, with
peer review of research protocols. Limited to doctoral degree students.
Prerequisite: PHCJ 534, STAT 514; or consent of instructor.
PHCJ605. Overview of Public Health. 1 Unit.
Selected topics addressing issues, concepts, and recent developments in
public health.
PHCJ606. Public Health Fundamentals. 3 Units.
Provides an overview of three areas of public health: health behavior,
environmental health, and public health policy. Introduces key health
behavior-change theories and psychosocial determinants of health
behaviors. Introduces rural and urban environmental factors that affect
human-health status, enjoyment of the quality of life, and human survival.
Introduces concepts of the health policy process and factors that impact
health and access to health care. Open to Non-MPH degree students only.
PHCJ607. Professional Leadership. 3 Units.
An applied course that exposes students to leadership styles and
applications within public health and health-care settings, and in which
students explore and develop their personal leadership attributes.
PHCJ608A. Doctoral Seminar for Public Health. 1 Unit.
Provides a venue for reviewing, appraising, and writing scientific
literature; enhancing skills in critical thinking and professional
presentations; and interacting with faculty, peers, and public health
practitioners in the discussion of scientific papers and professional
development.
PHCJ608B. Doctoral Seminar for Public Health. 1 Unit.
Provides a venue for reviewing, appraising, and writing scientific
literature; enhancing skills in critical thinking and professional
presentations; and interacting with faculty, peers, and public health
practitioners in the discussion of scientific papers and professional
development. Students enroll the during the Fall, Winter, and Spring
quarters of their first year in the doctoral program for a total of 3 units.
PHCJ608C. Doctoral Seminar for Public Health. 1 Unit.
Provides a venue for reviewing, appraising, and writing scientific
literature; enhancing skills in critical thinking and professional
presentations; and interacting with faculty, peers, and public health
practitioners in the discussion of scientific papers and professional
development. Prerequisite: PHCJ 608A, PHCJ 608B.
PHCJ609. Building Healthy Individuals. 3 Units.
Uses theoretical principles to develop culturally sensitive public health
interventions for a variety of settings: community, occupational,
educational, and health care. Prepares students to assess population’s
knowledge and learning needs, to practice communication skills by
developing level-appropriate educational materials, and to collaborate
with other professionals to develop interdisciplinary approaches to
improve public health.
PHCJ610. Building Healthy Communities. 3 Units.
Examines the public health system, how health policy is developed,
and the diverse stakeholders involved in the process. Examines
effective partnerships with government agencies, the private sector,
nongovernmental organizations, communities, and social entrepreneurs
to build healthy communities. Explores and analyzes in depth how these
partnerships have worked together to make positive health improvements
through effective policies and programs.
PHCJ614. Pedagogy: The Art and Science of Teaching. 2 Units.
Provides an overview of pedagogical principles such as adult learning
theories, curriculum development, instructional effectiveness, and
evaluation. Develops skills to identify learning needs of a population
and promote learning in academia and in organizational and community
settings.
PHCJ615. Intermediate Biostatistics. 3 Units.
Multivariable biostatistics. Introduces analysis of variance, analysis of
covariance, repeated measures, linear and binary regression, and data
reduction. Includes a discussion of nonparametric tests. Emphasizes
selection of a statistical procedure, using statistical software, interpreting
and reporting results. Prerequisite: STAT 509, STAT 548 or STAT 549; or
consent of instructor.
PHCJ616. Administrative Systems in Agency Management. 3 Units.
Reviews the administrative systems and knowledge necessary to
manage public health, health-care, and other agencies. Topics include
budgeting and financial management, inclusion and equity in agency
management, human resources, interpreting financial statements
and analyses, governance, strategic planning, elements in resource
generation (fundraising and grant-writing), and leadership for health-care
improvement and patient outcomes.
PHCJ617. Building Healthy Systems. 3 Units.
Develops advanced public health leadership in building sustainable
health systems. Evaluates linked health agendas, structures, and
functions to promote performance goals. Creates skills to evaluate
and address population health goals. Identifies opportunities for health
systems analysis and strengthening that address health outcomes.
Explains applied research methods, tools, and frameworks for carrying
out the changes and interventions that bolster policies and promote
health equity.
PHCJ618. Transformative Communication. 2 Units.
Prepares doctoral students to communicate public health science
effectively and with purpose to diverse stakeholders. Includes general
theories of communication; development of a personal philosophy of
communication; and use of thoughtful visual aids, including images and
media, to enhance communication.
PHCJ624A. Scientist Forum. 1 Unit.
Provides students a venue for acquiring critical thinking skills to appraise
scientific literature in the field. Expands understanding of the ethical
principles undergirding the teaching, research, and practice of public
health. Enhances students professional ability to analyze, think, act, and
behave like a scientist. Increases competence in conducting human
research and in actively participating in the dissertation proposal/
dissertation defense presentations of their peers.
PHCJ624B. Scientist Forum. 1 Unit.
Presents elements of proposal writing. Includes student utilization of the
framework and development of the concept paper and the dissertation
proposal, which includes the first three chapters of the dissertation.
Provides a venue for continued professional development of the
student through interaction with peers and faculty within the discipline.
Prerequisite or concurrent: PHCJ 624A.
Loma Linda University 2019-2020 537
PHCJ624C. Scientist Forum. 1 Unit.
Presents core elements of grant writing. Students identify an appropriate
funding organization or agency and write and submit a grant. Serves as
a forum for continued professional development through participation
in peer-proposal defense and dissertation defenses. Prerequisite or
concurrent: PHCJ 624A, PHCJ 624B.
PHCJ630. Concepts and Practical Issues of Secondary Data. 3 Units.
Covers secondary data analyses across public health disciplines.
Includes: advantages and limitations of secondary analyses; sources of
secondary data; developing appropriate hypotheses; sampling methods;
subject selection; downloading and cleaning secondary data; missing
data; operationalizing relevant variables; and, applying statistical
analyses.
PHCJ675. Integrated Public Health Capstone. 2 Units.
Capstone experience integrating core and cross-cutting competencies
with a specific area of study. Facilitates transition from the academic
setting to professional settings in public health. Prerequisite: PHCJ 605;
Public health core courses; Successful completion of at least 44 units
towards degree.
PHCJ695. Community Practicum. 1-4 Units.
Provides opportunities for students to integrate the multiple skills they
have learned with the practice of public health in a community setting.
Requires 100 hours of practicum for each unit of credit to receive a grade.
A maximum of 4 units applicable to a degree program.
PHCJ698. Doctoral Project. 1-4 Units.
Provides Dr.P.H. degree students with the opportunity to integrate and
apply classroom learning through field-based projects consistent with
advanced practice designed to influence programs, policies, or systems
addressing public health. Final project allows students to integrate both
foundational and concentration- specific competencies. Prerequisite:
Advancement to candidacy.
PHCJ795. Applied Practice. 2 Units.
Provides Dr.P.H. degree students with the opportunity to integrate and
apply classroom learning through an applied practice experience in which
they complete at least one project meaningful for an organization and to
advanced public health practice.
PHCJ798A. Public Health Practicum. 2 Units.
Practicum integrating public health coursework into professional settings
in public health. Includes a minimum of 100 clock hours.
PHCJ798B. Public Health Practicum. 4 Units.
Practicum integrating public health coursework into professional settings
in public health. Includes a minimum of 200 clock hours.
PHCJ798C. Public Health Practicum. 6 Units.
Practicum integrating public health coursework into professional settings
in public health. Includes a minimum of 300 clock hours.
PHCJ798D. Public Health Practicum. 8 Units.
Practicum integrating public health coursework into professional settings
in public health. Includes a minimum of 400 clock hours.
Radiation Medicine (RDMN)
Courses
RDMN891. Radiation Medicine Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of radiation medicine.
Radiation Technology Advanced
Medical Imaging (RTAM)
Courses
RTAM401. Advanced Clinical. 5 Units.
Advanced clinical experience in selected areas of professional practice,
such as orthopedic radiography, fluoroscopy, trauma, C-arm operation,
and pediatrics.
RTAM402. Advanced Clinical. 10 Units.
Advanced clinical experience in selected areas of professional practice,
such as orthopedic radiography, fluoroscopy, trauma, C-arm operation,
and pediatrics.
RTAM403. Advanced Clinical. 10 Units.
Advanced clinical experience in selected areas of professional practice,
such as orthopedic radiography, fluoroscopy, trauma, C-arm operation,
and pediatrics.
RTAM404. Advanced Clinical. 10 Units.
Advanced clinical experience in selected areas of professional practice,
such as orthopedic radiography, fluoroscopy, trauma, C-arm operation,
and pediatrics.
RTAM405. Advanced Clinical. 2 Units.
Advanced clinical experience in selected areas of professional practice,
such as orthopedic radiography, fluoroscopy, trauma, C-arm operation,
and pediatrics.
RTAM454. Advanced Patient Care. 3 Units.
Addresses patient care topics, such as trauma and medical emergencies,
patient assessment, and pharmacology.
RTAM458. Advanced Imaging Procedures. 3 Units.
Introduces students to various imaging procedures and modalities
including: anatomy, patient positioning, geometric factors, and radiation
protection beyond the level of a basic medical radiographer.
RTAM464. Pathology. 3 Units.
Reviews pathologic processes most commonly found in imaging
modalities.
RTAM468. Advanced Imaging Principles. 3 Units.
Provides advanced instruction in the use of digital imaging technology in
radiology modalities, including new and emerging technologies and other
radiology-related applications.
RTAM474. Patient Education and Evidence-Based Medicine. 3 Units.
Introduces clinical pathways, multidisciplinary clinical practice, and a
focus on quality and coordination of care. Includes relationship-centered
patient care, effective communication, and patient education.
RTAM478. Introduction to Computed Tomography. 3 Units.
Introduces basic concepts related to computed tomography (CT),
including: patient care, communication, principles, and procedures.
Radiation Technology Education
(RTED)
Courses
RTED415. Teaching Practicum in the Radiation Sciences. 3 Units.
A project-based course in which B.S. degree radiation science students
have the opportunity to demonstrate curriculum-related knowledge and
skills in applicable settings.
538 Radiation Technology/Imaging Informatics (RTII)
RTED474. Instructional Techniques for the Radiation Sciences. 3 Units.
Prepares B.S. degree students in the Radiation Science Program to
create learning environments in medical imaging-related courses and
clinical education. Students learn to create course content, develop
presentations, design lessons, and evaluate learning.
RTED475. Curriculum Development for the Radiation Sciences. 3 Units.
Prepares B.S. degree students in the Radiation Sciences Program
to develop curricula in medical imaging-related programs and
clinical environments. Includes curriculum development approaches,
implementation, and evaluation for effectiveness in the clinical
environment.
RTED476. Adult Learning Theory for the Radiation Science Student. 3
Units.
Examines teaching and learning from theoretical perspectives as B.S.
degree students in the Radiation Sciences Program relate to employment
within the radiation science education and clinical education fields.
RTED477. Learning Activities and Assessment for the Radiation
Sciences. 3 Units.
Investigates active learning techniques, integration, and assessment
approaches in imaging-related programs and clinical environments.
RTED478. Online Instructional Design. 3 Units.
Explores the design of online or hybrid courses to incorporate active
learning approaches and create community in the online environment.
RTED484. Learning Environments for Radiation Science Students. 3
Units.
Prepares B.S. degree students in the Radiation Science Program in topics
related to models, learning environments, and measures of success in
medical imaging educational contexts.
RTED485. Digital Design for the Radiation Sciences. 3 Units.
Utilizing a variety of platforms, introduces available digital technologies
and explains key elements necessary to engage medical imaging
students.
RTED487. Issues in Radiation Sciences. 3 Units.
Prepares B.S. degree students in the radiation sciences to focus primarily
on scholarly journal publications as they explore prevailing issues related
to classroom and clinical education in the radiation sciences.
Radiation Technology/Imaging
Informatics (RTII)
Courses
RTII354. Introduction to Informatics. 3 Units.
Overview of computer fundamentals. Provides in-depth insight into
a picture-archiving and communication system (PACS). Includes,
basic terminology, computed radiography, digital radiography, hospital
information systems, radiology information systems, DICOM, and HL-7.
RTII356. Information Technology in Radiology. 3 Units.
Principles of developing and maintaining a radiology health care network.
Addresses network design, critical problem-solving, and troubleshooting.
Includes basic terminology, network components, network design and
implementation, storage and archive assessment, hardware and software
implementation databases, IT standards, and IT replacement schedules.
RTII358. PACS Planning and Implementation. 3 Units.
Presents steps needed to procure a picture-archiving and
communications system (PACS) in a radiology department of any size.
Focuses on organizational readiness, proposal requests, vendor selection,
contracts, and cost strategies. Develops critical thinking for planning,
team-building, and project management.
RTII364. Administrative Issues in Informatics. 3 Units.
Focuses on issues in informatics faced by a picture-archiving and
communications system (PACS) administrator. Facilitates understanding
of the architecture of a PACS and the details of running the business
aspects of such a system. Topics include, but are not limited to; project
management, operations management, relationships in health care,
quality-improvement procedures, emergency protocols, and compliance
with federal regulations.
RTII368. Communication and Education in Imaging Informatics. 3 Units.
Focuses on the basic communication skills a picture-archiving and
communications systems (PACS) administrator should possess. Topics
include, but are not limited to: relationships in health care, medical
terminology, educational concerns, feedback mechanisms, evaluation
processes, effective communication, and quality education and training
programs. Online instruction utilizes Blackboard, text, video, PowerPoint,
and other interactive online resources.
RTII374. Image Management in Informatics. 3 Units.
Focuses on basic image-management tasks that a picture-archiving and
communications system (PACS) administrator must complete on a daily
basis. Topics include but are not limited to: environmental design, human-
computer interface evaluation, database retrieval, and problem solving.
Online instruction using Blackboard incorporates text, video, PowerPoint,
and other interactive resources.
RTII378. Systems Management in Informatics. 3 Units.
Focuses on basic systems management tasks that a picture-archiving
and communications system (PACS) administrator must complete
on a daily basis. Topics include but are not limited to: capacity and
throughput. disaster recovery and continuity, problem management,
data migration, and data security. Online instruction using Blackboard
incorporates text, video, PowerPoint, and other interactive resources.
RTII384. Advanced Imaging Informatics. 3 Units.
An in-depth study of the advanced imaging informatics skills required of
a picture-archiving and communications system (PACS) administrator.
Topics include but are not limited to: medical imaging standards,
integrated health care, enterprise guidelines, image architecture and
design, modality integration, quality control, and environmental hazards.
Online instruction using Blackboard incorporates text, video, PowerPoint,
and other interactive resources.
Radiation Technology/Medical
Dosimetry (RTMD)
Courses
RTMD301. Treatment Planning I. 2 Units.
Studies in-depth the planning of isodose distributions and dose
calculations within different target volumes. Topics covered include IMRT,
conformal therapy, and stereotactic radiosurgery.
Loma Linda University 2019-2020 539
RTMD302. Treatment Planning II. 2 Units.
Develops the student's ability to construct treatment plans using 3D/
IMRT planning techniques. Integrates theory with practice. Students
required to complete a number of plans that utilize all the major
treatment techniques, based on anatomical tumor sites. Lecture includes
discussion and plans related to specific tumors, after which students
are expected to produce similar plans, compile a notebook of plans, and
present plans to the class as a midterm and final examination.
RTMD305. Special Topics. 2 Units.
Studies cutting-edge techniques in depth as they apply to therapy—
including radiation oncology and the diagnostic modalities that support
them. Topics include IMRT, TBI, USGI, IORT, MLC, dynamic wedging,
virtual simulation (CT simulation), stereotactic radiosurgery, HDR, proton
therapy, MRI, US, and NRM. Students make a weekly presentation from a
peer-reviewed journal or discuss a research paper on one of the studied
topics. Class paper on a specific area of study due at the end of the
quarter.
RTMD307. Principles of Brachytherapy. 2 Units.
Includes a two-week rotation at Long Beach Memorial Hospital to
observe brachytherapy. Principles of radiation protection as they relate to
brachytherapy.
RTMD309. Radiation Therapy Core—Concept Review. 1 Unit.
Conducted in the seminar/review format. Students research and present
information on weekly schedule of core topics and concepts relating
to radiation therapy techniques, oncology, radiobiology, and patient
care. Students complete assigned readings and answer general review
questions.
RTMD310. Applied Mathematics for Medical Dosimetry. 1 Unit.
A review of the higher mathematics skills required for dosimetric
calculations. Course conducted in a tutorial format in which students
meet regularly with faculty to review problems from an assigned
mathematics workbook.
RTMD314. Quality Assurance, with Laboratory. 2 Units.
General overview of quality-assurance management within a radiation
oncology department, with specific emphasis on continuous quality
assurance (CQI). Examines the theoretical and practical application of
quality-assurance techniques as they relate to treatment planning and
other dosimetry functions.
RTMD355. Physical Principles of Radiation Therapy I. 3 Units.
Nature and description of the structure of matter and energy. Radioactive
decay schemes and interaction of photons and gamma radiation.
Instrumentation involved in measurement of ionizing radiation, beam
quality, and dose. Laboratory. Cross-listing: RTTH 355.
RTMD356. Physical Principles of Radiation Therapy II. 3 Units.
Discusses the following areas: calibration techniques of photon,
particulate, and electron beams; percentage depth dose, tissue-air ratios,
treatment planning, scatter functions, field flatness, and symmetry; field
shaping, arc therapy, and tissue inhomogeneities; clinical dosimetric
considerations. Includes laboratory. Cross-listing: RTTH 356.
RTMD961. Practicum. 8 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: twenty-eight hours.
RTMD962. Practicum. 10 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty-four hours.
RTMD963. Practicum. 9 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty-one hours.
RTMD964. Practicum. 11 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty-six hours.
RTMD965. Practicum. 11 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty-six hours.
RTMD971. Practicum. 10 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty-three hours.
RTMD972. Practicum. 9 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty hours.
RTMD973. Practicum. 10 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty-four hours.
RTMD974. Practicum. 11 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty-six hours.
540 Radiation Technology/Medical Radiography (RTMR)
RTMD975. Practicum. 11 Units.
Practical application of the theoretical knowledge of dosimetry.
Includes external beam treatment planning, monitor unit calculations,
brachytherapy, and quality assurance procedures as they pertain to
dosimetry practice. Students integrated into the dosimetry and physics
team, with opportunity to work with various kinds of treatments and
treatment beams. Per week: thirty-six hours.
Radiation Technology/Medical
Radiography (RTMR)
Courses
RTMR095. Survey of Radiation Sciences. 1 Unit.
Develops students' interest in and knowledge of the radiation sciences by
exploring each of the specialties in the field, such as radiography, CT, MRI,
nuclear medicine, diagnostic medical sonography, cardiac sonography,
radiation therapy, dosimetry, cardiovascular imaging, imaging informatics,
radiologist assistant, mammography, radiology education, and radiology
administration. Students develop n career and an education plan.
RTMR202. Clinical Orientaton. 3 Units.
Clinical orientation to the functions of radiologic technologists. Clinical
environment orientation conducted at affiliated clinical sites.
RTMR221. Radiologic Patient Care. 2 Units.
Addresses patent care during radiographic procedures. Emphasizes
patient care in the ER and OR, and during contrast procedures. Topics
include radiographic professional organizations, ARRT code of ethics,
personal balance and health, critical thinking and problem solving,
pharmacology, medical abbreviations, spirituality in health care,
challenging patient situations, and immobilization techniques.
RTMR224. Legal Issues in Medical Radiography. 1 Unit.
Presents an overview of legal issues in radiologic technology. Topics
include: standards of care, patient rights, informed consent, civil liability,
legal doctrines, documentation, confidentiality, scope of practice, and
ethical theories.
RTMR246. Professional Communication & Presentation. 2 Units.
Provides an understanding of the professional communication and
presentation skills needed to succeed as an entry-level radiographer.
Topics include personality assessments, interpersonal communication,
conflict resolution, moral courage, patient communication, and
professionalism. Addresses radiologic technology accreditation and
University-required student learning outcomes in oral, written, and health-
care team communication.
RTMR247. Languages for Radiographers. 1 Unit.
Introduces radiography students to the words, phrases, and medical
terminology most often used in radiographic patient care situations for
the common languages of patients.
RTMR253. Medical Radiography Procedures I. 2 Units.
Introduces students to various radiographic procedures, which include
anatomy, patient positioning, geometric factors, exposure techniques,
and patient shielding.
RTMR253L. Medical Radiography Procedures Laboratory I. 1 Unit.
Applies principles of patient positioning in a laboratory setting. Students
practice optimum positioning practices on classmates. Anatomy covered
includes: chest, upper extremity, lower extremity, bony thorax, and
shoulder girdle.
RTMR254. Medical Radiography Procedures II. 2 Units.
Introduces students to various radiographic procedures, which include
anatomy, patient positioning, geometric factors, exposure techniques,
and patient shielding. Continues RTMR 253. Prerequisite: RTMR 253.
RTMR254L. Medical Radiography Procedures Laboratory II. 1 Unit.
Applies principles of patient positioning in a laboratory setting. Students
practice optimum positioning practices on classmates and volunteers.
Anatomy covered includes: abdomen, spine, skull, and pelvis.
RTMR255. Medical Radiography Procedures III. 2 Units.
Introduces students to various radiographic procedures, which include
anatomy, patient positioning, geometric factors, exposure techniques,
and patient shielding.
RTMR255L. Medical Radiography Procedures Laboratory III. 1 Unit.
Applies principles of patient positioning and radiographic exposure to
the laboratory setting. Uses clinical patient simulation and radiographic
phantoms to determine optimal radiographic techniques.
RTMR283. Radiologic Physics. 3 Units.
Provides a background for understanding the physics of man-made
radiation production. Addresses the interaction of radiation with matter
for both radiation protection and the creation of radiographic images.
Covers the electrical circuitry of diagnostic x-ray equipment.
RTMR284. Radiation Protection and Biology. 2 Units.
Addresses the fundamental concepts of radiation protection and
biological effects of radiation on patients and occupationally exposed
personnel. Topics include: radiation safety procedures, radiation
quantities and units, legal exposure standards, and radiation monitoring.
RTMR285. Principles of Radiography I. 3 Units.
Introduces the principles of radiographic theory and technique. Covers
the physical factors involved in image exposure and processing, auxiliary
equipment used in producing the radiographic exposure, and techniques
for obtaining the optimum image under any situation. Weekly laboratory
sessions required.
RTMR286. Principles of Radiography II. 3 Units.
Provides advanced instruction in the principles of radiographic theory
and technique. Examines the role of image-intensified fluoroscopy in
radiology. Weekly laboratory sessions required.
RTMR305. Introduction to Computed Tomography I. 2 Units.
Introduces an overview of cross-sectional anatomy. Identifies normal
anatomy in two- and three-dimensional planes. Addresses the structural
and physiological functions of body systems.
RTMR306. Introduction to Computed Tomography II. 2 Units.
Introduces basic principles, physics, imaging parameters, radiological
effects, management, and patient protocol of computed tomography
(CT).
RTMR324. Radiographic Image Evaluation and Pathology. 3 Units.
Expands upon the fundamental image evaluation knowledge acquired in
RTMR 253, 254, and 255. Advances understanding of image evaluation
with reference to pathology, radiographic anatomy, patient positioning,
geometric factors, exposure techniques, and patient shielding.
RTMR344. Professional Development and Service Learning. 3 Units.
Overview of radiologic specialties. Examines state and national
radiography organizations and continuing education requirements.
Reviews professional values and codes of ethics.
Loma Linda University 2019-2020 541
RTMR363. Comprehensive Review I. 2 Units.
Reviews major content areas emphasized on certification examinations.
Student evaluation and performance analysis. Time provided to make
class presentations, organize study materials, and take simulated registry
examinations.
RTMR365. Comprehensive Review II. 2 Units.
Continues review of major content areas emphasized on certification
examinations. Student evaluation and performance analysis. Time
provided to make class presentations, organize study materials, and take
simulated registry examinations.
RTMR371. Medical Radiography Affiliation I. 5 Units.
The first of six affiliation courses that total eighteen months of clinical
experience. Students gain hands-on experience in basic patient
care, radiographic procedures and positioning, radiation protection,
radiographic exposure and techniques, critical thinking and problem
solving, and patient and health care team communication. The combined
six-part affiliation sequence fulfills state requirements for clinical hours in
medical radiography.
RTMR372. Medical Radiography Affiliation II. 7 Units.
Continues RTMR 371.
RTMR373. Medical Radiography Affiliation III. 12 Units.
Continues RTMR 371 and 372.
RTMR374. Medical Radiography Affiliation IV. 10 Units.
Continues RTMR 371, 372, and 373.
RTMR375. Medical Radiography Affiliation V. 10 Units.
Continues RTMR 371, 372, 373, and 374.
RTMR384. Topics in Medical Radiography. 1-3 Units.
Lecture and discussion of a current topic in medical radiography bearing
on the theory or practice of one aspect of the discipline. Specific content
varies from quarter to quarter.
RTMR386. Medical Radiography Affiliation VI. 10 Units.
Continues RTMR 371, 372, 373, 374, and 375.
Radiation Technology/Medical
Sonography (RTMS)
Courses
RTMS339. Echocardiography I. 4 Units.
Focuses on normal anatomy, scan techniques, cardiac measurement, and
new dynamics. Case study presentations.
RTMS344. Introduction to Medical Sonography. 5 Units.
Introduction to sonography—including ob-gyn, abdomen, vascular,
neurosonography, cardiac, and pediatric. Covers terminology and scan
techniques for all areas.
RTMS345. Ob-Gyn Sonography. 5 Units.
Ob-Gyn scan techniques, fetal anatomy and pathologies, gynecological
anatomy and pathologies. Student case presentations and case studies.
RTMS346. Vascular Technology/Doppler/Scan Techniques. 5 Units.
Covers vascular technology, Doppler, abdomen, and small parts.
Continues case studies and case presentations.
RTMS347. Echocardiography II. 4 Units.
Echocardiography, adult and pediatric. Further focuses on anatomy,
pathology, hemodynamics, and Doppler. Includes case studies and
presentations.
RTMS348. Abdomen/Neurosonography. 5 Units.
Sonography of the abdomen and neonatal neurosonography specialties
and scan techniques. Visualizes sonography of the abdomen, cross-
section scan techniques, and pathologies on ultrasound. Includes
neonatal neurosonography; anatomy and pathologies also included.
RTMS371. Medical Sonography Clinical Affiliation. 12 Units.
Clinical experience in medical sonography (416 clock hours) covering a
wide variety of technical procedures.
RTMS372. Medical Sonography Clinical Affiliation. 12 Units.
Clinical experience in medical sonography (416 clock hours) covering a
wide variety of technical procedures.
RTMS373. Medical Sonography Clinical Affiliation. 12 Units.
Clinical experience in medical sonography (416 clock hours) covering a
wide variety of technical procedures.
RTMS379. Ultrasound Physics and Instrumentation I. 2 Units.
Studies the basic physical principles and instrumentation of ultrasound
production and imaging. Selected case study presentations, as assigned.
RTMS384. Topics in Medical Sonography. 1 Unit.
Surveys selected topics in medical sonography. Procedure summaries,
projects, literature reviews.
RTMS385. Board Review Echocardiography. 2 Units.
Case presentations by faculty and students reviewing vast variety of
pathologies, as well as normal anatomy. Prerequisite: RTMS 339, RTMS
347.
RTMS387. Ultrasound Physics and Instrumentation II. 2 Units.
Study and review of the basic physical principles and instrumentation
of ultrasound, with additional emphasis on Doppler and artifacts.
Prerequisite: RTMS 379.
RTMS421. Board Review OB-GYN Sonography. 1 Unit.
Board review presented in case study format; normal and pathologies
involved in ultrasound evaluation of the OB-GYN specialty. Prerequisite:
Completion of the first year of the medical sonography program.
RTMS422. Board Review Abdomen. 1 Unit.
Board review presented in case study format; normal and pathologies
involved in a wide variety of abdominal and small part ultrasound
examinations. Prerequisite: RTMS 421.
RTMS423. Board Review Vascular. 1 Unit.
Board review presented in case study format; normal and pathologies
involved in a wide range of vascular ultrasound examinations.
Prerequisite: RTMS 422.
RTMS424. Professionalism in Medical Sonography. 1 Unit.
Presents a variety of topics to develop professionalism and prepare
graduates for the work force. Topics include writing a resume/CV,
interviewing, and communication. Prerequisite: RTMS 421, 422, 423.
RTMS471. Medical Sonography Clinical Affiliation. 11 Units.
Clinical experience in medical sonography (352 clock hours) covering a
wide variety of technical procedures. Prerequisite: RTMS 373.
RTMS472. Medical Sonography Clinical Affiliation. 11 Units.
Clinical experience in medical sonography (352 clock hours) covering a
wide variety of technical procedures. Prerequisite: RTMS 471.
RTMS473. Medical Sonography Clinical Affiliation. 11 Units.
Clinical experience in medical sonography (352 clock hours) covering a
wide variety of clinical technical experiences.
RTMS474. Medical Sonography Clinical Affiliation. 11 Units.
Clinical experience in medical sonography (352 clock hours) covering a
wide variety of clinical technical experiences.
542 Radiation Technology/Nuclear Medicine (RTNM)
RTMS475. Medical Sonography Clinical Affiliation. 11 Units.
Clinical experience in medical sonography (352 clock hours) covering a
wide variety of technical procedures. Prerequisite: RTMS 474.
RTMS965. Cardiac Ultrasound Clinical Affiliation. 12 Units.
Clinical experience in cardiac ultrasound (384 clock hours per quarter)
covering a wide variety of technical procedures.
RTMS966. Cardiac Ultrasound Clinical Affiliation. 11 Units.
Clinical experience in cardiac ultrasound (352 clock hours per quarter)
covering a wide variety of technical procedures.
RTMS967. Cardiac Ultrasound Clinical Affiliation. 11 Units.
Clinical experience in cardiac ultrasound (352 clock hours per quarter)
covering a wide variety of technical procedures.
RTMS968. Cardiac Ultrasound Clinical Affiliation. 12 Units.
Clinical experience in cardiac ultrasound (440 clock hours per quarter)
covering a wide variety of technical procedures.
RTMS978. Medical Sonography Clinical Affiliation. 11 Units.
Clinical experience in medical sonography (352 clock hours) covering a
wide variety of technical procedures. Prerequisite: RTMS 977.
Radiation Technology/Nuclear
Medicine (RTNM)
Courses
RTNM351. Principles of Nuclear Medicine I. 4 Units.
Covers the historical developments that led to the field of nuclear
medicine. Describes the structure of the atom and the factors that make
an atom radioactive. Reviews the laws of physics; periodic chart of
the elements; and the trilinear chart of the nuclides, radioactive decay,
radionuclide production, and quality control of radiopharmaceuticals.
RTNM351L. Principles of Nuclear Medicine I Laboratory. 1 Unit.
A laboratory course that emphasizes the material presented in RTNM
351. Structure of the atom, radioactive decay, radionuclide production.
RTNM352. Principles of Nuclear Medicine II. 4 Units.
Includes the model of the atom, as well as electromagnetic and particle
radiation. Lists the types of radioactive decay, along with the radiation
interactions with matter. Defines terms that are specific to radioactive
decay and performs calculations used in nuclear medicine for pre- and
postcalibration of radionuclides.
RTNM352L. Principles of Nuclear Medicine II Laboratory. 1 Unit.
A laboratory course that emphasizes the material presented in RTNM
352. Electromagnetic and particle radiations, radioactive decay
interactions, and calculations.
RTNM353. Nuclear Medicine Procedures I. 2 Units.
Addresses nuclear medicine procedures used to image, diagnose, and
treat disease with radiopharmaceuticals. Identifies use of radionuclides
to image the endocrine, cardiovascular, respiratory, and skeletal systems.
Includes patient preparation for scans, routes of administration of
radiopharmaceuticals, methods of localization for organ imaging,
radiopharmacy, and quality control.
RTNM353L. Nuclear Medicine Procedures Laboratory. 1 Unit.
A laboratory course that emphasizes the material presented in RTNM
353.
RTNM354. Nuclear Medicine Procedures II. 2 Units.
Addresses nuclear medicine procedures used to image, diagnose, and
treat disease with radiopharmaceuticals. Identifies use of radionuclides
to image the endocrine, cardiovascular, respiratory, and skeletal systems.
Includes patient preparation for scans, routes of administration of
radiopharmaceuticals, methods of localization for organ imaging,
radiopharmacy, and quality control.
RTNM354L. Nuclear Medicine Procedures II Laboratory. 1 Unit.
A laboratory course that emphasizes the material presented in RTNM
354.
RTNM355. PET/CT. 2 Units.
Covers the radionuclides, radiopharmaceuticals, and contrast agents
used for PET/CT imaging. Topics include: localization, indications,
method of administration, standard dose range, quality control,
contraindications, patient history, patient preparation, equipment,
technical considerations.
RTNM356. Positron Emission Tomography. 2 Units.
Student learns the fundamental physics, instrumentation, and
radionuclide requirements of positron emission tomography (PET).
RTNM357. Instrumentation I. 4 Units.
Covers the auger/gamma scintillation camera, collimators and crystals
used in nuclear medicine. Topics include: photomultiplier tubes, pulse
height analyzer, resolution, count rate, field uniformity, Geiger-Mueller
counter, ionization chambers, sodium iodide well counter, dose calibrator,
image acquisition, matrix size, and filters.
RTNM357L. Instrumentation I Laboratory. 1 Unit.
A laboratory course that emphasizes material presented in RTNM 357.
Gamma camera components, dose calibrator, ionization chambers, and
sodium iodide well counter.
RTNM358. Instrumentation II. 4 Units.
Covers quality control of gamma cameras and dose calibrators.
Topics include: data acquisition of single-photon emission computed
tomography, image filtering, field uniformity assessment and correlation,
X and Y gain calibration, and positron emission tomography.
RTNM358L. Instrumentation II Laboratory. 1 Unit.
A laboratory course that emphasizes material presented in RTNM 358.
Gamma camera quality control protocols, SPECT and CT images, and
data acquisition.
RTNM361. Radiopharmacy I. 3 Units.
Covers nuclear stability and decay, radionuclide production, radioactive
decay, radionuclide generator systems, radionuclides, quality control, and
legal requirements.
RTNM362. Radiopharmacy II. 3 Units.
Covers the standard dose ranges, radioactive isotopes, decay
tables, distribution, preparing kits, adverse reactions, and new
radiopharmaceuticals.
RTNM363. Nuclear Cardiology. 3 Units.
Covers the principles and clinical application of cardiac imaging.
Topics include: patient preparation, radiopharmaceutical, localization
of radiopharmaceutical, standard dose range, pharmaceutical stress
protocol, exercise stress protocol, clinical applications of myocardial
perfusion imaging, and image interpretation.
RTNM364. Nuclear Medicine Statistics. 3 Units.
Covers the percent error or percent difference, counting rate
determination, effects of background on counts, counting rates, standard
deviation, and propagation of error.
Loma Linda University 2019-2020 543
RTNM366. Medical Informatics. 1 Unit.
Covers information technology systems used in the health care setting.
Reviews the importance of accurate documentation. Discusses the
relevance of checking patient history and laboratory results using
electronic medical/health record systems.
RTNM421. Comprehensive Review of Nuclear Medicine I. 3 Units.
Reviews physics, instrumentation, procedures, imaging, and
radiopharmaceutical theories in preparation for national registries.
RTNM422. Comprehensive Review of Nuclear Medicine II. 3 Units.
Surveys selected topics in nuclear medicine. Procedure summaries,
projects, literature reviews.
RTNM430. Clinical Affiliation Introduction. 1 Unit.
First in a series of seven consecutive courses completed during the
program. Provides students with clinical experience working with staff
technologists and physicians, performing the functions expected of a
nuclear medicine technologist and the nuclear medicine procedures
involved in patient care. Clinical assignments one day per week, eight
hours per day.
RTNM431. Clinical Affiliation I. 2 Units.
Second in a series of seven consecutive courses completed during the
program. Provides students with clinical experience working with staff
technologists and physicians, performing the functions expected of a
nuclear medicine technologist and the nuclear medicine procedures
involved in patient care. Clinical assignments two days per week, eight
hours per day. Prerequisite: RTNM 430.
RTNM432. Clinical Affiliation II. 3 Units.
Third in a series of seven consecutive courses completed during the
program. Provides students with clinical experience working with staff
technologists and physicians, performing the functions expected of a
nuclear medicine technologist and the nuclear medicine procedures
involved in patient care. Clinical assignments three days per week, eight
hours per day. Prerequisite: RTNM 430, RTNM 431.
RTNM433. Clinical Affiliation III. 4 Units.
Fourth in a series of seven consecutive courses completed during
the program. Provides students with clinical experience working with
staff technologists and physicians, performing the functions expected
of a nuclear medicine technologist, as well as the nuclear medicine
procedures involved in patient care. Clinical assignments four days per
week, eight hours per day. Prerequisite: RTNM 430, RTNM 431, RTNM
432.
RTNM434. Clinical Affiliation IV. 4 Units.
Fifth in a series of seven consecutive courses completed during the
program. Provides students with clinical experience working with
staff technologists and physicians, performing the functions expected
of a nuclear medicine technologist, as well as the nuclear medicine
procedures involved in patient care. Clinical assignments four days per
week, eight hours per day. Prerequisite: RTNM 430, RTNM 431, RTNM 432,
RTNM 433.
RTNM435. Clinical Affiliation V. 4 Units.
Sixth of seven courses providing clinical experience working with staff
technologists and physicians, performing the functions expected of a
nuclear medicine technologist and nuclear medicine procedures involved
in patient care. Clinical assignments four days per week, eight hours per
day. Prerequisite: RTNM 430, RTNM 431, RTNM 432, RTNM 433, RTNM
434.
RTNM436. Clinical Affiliation VI. 4 Units.
Seventh of seven courses providing clinical experience working with staff
technologists and physicians, performing the functions expected of a
nuclear medicine technologist, and nuclear medicine procedures involved
in patient care. Clinical assignments four days per week, eight hours per
day. Prerequisite: RTNM 430, RTNM 431, RTNM 432, RTNM 433, RTNM
434, RTNM 435.
Radiation Technology/Radiation
Sciences (RTRS)
Courses
RTRS578. Health-care Financial Management. 3 Units.
Investigates methods of applying financial management strategies from
a radiology perspective. Demonstrates the fundamentals of finance,
generating revenue, controlling costs, planning for the future, and
financial organizational issues.
RTRS584. Management of Imaging Informatics. 3 Units.
Study of operational and managerial issues essential to radiology
information, and picture archiving and communication systems as related
to electronic health records. Includes basic architecture concepts, needs
assessment and procurement strategies, vendor selection and contract
negotiation, workflow assessment and design, implementation and
education, and quality assurance strategies in a filmless environment.
RTRS614. Professional Portfolio. 1 Unit.
An online course designed to assist students in developing a professional
portfolio. Students incorporate evidence of personal growth and learning
in a comprehensive electronic portfolio.
RTRS621. Capstone Project I. 3 Units.
The first of a two-course, online sequence. Students explore a relevant
topic of interest, develop a literature review of publishable quality, and
examine professional publication avenues.
RTRS622. Capstone Project II. 3 Units.
The second course in a two-course, online sequence. Students explore
aspects of professional presentation delivery and incorporate their
Capstone I project to develop a presentation of professional quality.
Radiation Technology/Radiation
Therapy (RTTH)
Courses
RTTH332. Radiation Biology. 2 Units.
The effects of radiation on living systems.
RTTH342. Patient-Care Practices in Radiation Therapy. 2 Units.
Aspects of radiation therapy patient care. Emphasizes equipment,
treatment, and psychological support of the patient. Transmission and
prevention of AIDS and other communicable diseases, with specific
application to radiation therapy.
RTTH344. Radiation Therapy Procedures. 2 Units.
Study and/or practical applications of patient support and immobilization
devices. Principles of choosing patient-treatment modalities. Methods
of tumor localization. Purposes and utilization of beam direction and
modification equipment.
544 Radiation Technology/Radiologist Assistant (RTRA)
RTTH348. Radiation Therapy Review. 1,2 Unit.
Comprehensively reviews radiation physics, protection, and dosimetry.
Applies radioactive materials. Radiobiology. Technical aspects of
radiation oncology. Students beginning in Autumn of 2016 are required to
take this course for two units.
RTTH354. Quality Assurance in Radiation Therapy. 2 Units.
Focuses on quality improvement in radiation oncology. Emphasizes
development of a culture of safety through continuous quality
improvement (CQI) for clinical and technical aspects of patient care,
including treatment delivery and localization equipment, treatment
planning equipment, and electronic medical records. Discusses the
role of various radiation therapy team members in CQI, and legal and
regulatory implications for provision of services.
RTTH355. Physical Principles of Radiation Therapy I. 3 Units.
Nature and description of the structure of matter and energy. Radioactive
decay schemes and interaction of photons and gamma radiation.
Instrumentation involved in measurement of ionizing radiation, beam
quality, and dose. Laboratory. Cross-listing: RTMD 355.
RTTH356. Physical Principles of Radiation Therapy II. 3 Units.
Discusses the following areas: calibration techniques of photon,
particulate, and electron beams; percentage depth dose, tissue-air ratios,
treatment planning, scatter functions, field flatness, and symmetry; field
shaping, arc therapy, and tissue inhomogeneities; and clinical dosimetric
considerations. Includes laboratory. Prerequisite: RTTH 364, RTTH 365.
Cross-listing: RTMD 356.
RTTH357. Applied Dosimetry. 2 Units.
Brachytherapy sources, isotope calibration, protection, and implantation
techniques. Teletherapy equipment and protection. Quality assurance for
external and brachytherapy procedures. Laboratory.
RTTH364. Radiation Oncology I. 2 Units.
A three-term course covering pathology, etiology, epidemiology,
histopathology, metastasis, staging, and treatment of major types of
malignant neoplasms. Includes technique/simulation laboratory.
RTTH365. Radiation Oncology II. 2 Units.
A three-term course covering pathology, etiology, epidemiology,
histopathology, metastasis staging, and treatment of major types of
malignant neoplasms. Prerequisite: RTTH 364.
RTTH366. Radiation Oncology III. 2 Units.
The third in a three-quarter course covering pathology, etiology,
epidemiology, histopathology, metastasis, staging, and treatment of
major types of malignant neoplasms.
RTTH371. Radiation Therapy Affiliation I. 2 Units.
First of seven clinical affiliations.
RTTH372. Radiation Therapy Affiliation II. 3 Units.
Continues RTTH 371.
RTTH373. Radiation Therapy Affiliation III. 3 Units.
Continues RTTH 371, 372.
RTTH474. Radiation Therapy Affiliation IV. 5 Units.
Continues RTTH 371-373.
RTTH475. Radiation Therapy Affiliation V. 5 Units.
Continues RTTH 371-373, 474.
RTTH476. Radiation Therapy Affiliation VI. 4 Units.
Continues RTTH 371-373, 474-475.
RTTH477. Radiation Therapy Affiliation VII. 4 Units.
Continues RTTH 371-373, 474-476.
Radiation Technology/Radiologist
Assistant (RTRA)
Courses
RTRA510. Cross-Sectional Anatomy I. 1 Unit.
Identifies normal and abnormal anatomy in two-dimensional as well as
three-dimensional planes. Relates cross-sectional view of anatomy and
pathology to radiology procedures.
RTRA511. Cross-sectional Anatomy II. 1 Unit.
Identifies normal and abnormal anatomy in two-dimensional as well as
three-dimensional planes. Relates cross-sectional view of anatomy and
pathology to radiology procedures.
RTRA518. Radiobiology and Health Physics. 2 Units.
Reviews the effects of ionizing and nonionizing radiation and
fundamental concepts of radiation protection. Promotes the
conscientious operation of radiologic and fluoroscopic devices. Provides
a complement to guided practice in operating the fluoroscopic device
during clinical mentoring. Procedures and techniques to optimize image
quality while reducing radiation exposure to patients, operator, and
ancillary personnel.
RTRA519. Medical-Legal Issues in Radiology. 1 Unit.
Introduction to the legal system as it pertains to radiation sciences.
Concepts such as malpractice, litigation, informed consent, assault, and
battery.
RTRA521. Radiology Procedures and Image Evaluation I. 3 Units.
Provides a framework for various imaging procedures and the role of
the radiologist assistant in the radiology department. Provides the
framework for systematic observation of static, digital, X-sectional, and
dynamic diagnostic images for the purpose of evaluating the presence of
abnormalities, anomalies, and pathological conditions.
RTRA522. Radiology Procedures and Image Evaluation II. 3 Units.
Provides a framework for various imaging procedures and the role of
the radiologist assistant in the radiology department. Provides the
framework for systematic observation of static, digital, X-sectional, and
dynamic diagnostic images for the purpose of evaluating the presence of
abnormalities, anomalies, and pathological conditions.
RTRA523. Radiology Procedures and Image Evaluation III. 3 Units.
Provides a framework for various imaging procedures and the role of
the radiologist assistant in the radiology department. Provides the
framework for systematic observation of static, digital, X-sectional, and
dynamic diagnostic images for the purpose of evaluating the presence of
abnormalities, anomalies, and pathological conditions.
RTRA524. Radiology Procedures and Image Evaluation IV. 3 Units.
Provides a framework for various imaging procedures and the role of
the radiologist assistant in the radiology department. Provides the
framework for systematic observation of static, digital, X-sectional, and
dynamic diagnostic images for the purpose of evaluating the presence of
abnormalities, anomalies, and pathological conditions.
RTRA525. Fluoroscopy and Radiation Protection. 1 Unit.
Focuses on the quality assurance and management aspects of
fluoroscopy. Includes the following topics: fluoroscopic radiation
exposure and protection techniques, technical management, operation of
fluoroscopic equipment, and quality control.
Loma Linda University 2019-2020 545
RTRA526. Radiology Reporting. 1 Unit.
Student develops and organizes an imaging report for procedures
performed under the supervision of a radiologist. Topics include learning
to report, style guidelines, and the American College of Radiology
guidelines for communication.
RTRA531. Pharmacology for RAs I. 2 Units.
Surveys pharmacological agents currently used in medicine, including
their kinetics, dynamics, and therapeutics. Places special emphasis on
pharmaceuticals commonly used by and given to radiology patients,
including contrast media, antineoplastic agents, and radioactive isotopes.
RTRA532. Pharmacology for RAs II. 2 Units.
Surveys pharmacological agents currently used in medicine, including
their kinetics, dynamics, and therapeutics. Places special emphasis on
pharmaceuticals commonly used by and given to radiology patients,
including contrast media, antineoplastic agents, and radioactive isotopes.
RTRA534. Pathophysiology. 2 Units.
Covers the structures and function of human biology. Assists with
developing skills of interpreting laboratory data and increasing
understanding of the pathophysiology behind patient care.
RTRA541. Patient Assessment I. 2 Units.
Assists with skills in interviewing, physical examination, and interpreting
laboratory data. Increases understanding of the pathophysiology behind
patient care. Emphasizes analysis and interpretation of physiological
data to assist in patient assessment and management.
RTRA542. Patient Assessment II. 2 Units.
Assists with developing skills in interviewing, physical examination,
and interpreting laboratory data. Increases understanding of the
pathophysiology behind patient care. Emphasizes analysis and
interpretation of physiological data to assist in patient assessment and
management.
RTRA543. Clinical Management and Education. 2 Units.
Focuses on analyzing and interpreting physiological data to assist
in patient assessment and management. Utilizes critical thinking,
action plans, and protocols. Includes relationship-centered patient care,
effective communication, and patient education. Introduces clinical
pathways, multidisciplinary clinical practice, and a focus on quality and
coordination of care.
RTRA546. Topics for the Radiologist Assistant. 2 Units.
Surveys selected topics in the radiologist assistant scope of practice for
credit toward the master's degree in radiologist assistant. Topics may
include procedures, projects, or literature reviews.
RTRA588. Comprehensive Review I. 1 Unit.
Review of the major content areas covered in the radiologist assistant
program. Student evaluation and performance analysis.
RTRA589. Comprehensive Review II. 1 Unit.
Reviews major content areas covered in the radiologist assistant
program. Includes student evaluation and performance analysis.
RTRA591. Radiologist Assistant Research Project I. 1 Unit.
Student completes a faculty-facilitated research project related to
radiation sciences. Radiation sciences faculty must approve all projects.
RTRA592. Radiologist Assistant Research Project II. 2 Units.
Student completes a faculty-facilitated research project related to
radiation sciences. Radiation sciences faculty must approve all projects.
RTRA593. Radiologist Assistant Research Project III. 2 Units.
Student completes a faculty-facilitated research project related to
radiation sciences. Radiation sciences faculty must approve all projects.
RTRA614. Professional Portfolio. 1 Unit.
Student develops a portfolio that demonstrates progression toward
the student learning outcomes established by Loma Linda University—
including wholeness, Christ-centered values, commitment to discovery
and lifelong learning, effective communication, embracing and serving a
diverse world, and collaboration.
RTRA771. Clinical Internship I. 2 Units.
A twelve-week, one day/week rotation for a total of ninety-six hours of
mentored clinical experience. Focuses on a wide variety of competencies
that enable students to generate a report stating initial observations of
diagnostic images on neonatal, pediatric, adult, and geriatric populations.
Students utilize clinical contracts and a clinical portfolio.
RTRA772. Clinical Internship II. 5 Units.
An eleven-week, two-days/week rotation totaling 168 hours of mentored
clinical experience. Focuses on a wide variety of competencies that
enable students to generate a report stating initial observations of
diagnostic images on neonatal, pediatric, adult, and geriatric populations.
Students utilize clinical contracts and a clinical portfolio.
RTRA773. Clinical Internship III. 6 Units.
An eleven-week, three days/week rotation totaling 248 hours. A mentored
clinical experience during which students complete a wide variety of
competencies that prepare them to generate a report stating initial
observations of diagnostic images on neonatal, pediatric, adult, and
geriatric populations. Students utilize clinical contracts and a clinical
portfolio.
RTRA774. Clinical Internship IV. 6 Units.
An eleven-week, three days/week rotation totaling 248 hours of mentored
clinical experience. Focuses on a wide variety of competencies that
enable students to generate a report stating initial observations of
diagnostic images on neonatal, pediatric, adult, and geriatric populations.
Students utilize clinical contracts and a clinical portfolio.
RTRA775. Clinical Internship V. 6 Units.
A twelve-week, three days/week rotation totaling 272 hours of mentored
clinical experience. Focuses on a wide variety of competencies that
enable students to generate a report stating initial observations of
diagnostic images on neonatal, pediatric, adult, and geriatric populations.
Students utilize clinical contracts and a clinical portfolio.
RTRA776. Clinical Internship VI. 6 Units.
An eleven-week, three days/week rotation totaling 248 hours of mentored
clinical experience. Focuses on a wide variety of competencies that
enable students to generate a report stating initial observations of
diagnostic images on neonatal, pediatric, adult, and geriatric populations.
Students utilize clinical contracts and a clinical portfolio.
RTRA777. Clinical Internship VII. 6 Units.
An eleven-week, three days/week rotation totaling 248 hours of mentored
clinical experience. Focuses on a wide variety of competencies that
enable students to generate a report stating initial observations of
diagnostic images on neonatal, pediatric, adult, and geriatric populations.
Students utilize clinical contracts and a clinical portfolio.
Radiation Technology (RTCH)
Courses
RTCH283. Basic Imaging. 2 Units.
Covers basic imaging positioning used in radiology. Topics include:
radiology positioning techniques and introduction to technical
characteristics of common nuclear medicine studies.
546 Radiation Technology/Special Imaging (RTSI)
RTCH283L. Radiation Clinical Basics Laboratory. 1 Unit.
Hands-on laboratory experience that includes basic positioning, physics,
and principles in radiology.
RTCH285. The Principles and Physics of Radiation. 4 Units.
Covers equipment used to generate X-rays for production of radiographic
images. Includes the physics of X-ray production, and interactions of
X-rays with patient tissues to produce radiographic images. Stresses
proper radiation safety for the patient and hospital personnel.
RTCH305. CT Fundamentals. 2 Units.
Overview of computed tomography (CT) concepts, including cross-
sectional anatomy, physics, and clinical procedures.
RTCH318. Imaging Modalities. 2 Units.
Covers the correlation and relevance of nuclear medicine to the
other imaging modalities. Topics include: cardiovascular, respiratory,
gastrointestinal, genitourinary, and skeletal systems.
RTCH325. Applications for Managers. 2 Units.
Introduces prospective radiology managers and administrators to the
basic common applications found in health care.
RTCH385. Radiologic Trends in Health Care. 2 Units.
A faculty-facilitated course that includes class discussion, group work,
and presentation of projects utilizing the online learning environment.
Focuses on current and future trends in the field of radiology.
RTCH387. Writing for Health-Care Professionals. 3 Units.
Expands upon entry-level academic writing experience by advancing
skills in the following areas: avoiding plagiarism, developing academic
writing, organizing research materials, synthesizing sources, formatting
papers in APA style, and writing a literature review.
RTCH413. Management Practicum I. 3 Units.
Observation of and discussion with selected administrative personnel
in a radiology service. Emphasizes practical application of management
theory. Projects assigned.
RTCH414. Management Practicum II. 3 Units.
Observation of and discussion with selected administrative personnel
in a radiology service. Emphasizes practical application of management
theory. Projects assigned.
RTCH415. Radiation Emergency Procedures. 3 Units.
Covers radiation emergency procedures and guidelines. Topics include:
minor spills, major spills, airborne contamination, ingestion and inhalation
contamination, firefighting techniques, X-ray injuries, and lessons learned
from radiation disasters.
RTCH418. Health Information Management and Radiology Coding for
Radiology Managers. 3 Units.
Integrates health information management systems and radiology coding
for prospective radiology managers and administrators. Introduction to
health information systems and radiology coding to promote smooth
running of a radiology department. Introduces current health information
technology guidelines, tools, and concepts behind accurate coding and
policy.
RTCH464. Moral Leadership. 3 Units.
Methods of applying servant leadership to management and educational
settings. Within a moral framework, discusses concepts of managing
learners and professionals, assessing leadership style, the essence of
leadership, leadership skill building, and conflict management. Utilizes
assigned readings, discussions, papers, and personal inventories to aid in
assessing the learner's leadership skills.
RTCH467. Management of a Radiologic Service. 3 Units.
Techniques of organization, planning, and management, with specific
applications to a hospital radiology service.
RTCH471. Applied Research Methods I. 2 Units.
Applies research methods to radiation sciences. Directed experience with
a research project. Laboratory.
RTCH472. Applied Research Methods II. 2 Units.
Applies research methods to radiation sciences. Directed experience with
a research project. Continues RTCH 471.
RTCH485. Digital Management in Radiology. 3 Units.
A student-centered, faculty-facilitated course that is a continuation of
RTCH 385. Class discussion, small-group work, and presentation of
student projects/paper. New technology and its impact on the radiology
department.
RTCH489. Effective Communication for Supervisors. 3 Units.
Helps managers and supervisors build effective skills in the following
areas: interpersonal skills, business writing, verbal and nonverbal
communication, modes of communication, coaching, and conflict
resolution.
RTCH497. Advanced Clinical Experience. 2 Units.
Advanced clinical experience in selected areas of professional practice.
RTCH499. Radiation Technology Independent Study. 0.5-2 Units.
Student submits a project or paper on a topic of current interest in
an area related to radiation technology. Regular meetings provide the
student with guidance and evaluation. Elected on the basis of need or
interest. The .5 unit of credit designed to offer directed experience in
the prevention of AIDS and other communicable diseases in the clinical
setting.
RTCH567. Leadership Theory and Practice. 3 Units.
A Web-based course that focuses on the leadership aspect of
communication. Examines leadership from a theoretical standpoint while
relating, assessing, and applying leadership in present-day professional
interactions.
Radiation Technology/Special
Imaging (RTSI)
Courses
RTSI307. Introduction to Computed Tomography. 2 Units.
Provides an overview of patient care in CT imaging, general aspects
of patient care, pharamacology and drug administration, and radiation
safety as a final requirement of the CT certificate. Examines some areas
of radiology management. Prepares students for the additional areas
required in the National Registry for the specialty area of CT. Prerequisite:
Completion of the LLU Medical Radiography Program. Prerequisite: RTMR
305, RTMR 306.
RTSI344. Interventional Pharmacology. 4 Units.
Studies the various pharmacological agents currently used in diagnosis
and treatment during interventional studies of the cardiovascular system.
Emphasizes laboratory values relevant to interventional studies.
RTSI345. Cardiac/Interventional Procedures. 3 Units.
Examines the principles of cardiac interventional imaging to students
who wish to become registered CI technologists. Includes the concepts
of cardiac interventional procedures and how to operate safely in an
operating room environment.
Loma Linda University 2019-2020 547
RTSI351. Angio/Interventional Procedures I. 3 Units.
Analyzes the principles of vascular radiology, including proper patient
care, the fundamentals of properly setting up a sterile table, and
evaluation of the equipment most commonly used in the interventional
suite. Examines the functions of a pressure injector and explores the
procedures performed in vascular intervention.
RTSI352. Angio/Interventional Procedures II. 3 Units.
Continues RTSI 351. Focuses on the procedures performed in the
interventional laboratory. Analyzes the different types of pathologies
observed in patients in order to determine the appropriate diagnostic and
interventional examinations to be performed.
RTSI356. Vascular Anatomy and Physiology. 3 Units.
Explores normal and pathological vascular anatomy and physiology.
Emphasizes intracranial, extracranial, spinal, aorta, pulmonary, abdominal,
pelvic, and extremity vascular structures; as well as abnormalities of the
vascular system.
RTSI358. CVI Review Course. 2 Units.
A comprehensive review course for the ARRT examinations in cardiac
interventional radiography (CI) and vascular interventional radiography
(VI).
RTSI361. MRI Physics I. 2 Units.
Two-part course dealing with basic principles, physics, imaging
parameters, biological effects, management, and patient protocol of
magnetic resonance imaging (MRI).
RTSI362. MRI Physics II. 2 Units.
Basic principles, physics, imaging parameters, biological effects,
management, and patient protocol of magnetic resonance imaging (MRI).
Prerequisite: RTSI 361.
RTSI364. CT Patient Care and Procedures. 2 Units.
Overview of patient care in CT imaging. General aspects of patient care,
pharmacology and drug administration, radiation safety. Examines some
areas of radiology management. Prepares students for the additional
areas required in the national registry for the specialty areas of CT.
RTSI365. MRI Patient Care and Procedures. 2 Units.
Includes patient care, safety, pharmacology, quality control, and
procedures involved with magnetic resonance imaging (MRI) for MRI
technologists.
RTSI367. Cross-sectional Radiographic Anatomy. 2 Units.
Overview of gross anatomy. Identifies normal anatomy in two-
dimensional as well as three-dimensional planes. Relation of the
structural as well as the physiological functions of the different body
systems.
RTSI369. CT Physics. 2 Units.
Basic principles, physics, imaging parameters, radiological effects,
management, and patient protocol of computed tomography (CT).
RTSI384. Topics in Special Imaging. 1-3 Units.
Lecture and discussion of a current topic in special imaging bearing on
the theory or practice of one aspect of the discipline. Specific content
varies from quarter to quarter.
RTSI971. Special Imaging (CT/MRI) Affiliation. 5,10 Units.
A two- or four-days/week clinical rotation totaling 160-320 hours of
clinical experience in CT (computerized tomography) and/or MRI
(magnetic resonance imaging) covering a wide variety of technical
procedures.
RTSI975. Cardiac/Interventional (CVI) Affiliation. 2.5,10 Units.
A four-day-per-week clinical rotation, with hours based on registered
unit hours—from 80 to 320 hours of clinical experience in cardiac and/or
interventional radiology. Covers a wide variety of technical procedures.
Radiologic Technology Advanced
Placement (RTAP)
Courses
RTAP221. Patient Care and Education. 1 Unit.
Presents an overview of legal issues in radiologic technology. Legal
topics include: informed consent, confidentiality, patient rights,
civil liability, legal doctrines, and standards of ethics. Provides an
understanding of professional communication skills needed to succeed
as an entry-level radiographer. Other topics covered include: infection
control, contrast media, patient transfers, and medical emergencies.
RTAP255. Radiographic Procedures. 2 Units.
Introduces students to various radiographic procedures and anatomy,
patient positioning, geometric factors, exposure techniques, and patient
shielding.
RTAP283. Equipment Operation and Quality Control. 1 Unit.
Provides a background for understanding the physics of man-made
radiation production. Addresses the interaction of radiation with matter
for both radiation protection and the creation of radiographic images.
Covers the electrical circuit of radiation equipment.
RTAP284. Radiation Protection. 1 Unit.
Provides a background for understanding the physics of man-made
radiation production. Addresses the interaction of radiation with matter
for both radiation protection and the creation of radiographic images.
Covers the electrical circuit of radiation equipment.
RTAP287. Image Production and Evaluation. 2 Units.
Principles of radiographic theory and technique. Addresses physical
factors involved in imaging processing and techniques for obtaining
optimum radiography. Includes the role of image-intensified fluoroscopy
in radiology and the use of digital imaging technology in radiology.
Focuses on advanced operation, quality assurance, and radiation safety
techniques.
RTAP295. Advanced Placement Comprehensive Review. 1 Unit.
Reviews major content areas emphasized on certification examinations.
Student evaluation and performance analysis. Time provided to review,
organize study materials, and take simulated registry examinations. Final
programmatic mock registry exit examination assessed.
RTAP971. Clinical Affiliation. 2 Units.
Students gain hands-on experience in basic patient care, radiographic
procedures and positioning, radiation protection, radiographic exposure
and techniques, critical thinking, problem solving, and patient and health
care team communication.
RTAP972. Clinical Affiliation. 2 Units.
Students gain hands-on experience in basic patient care, radiographic
procedures and positioning, radiation protection, radiographic exposure
and techniques, critical thinking, problem solving, and patient and health
care team communication.
RTAP973. Clinical Affiliation. 2 Units.
Students gain hands-on experience in basic patient care, radiographic
procedures and positioning, radiation protection, radiographic exposure
and techniques, critical thinking, problem solving, and patient and health-
care team communication.
548 Radiology (RADS)
Radiology (RADS)
Courses
RADS791. Integrated Clinical Radiology. 2 Units.
Case-based, online, virtual-patient curriculum that is integrated with
the required third-year clerkships. Introduces students to the American
College of Radiology Appropriateness Criteria, as well as to the principles
and applications of medical imaging.
RADS891. Radiology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of radiology, including but not limited to angio/interventional
radiology, pediatric radiology, body CT, neuroradiology, and research.
Rehabilitation Science (RESC)
Courses
RESC517. Profession Advocacy in Allied Health Professions. 4 Units.
Examines legislative and regulatory bodies that define and regulate
health-care practice in California. Identifies techniques to advance the
profession's advocacy. Field training experience includes district and
state capitol meetings with legislators and policymakers.
RESC519. Rehabilitation Theories and Applications in Health Care. 3
Units.
History of and current trends in health care theory and applications,
emphasizing successful approaches to integration of the rehabilitation
professions.
RESC697. Research. 1-12 Units.
Must be repeated to complete the total required units.
Religion/Ethical Studies (RELE)
Courses
RELE155. Introduction to Christian Bioethics. 3 Units.
Introduces students to ethical issues in health care from the perspective
of Christian tradition.
RELE257. Health Care Ethics. 2 Units.
Introduces practical ethics for health-care professionals. Draws on the
Bible and other religious and philosophical writings.
RELE455. Christian Understanding of Sexuality. 2 Units.
Interpretations of human sexuality in ancient, medieval, and modern
Christian thought, with emphasis on contemporary issues such as
marriage, divorce, homosexuality, and artificial human procreation.
RELE456. Personal and Professional Ethics. 3 Units.
The foundations, norms, and patterns of personal integrity and
professional responsibility.
RELE457. Christian Ethics and Health Care. 2 Units.
Ethical issues in modern medicine and related fields from the perspective
of Christian thought and practice.
RELE499. Directed Study. 1-3 Units.
Individual arrangements for students to study under the guidance of a
faculty member. May include readings, literature reviews, written papers,
or other special projects. Minimum of thirty hours required for each unit
of credit.
RELE500. Current Issues in Religion and Society. 3,4 Units.
Lecture series addresses a particular topic in bioethics from a variety of
theological and religious perspectives. Focuses on current controversial
topics in society and health-care settings. May be repeated, depending on
topic.
RELE505. Clinical Ethics. 3 Units.
Case-based analysis of bioethics, with emphasis on clinical applications.
Conceptual and historical readings in bioethics.
RELE515. Faith and Flourishing. 3 Units.
Focuses on major Christian perspectives that have been offered
and debated, ranging from models of cultural withdrawal to cultural
engagement and transformation. Gives attention to contemporary
articulations of various positions and their philosophical and theological
assumptions, beginning with a critical examination of the typology made
popular by H. Richard Niebuhr in his classic study, Christ and Culture.
Cross-listing: RELT 515.
RELE522. Bioethical Issues in Social Work. 3 Units.
Theoretical and practical dilemmas in bioethics. Contributions of social
workers to these issues.
RELE524. Bioethics and Society. 3 Units.
Explores—from Christian and philosophical perspectives—issues
confronting both society and patients. Uses case studies to illustrate
such themes as health disparities, AIDS policy, end-of-life care, and organ
transplantation.
RELE525. Ethics for Scientists. 3 Units.
Ethical aspects of scientific research, with emphasis on Christian
contributions.
RELE534. Ethical Issues in Public Health. 3 Units.
Explores the ethical issues relevant to the diverse professions involved
in advancing the public's health. Topics of inquiry include: community-
based research, professional practices and responsibilities, cultural and
socioeconomic issues, distributive justice, vulnerable populations, local
and international mission, development, and research projects.
RELE535. Ethical Issues in Health-Care Management. 3 Units.
Considers business ethics within health-care institutions. Seeks to find
ways that business professionals and health-care professionals can work
well together for the benefit of the patients. Topics of inquiry include:
corporate culture and self-interest, health-care culture and altruism,
unique setting of American health care as industry, and how Christian
virtues can encourage moral leadership.
RELE542. Bioethics Integration I. 1 Unit.
Aids dual degree bioethics students to 1) conceptualize required paper
that demonstrates their integrated perspective on a specific professional
course and bioethics, and 2) articulate integrative ideas in a coherent
manner.
RELE543. Bioethics Integration II. 1 Unit.
Aids dual degree bioethics students to 1) conceptualize required paper
that demonstrates their integrated perspective on a specific professional
course and bioethics, and 2) articulate integrative ideas in a coherent
manner.
RELE544. Bioethics Integration III. 1 Unit.
Aids dual degree bioethics students to 1) conceptualize required paper
that demonstrates integrated perspective on a specific professional
course and bioethics, and 2) articulate integrative ideas in a coherent
manner.
RELE545. Bioethics Case Conference I. 1 Unit.
Engages students in discussion of real-life cases in bioethics.
Loma Linda University 2019-2020 549
RELE546. Bioethics Case Conference II. 1 Unit.
Engages students in discussion of real-life cases in bioethics.
RELE547. Bioethics Case Conference III. 1 Unit.
Engages students in discussion of real-life cases in bioethics.
RELE548. Christian Social Ethics. 3 Units.
Relationships between Christian beliefs and social theory and practice.
RELE554. Clinical Ethics Practicum I. 3 Units.
First in a series of three graduate-level seminars in the master’s
degree program in bioethics..Theories and applications of ethics in the
clinical setting. Introduces students to key concerns in clinical ethics.
Provides for practical reasoning skills needed to solve the dilemmas and
communication problems in and develop leadership skills in high-quality
ethical health care. Prerequisite: Acceptance into the master's program in
bioethics.
RELE555. Clinical Ethics Practicum II. 3 Units.
The second in a series of three clinical ethics graduate-level seminars
in the master's degree program in bioethics. Theories and applications
of ethics in the clinical setting. Introduces students to key concerns
in clinical ethics, and provides for practical reasoning skills needed to
solve the dilemmas and communication problems in clinical settings and
develop leadership skills in high-quality ethical health care. Prerequisite:
RELE 554.
RELE556. Clinical Practicum III. 3 Units.
The third in a series of three clinical ethics graduate-level seminars
in the master's degree program in bioethics. Advanced theories and
applications of ethics in the clinical setting. Introduces students to
key concerns in clinical ethics, and provides practical reasoning skills
needed to solve the dilemmas and communication problems in clinical
settings and develop leadership skills in high-quality, ethical health care.
Prerequisite: RELE 554.
RELE564. Ethics and Health Disparities. 3 Units.
Focuses on causes of health disparities and responses to reduce
these causes. Gives attention to key health disparities based on race,
ethnicity, gender, sexual orientation, and disability. Provides a context
for analyzing and understanding health disparities and for ethically
evaluating inequalities in health status and responses to them.
RELE565. The Good, the Bad, and the Ugly: Moral Aspects of Art and
Illness. 3 Units.
Explores health, illness, and the human body through the mediums of
art, photography, personal drawings, sculpture, and visual medical tests
such as x-rays, MRIs, and other scans. Using visual representations of the
body, students explore various views of health and illness as they relate
to concepts of the good, the bad, and the ugly.
RELE566. Heroes of Health Care. 3 Units.
Focuses on the lives of noteworthy figures in the health-care professions.
Biographies, diaries, literature, and film used by students to identify and
analyze the moral virtues and vision of heroic physicians, nurses, and
public health advocates from the ancients to the present.
RELE567. World Religions and Bioethics. 3 Units.
Asks questions pertaining to the relationship between beliefs and ethical
decisions, with the aim of clarifying ethical principles that guide decision
making within the context of religious diversity. Explores ethical issues
related to sickness, health, birth, and death among various religions of
the world, such as Christianity, Judaism, Buddhism, Hinduism, Sikhism,
Confucianism, and Islam.
RELE568. Bioethics and the Law. 3 Units.
Introduces legal and regulatory issues relevant to the heavily regulated
field of health care. Explores the relationship between health care and
basic bioethical principles. Topics include negligence, malpractice, child/
elder abuse, HIPAA, forced treatment, and professional license/discipline.
Discusses classic cases and current biolaw events. Utilizes mock
depositions, presentations by visiting lecturers, and visits to selected live
hearings.
RELE577. Theological Ethics. 3 Units.
Ethical implications of the primary theological legacies of Western
culture.
RELE588. Explorers of the Moral Life. 3 Units.
Critically assesses the various theoretical approaches to ethics in
Western culture. Applies theoretical ideas to cases illustrating such
dilemmas as poverty and health, health-care justice, and informed
consent.
RELE589. Biblical Ethics. 3 Units.
Explores ways—old and new—that the Bible and theology inform moral
thought and action. Uses contemporary cases to illustrate the assigned
reading and class discussion.
RELE598. Master's Seminar I. 3 Units.
Integrates theological/philosophical presuppositions, ethical themes,
and accepted ethical principles. Student demonstrates mastery of a
comprehensive knowledge of the field through an examination to be
assessed by ethics faculty. Restricted to bioethics graduate students
who have completed 36 units of their program.
RELE599. Master's Seminar II. 2 Units.
Requires refinement of a previously submitted class paper for submission
to a peer-review journal. Student demonstrates the ability to identify an
issue, analyze it, appropriately use literature, and creatively conceptualize
or even advance the discussion. Involves effective oral presentation of
research results. Restricted to bioethics graduate students who have
completed 36 units of their program.
RELE624. Seminar in Christian Ethics. 3 Units.
Advanced study of selected topics in Christian ethics.
RELE699. Directed Study. 1-6 Units.
Individual arrangements for students to study under the guidance of a
faculty member. May include readings, literature reviews, written papers,
or other special projects. Minimum of forty hours required for each unit of
credit.
RELE704. Medicine and Ethics. 2 Units.
Introductory study of Christian medical ethics, emphasizing personal
integrity of the physician, the process of moral decision making, and
ethical problems facing contemporary medicine, such as abortion and
euthanasia.
RELE705. Ethics in Pharmacy Practice. 3 Units.
Ethical issues and principles in the contemporary practice of pharmacy.
Christian resources and professional expectations for the ethical
decisions of pharmacists.
RELE706. Advanced Ethics in Pharmacy Practice. 2 Units.
Creates an atmosphere of in-depth analysis and discussion of ethics in
pharmacy practice. Students bring their own cases to discuss, in addition
to course readings, guest lectures, and moral decision-making models.
RELE707. Ethics for Allied Health Professionals. 2 Units.
Ethical issues, cases, and principles in the contemporary practice of
allied health professionals. Christian and philosophical resources for
ethical decision making.
550 Religion/General Studies (RELG)
RELE714. Advanced Medical Ethics. 2 Units.
Advanced study of issues and cases in contemporary medical ethics.
RELE734. Christian Ethics for Dentists. 2 Units.
Ethical issues in contemporary dentistry. Christian resources for ethical
decision making.
Religion/General Studies (RELG)
Courses
RELG504. Research Methods in Religious Studies. 4 Units.
Studies presuppositions and procedures for scholarship in religion and
ethics, with an introduction to research in the natural and behavioral
sciences. Practical themes include writing, library and Internet resources,
and forms of scholarly papers and articles.
RELG505. Qualitative Research in Religious Studies. 3 Units.
Considers the various qualitative methods used in examining the
relationships between religion and the health of individuals and
populations. Provides an overview of methods while focusing primarily
on grounded theory methods. Students required to conduct their own
research and/or be involved in a research project as a component of this
course.
RELG510. Christian Service. 1,2 Unit.
Student participates in approved service learning, with written reflection
on Christian reasons for service. Additional service project and reflection
required for second unit.
RELG596. Dissertation Proposal. 1 Unit.
Development of the dissertation proposal. Research advisor works with
students in developing the proposal in accord with the School of Religion
and Faculty of Graduate Studies guidelines. Students must successfully
defend the proposal relating to religion and health.
RELG674. Reading Tutorial. 3,4 Units.
Reading course for graduate students in religious studies. Topics vary
depending on student and instructor interests.
RELG696. Project. 4 Units.
Individual arrangements for advanced students to study under the
guidance of a program faculty member. May include preparation of
publishable papers or other special projects. Additional work required for
second, third, and fourth units.
RELG697. Independent Research. 1-8 Units.
Individual arrangements for students to do research under the guidance
of faculty member(s). Written report required. Minimum of forty hours
required for each unit of credit. Prerequisite: Consent of instructor and of
student's advisor.
RELG698. Thesis. 1-4 Units.
Student prepares report of individual guided research in religion-related
topic under direct faculty supervision. Minimum of forty hours required
for each unit of credit. Limited to graduate students whose thesis
projects have been approved by their research committee.
RELG699. Dissertation Research. 1-6 Units.
Independent research contributing to the field of religion and health.
Repeat registrations as needed until unit requirement has been met and/
or dissertation has been defended, whichever is later.
RELG795. Clinical Internship. 12 Units.
Supervised clinical internship. Minimum of one hour of individual
supervision per week, and a final evaluation from the supervisor at the
completion of 400 hours of clinical internship.
RELG796. Religion and Health Practicum. 8 Units.
Theories and applications of religion and health in the clinical and/or
research setting.
Religion/Relational Studies (RELR)
Courses
RELR275. Whole Person Care. 2 Units.
Integrates psychosocial and spiritual care in the clinical setting.
RELR404. Christian Service. 1,2 Unit.
Student participates in approved service learning, with written reflection
on the Christian reasons for service. Additional project required for
second unit.
RELR408. Christian Perspectives on Marriage and the Family. 2 Units.
From a Christian perspective, overviews the family life cycle.
RELR409. Christian Perspectives on Death and Dying. 3 Units.
From a Christian perspective, considers the meaning of death—including
the process of dying, cultural issues regarding death and dying, grief and
mourning, suicide, and other related issues.
RELR410. Compassion. 3 Units.
Practical study of the art and science of compassionate living for health-
care professionals.
RELR427. Crisis Counseling. 2 Units.
Crisis phenomena, current crisis theory, a Christian model of crisis care,
and the dynamics and practices of crisis care.
RELR429. Cultural Issues in Religion. 2 Units.
Studies similarities and differences between European-American culture
and 'minority' cultures in America, and the differences pertaining to the
way religion is perceived and practiced.
RELR447. Cross-cultural Ministry. 2 Units.
Studies the challenges of serving in cross-cultural situations from a
Christian mission perspective, using the insights of missiology and
cultural anthropology as they relate to personal and professional growth,
social change, and effective intercultural communication and service.
RELR447A. Service Learning Practicum–International Project. 1 Unit.
Loma Linda University-sponsored international mission trip, facilitated
by SIMS Program. Students engage in service activities, maintain a
reflective journal while on the trip, and submit a final report summarizing
the social-learning experience upon return. Prerequisite: RELR 447.
RELR455. Body, Intimacy and Sexuality in Whole Person Care. 2 Units.
Focuses primarily on whole person patient care in the context of dealing
with changes to body image, intimate relationships, and sexuality in the
face of illness and injury. Explores a variety of issues relating to body and
body image, intimate relations, gender, and sexuality for relevant patient
populations; and the role of the health-care professional in bringing
wholeness and healing in the face of sensitive and personal issues.
RELR475. Whole Person Care. 2 Units.
Integrates psychosocial and spiritual care in the clinical setting.
RELR499. Directed Study. 1-3 Units.
Individual arrangements for students to study under the guidance of a
faculty member. May include readings, literature reviews, written papers,
or other special projects. Minimum of 30 hours required for each unit of
credit.
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RELR500. Religion and Global Health. 4 Units.
Focuses on an international perspective of the interconnections between
religion and health, with special attention to how faith (theological ideas)
of a community play a role in how people seek treatment and relate to
health and disease.
RELR508. Religion, Health-Care Policy, and Advocacy. 3,4 Units.
Explores how Christian ethical visions shape definitions of health,
concepts of just health-care policies, and faithful motivation for taking
action to improve the health of communities. Encourages students to
be participant-observers in programs of effective health-care advocacy.
Students taking the course for 4 units will meet for an additional hour
each week to learn more about theory and practice of advocacy for health
policy change.
RELR520. Clinical Training in Spiritual Care I. 4 Units.
Combines theoretical and clinical aspects of spiritual care in the
exploration of a theological understanding of health and illness. Students
examine cases and learn the theoretical foundations and practical
skills needed to provide spiritual care. Designed for students pursuing a
career in chaplaincy, mental health, and/or any discipline that benefits
from clinical experience related to health care as understood through a
theological lens.
RELR521. Clinical Training in Spiritual Care II. 4 Units.
Combines theoretical and clinical aspects of spiritual care in the
exploration of a theological understanding of health and illness. Students
examine cases and learn the theoretical foundations and practical
skills needed to provide spiritual care. Designed for students pursuing a
career in chaplaincy, mental health, and/or any discipline that benefits
from clinical experience related to health care as understood through a
theological lens.
RELR525. Health Care and the Dynamics of Christian Leadership. 3
Units.
Christian principles of leadership in the community and in the practice of
health care.
RELR526. Pastoral and Professional Formation. 4 Units.
Introduces students to the professional requirements of working as a
chaplain in a health-care setting. Involves learning to function pastorally
within boundaries of authority, integrate theology with the practice of
spiritual care, and make appropriate ethical decisions as part of an
interdisciplinary spiritual care team.
RELR527. Crisis Care and Counseling. 3 Units.
Crisis phenomena, current crisis theory, a Christian model of crisis care,
and the dynamics and practices of crisis care.
RELR530. Spirituality and Clinical Psychology. 3 Units.
Examines the positive resources of both religion and spirituality in the
lives of clients, as well as the ways in which they can become linked
to psychopathology. Outlines the spiritual aspects of the therapeutic
relationship, including the use of spiritual interventions as an aspect of
psychotherapy.
RELR535. Spirituality and Mental Health. 3 Units.
Explores the interrelationship between spirituality and mental health.
Seeks to enhance understanding of the term 'spirituality' in the context of
religious traditions; considers the therapeutic effects both of spirituality
and of religious traditions. Prerequisite: PSYC 721.
RELR536. Spirituality and Everyday Life. 3 Units.
Explores the place of spirituality in everyday life through assimilation
of information drawn from religious theorists, theology, spiritual and
religious practices, and occupation.
RELR540. Wholeness and Health. 3 Units.
Aids student in formulation of a portfolio that incorporates a variety of
activities related to biblical concepts of wholeness. Addresses 1) the
integration of mind/body/spirit, 2) strengthening relationships, 3) care
of the environment, and 4) the healing of the nations from personal and
professional perspectives.
RELR541. History of Seventh-day Adventist Chaplaincy and Healthcare
Policy Making. 4 Units.
Focuses on the history of chaplaincy, Adventist chaplaincy, and the
Adventist approach to critical cases and positions in world church
documents.
RELR564. Religion, Marriage, and the Family. 3 Units.
The family in theological, historical, and ethical perspectives—with a
Christian assessment of contemporary theories regarding the family.
RELR565. Practical Theology and Methodology. 3 Units.
Informs and enriches the practice of pastoral professionals through
the study of practical and pastoral theologies. Designed especially to
serve as a foundations course in which fundamental questions about
the relationship between religious tradition, theology, and contemporary
practice are explored.
RELR567. Pastoral Counseling. 4 Units.
Provides overview of theology, history, theory, and practice of pastoral
counseling.
RELR568. Care of the Dying and Bereaved. 3 Units.
Studies the biblical, theological, cultural, religious, relational, and
psychological aspects of dying and death.
RELR574. Preaching. 3 Units.
Examines the biblical and theological foundations for liturgy and
preaching, with special attention given to the healing context. Considers
liturgical ministry in diverse settings and with diverse faith perspectives.
Focuses on the process of study, construction, and delivery of sermons.
RELR575. Whole Person Care. 3 Units.
Integrates psychosocial and spiritual care in the clinical setting.
RELR584. Culture, Psychology, and Religion. 3 Units.
Introduces the major contours of Western culture as they relate to various
schools of psychological thought and the influence of religious beliefs.
RELR587. Religion and the Social Sciences. 3 Units.
Introduces classic and contemporary dialogues between religion and the
social sciences.
RELR588. Personal and Family Wholeness. 3 Units.
Studies personal spiritual development as the center for individual and
family life and professional practice, with special attention to balancing
healthy family relationships and professional obligations.
RELR590. Quantitative Research in Religious Studies. 3 Units.
Introduces students to quantitative methods and data used to study the
topic of religion and health, and discusses how quantitative methods are
used to answer research questions related to the discipline. Students
discuss published quantitative studies and explore how to use software
programs (Excel, SPSS) to analyze quantitative data. Students analyze
quantitative data as a component of the course.
RELR591. Qualitative Research in Religious Studies. 3 Units.
Provides an overview of a variety of qualitative methods that can be
utilized to examine relationships between religion and the health of
individuals and populations. Focuses primarily on grounded theory
methods. Students required to conduct their own research and/or to be
involved in a research project.
552 Religion/Theological Studies (RELT)
RELR592. Doctoral Portfolio in Religion and Health. 1 Unit.
Lays the groundwork for the doctoral program by exploring the
connections between faith and health and the genres specific to each.
Acquaints students with the principal theoretical and practical skills
necessary for discussing the two fields of religion and health. To be
completed in the first quarter of doctoral work.
RELR595. Independent Study in Chaplaincy. 1 Unit.
Students study the processes of various chaplaincy specializations,
formulate a personal chaplaincy mission statement, and submit
paperwork for endorsement and certification with the Adventist
Chaplaincy Ministry of the General Conference of Seventh-day Adventists.
RELR692. Seminar in Religion and Health Care Leadership: Current
Trends. 4 Units.
Explores current trends in faith and health-care leadership, such as
working with faith communities, developing a values-based health-care
system, and understanding current research and hiring mission; as well
as other topics. Course taught in seminar fashion, exposing students
to various health-care leaders and allowing students to focus on their
area(s) of interest.
RELR699. Directed Study. 1-6 Units.
Individual arrangements for students to study under the guidance of a
faculty member. May include readings, literature reviews, written papers,
or other special projects. Minimum of forty hours required for each unit of
credit.
RELR701. Orientation to Religion and Medicine. 2 Units.
Examines the relationship between Scripture and the practice of
medicine.
RELR709. Christian Perspectives on Death and Dying. 2 Units.
From a Christian perspective, considers the meaning of death, including:
the process of dying, cultural issues regarding death and dying, grief and
mourning, suicide, and other related issues.
RELR715. Christian Dentist in Community. 2 Units.
Studies Christian leadership in the local church, surrounding community,
and the larger society—emphasizing the practical development of
leadership skills.
RELR717. Diversity and the Christian Health Professional. 2 Units.
Facilitates the development of personal and professional understanding
and appreciation for the diversity in a multicultural society from a Judeo-
Christian perspective.
RELR725. Wholeness for Physicians. 2 Units.
Knowledge, values, attitudes, and skills contributing to the physician's
goal of personal wholeness.
RELR749. Marriage and Family Wholeness. 2 Units.
Studies personal spiritual development as the center for individual and
family life and professional practice, with special attention to balancing
healthy family relationships and professional obligations.
RELR775. Whole Person Care. 2 Units.
Integrates psychosocial and spiritual care in the clinical setting.
RELR776. Spirituality and the Christian Health Professional. 2 Units.
Explores the meaning of spirituality in the light of Scripture and Christian
thought. Studies practices and disciplines that form and mature an
individual's spiritual life.
Religion/Theological Studies (RELT)
Courses
RELT101. Jesus, Health, and Healing. 3 Units.
Examines how Jesus interacted with and healed people, and how this
has impacted the history and philosophy of Loma Linda University as
a Christian health sciences institution. Acquaints students with the
concepts of wholeness and integrative care.
RELT404. New Testament Writings. 2 Units.
Interprets selected letters and passages of the New Testament, with a
view to their theological and practical significance for today.
RELT406. Adventist Beliefs and Life. 3 Units.
Fundamental tenets of Seventh-day Adventist faith and the lifestyle that
such faith engenders.
RELT415. Christian Theology and Popular Culture. 2 Units.
Examines concepts and practices in popular culture from a Christian
perspective.
RELT416. God and Human Suffering. 2 Units.
Suffering and evil in relation to the creative and redemptive purposes of
God for this world.
RELT423. Loma Linda Perspectives. 2 Units.
History and philosophy of Loma Linda University as a Christian health-
sciences institution that fosters human wholeness.
RELT436. Adventist Heritage and Health. 2 Units.
Origin and development of Seventh-day Adventist interest in health, from
the background of nineteenth-century medicine and health reform to the
present.
RELT437. Current Issues in Adventism. 2 Units.
Selected theological, ethical, and organizational questions of current
interest in Adventism, with the goal of preparation for active involvement
in the life of the Seventh-day Adventist Church. Recommended for
students with a Seventh-day Adventist background.
RELT440. World Religions. 2 Units.
Surveys the origins, beliefs, and contemporary practices of the world's
major religious systems. Gives attention to the interaction between
specific religions and their cultures; and to similarities, differences, and
potential for understanding among the religions.
RELT464. Paul's Message in Romans. 2 Units.
Chapter-by-chapter interpretation of Paul's most influential letter, in which
the good news of God's salvation is applied to the issues of Christian life
and community.
RELT470. Visions of Healing in Biblical Prophecy. 2 Units.
Exploration of the visionary accounts of biblical books such as Isaiah,
Jeremiah, Daniel, and Revelation. Content may vary from quarter to
quarter.
RELT477. Biblical Thought and Today's World. 2 Units.
Integration of various aspects of biblical thought with the issues and
world views faced by those in a health care environment. Content may
vary from quarter to quarter. May be repeated for additional credit when
content is different.
RELT499. Directed Study. 1-3 Units.
Individual arrangements for students to study under the guidance of a
faculty member. May include readings, literature reviews, written papers,
or other special projects. Minimum of thirty hours required for each unit
of credit.
RELT500. Biblical Hermeneutics. 3 Units.
Explores the principles of interpreting the Bible in relationship to real-life
situations.
Loma Linda University 2019-2020 553
RELT501. Religion and Society. 3 Units.
The impact of religion on society. Definitions, theories, and typologies of
"religion." The role of religion in biblical times. Christianity's relationship
with other religions throughout the centuries. Controversial cases.
RELT502. Religion and Society. 3 Units.
The impact of society on religion. Definitions, theories, and typologies of
"society." Social constructions of meaning. The significance of societies
in shaping Christianity. Premodern, modern, and postmodern worldviews.
Globalization and religion.
RELT503. Religion and Society. 3 Units.
The interactions of religion and society. Theories and typologies of the
interactions of religion and society. Personal devotion and social change.
Influential leaders and transforming movements. Controversial cases.
RELT504. Daniel and the Prophetic Tradition. 3 Units.
Examines the message from the Book of Daniel and the Old Testament
prophetic tradition of which Daniel is a part.
RELT505. Seventh-day Adventist History. 3 Units.
Explores the values and practices that shape the Seventh-day Adventist
community, with special attention to the life and ministry of Ellen G.
White.
RELT506. Seventh-day Adventist Beliefs. 3 Units.
Studies the fundamental tenets of Seventh-day Adventist faith and the
lifestyle that such faith engenders.
RELT507. The Saga of Adventists and Healthcare: Cornflakes, Baby Fae,
and the Healing of the Nations. 3 Units.
Examines how a biblically based, apocalyptic-believing, countercultural
religion changed America's breakfasts, established Protestantism's
largest international network of hospitals, and challenged the grip of
multinational tobacco companies.
RELT508. Contemporary Christian Theology. 3 Units.
Presents principal issues, figures, and movements in Christian thought
during the past century. Includes: relationships between history and
biblical interpretation, theology and philosophy, and religion and science.
Considers the growing prominence of Evangelical, Eastern orthodox,
postmodern, and "contextual" theologies. Illuminates the characteristic
ways in which the central elements of Christian faith provide lasting
continuity and continually stimulate reflection.
RELT509. Biblical Perspectives in Religion and Health. 4 Units.
Explores issues related to health, illness, and suffering from theological
and biblical perspectives.
RELT510. Global Theology. 3 Units.
Offers critical reflections of dominant Western theological discourse
and explores other theological voices from African American, womanist,
Asian, African, and South American perspectives.
RELT515. Faith and Flourishing. 3 Units.
Focuses on major Christian perspectives that have been offered
and debated, ranging from models of cultural withdrawal to cultural
engagement and transformation. Gives attention to contemporary
articulations of various positions and their philosophical and theological
assumptions, beginning with a critical examination of the typology made
popular by H. Richard Niebuhr in his classic study, Christ and Culture.
Cross-listing: RELE 515.
RELT518. Adventist Heritage and Health. 1 Unit.
Studies the fundamental beliefs and values that led Seventh-day
Adventists to become involved in health care, with particular emphasis on
the spiritual story and principles leading to the founding of Loma Linda
University.
RELT520. Church History. 3 Units.
Traces Christianity's inception with the birth, ministry, death, and
resurrection of Jesus Christ; through the first critical 300 years of
Christianity; evolving into the pre-Reformation and Reformation; and
culminating in the Christian Church of the twenty-first century.
RELT524. Religion and Society. 3 Units.
The impact of society on religion. Definitions, theories, and typologies of
"society." Social constructions of meaning. The significance of societies
in shaping Christianity. Premodern, modern, and postmodern worldviews.
Globalization and religion. No required prerequisites.
RELT526. Creation and Cosmology. 3 Units.
Explores the similarities and contrasts between biblical and scientific
views of the world, with special attention to biblical Creation accounts in
their historical context.
RELT527. The Bible and Ecology. 3 Units.
Explores the ecology crisis, factory farming, and the extinction of
countless species within the context of the Bible's message of promise
and hope for nonhuman creation.
RELT534. Anthropology of Mission. 3 Units.
Studies Christian mission, applying the findings of anthropology as they
relate to cultural change. Processes of religious development, means
of diffusion, factors affecting religious acculturation, and analysis of
programs intended to effect changes in religion.
RELT534A. Service Learning Practicum–International Project. 1 Unit.
Loma Linda University-sponsored international mission trip, facilitated
by the SIMS Program. Students engage in service activities, maintain a
reflective journal while on the trip, and submit a final report summarizing
the social-learning experience upon return. Prerequisite: RELT 534.
RELT534B. Service Learning Practicum–USA Project. 1 Unit.
Loma Linda University-sponsored national mission trip, facilitated
by SIMS Program. Students engage in service activities, maintain a
reflective journal while on the trip, and submit a final report summarizing
the social-learning experience upon return. Prerequisite or concurrent:
RELT 534.
RELT539. Christian Understanding of God and Humanity. 3 Units.
Studies the nature and attributes of God, with special emphasis on God's
relation to the world; and the essential dynamics of human existence in
light of the central biblical motifs of creature, image of God, and sin.
RELT540. World Religions and Human Health. 3 Units.
Studies the history, beliefs, and practices of major religions of the world,
with an emphasis on theological and ethical issues in the practice of
health care ministry.
RELT555. The Adventist Experience. 3 Units.
Introduces the beliefs and values that shape the Seventh-day Adventist
community.
RELT557. Theology of Human Suffering. 3 Units.
Suffering and evil in relation to the creative and redemptive purposes of
God for this world. Focus on formation of student's theology of human
suffering.
RELT558. Old Testament Thought. 3 Units.
Introduces the literature and key theological themes of the Old
Testament. Content may vary from quarter to quarter.
RELT559. New Testament Thought. 3 Units.
Introduces the literature and key theological themes of the New
Testament. Content may vary from quarter to quarter.
554 Respiratory Therapy (RSTH)
RELT560. Jesus the Revealer: The Message of the Gospel of John. 3
Units.
A study of Jesus as revealer and healer, the basis for the Loma Linda
mission, 'To make man whole.'.
RELT563. Health Care, Humanity, and God. 3 Units.
Focuses on the centrality of the health professions to the mission of the
church, and the ways in which these professions manifest God's saving
work and exemplify the ministry of Christ.
RELT564. Apostle of Hope: The Life, Letters, and Legacy of Paul. 3 Units.
A study of the legacy of "the second most influential" person in human
history.
RELT565. Vision of Healing: The Message of the Book of Revelation. 3
Units.
A study of Revelation's description of the end of suffering and God's
vision for healing a broken world.
RELT570. Philosophy of Mind: Bodies, Minds, Souls. 3 Units.
Explores the following questions: What is a mind? How does the
mind relate to the brain and to the world? Are minds free or casually
determined? How do minds affect bodies? Could minds exist in different
kinds of bodies? Do minds survive death? Discusses answers and
arguments that have been offered by philosophers, theologians, and
cognitive scientists; as well as the implications of these answers for
ethics and theology.
RELT574. Love and Sex in the Bible. 3 Units.
Studies Scripture on the reality, nature, and challenges of love—both
divine and human; and key biblical passages on the goodness, meaning,
and distortions of human sexuality.
RELT615. Seminar in Philosophy of Religion. 3 Units.
Examines the concept of God, arguments for the existence of God, the
relationship of faith and reason, and the nature of religious language.
RELT617. Seminar in Religion and the Sciences. 3 Units.
Explores the interface between religion and the sciences—with attention
to the religious origins of modern science, the similarities and contrasts
between scientific and religious inquiry, and the particular challenges that
the sciences pose for religious belief.
RELT699. Directed Study. 1-6 Units.
Individual arrangements for students to study under the guidance of a
faculty member. May include readings, literature reviews, written papers,
or other special projects. Minimum of 40 hours required for each unit of
credit.
RELT706. Adventist Beliefs and Life. 2 Units.
Fundamental tenets of Seventh-day Adventist faith, and the lifestyle that
such faith engenders.
RELT707. Medicine, Humanity, and God. 2 Units.
Role of the practitioner of medicine as a co-worker with God in the
healing of humankind.
RELT716. God and Human Suffering. 2 Units.
Suffering and evil in relation to the creative and redemptive purposes of
God for this world.
RELT717. Christian Beliefs and Life. 2 Units.
Introduces basic Christian beliefs and life.
RELT718. Adventist Heritage and Health. 2 Units.
Studies the fundamental beliefs and values that led Seventh-day
Adventists to become involved in health care, with particular emphasis on
the spiritual story and principles leading to the founding of Loma Linda
University.
RELT726. Jesus. 2 Units.
Studies Jesus as healer and teacher, prophet and reformer, Son of God
and Savior.
RELT734. Anthropology of Mission. 2 Units.
Studies Christian mission, applying the findings of anthropology as they
relate to cultural change. Processes of religious development, factors
affecting religious acculturation, and analysis of programs intended to
effect changes in religion.
RELT740. World Religions and Human Health. 2,3 Units.
Studies of the history, beliefs, and practices of eight major world religions,
with an emphasis on theological and ethical issues that are relevant
to the practice of culturally competent health care. Gives attention
to the interaction between specific religions and their cultures and to
similarities, differences, and potential for understanding among religions.
Third unit covers two additional world religions.
RELT764. Paul's Message in Romans. 2 Units.
Chapter-by-chapter interpretation of Paul's most influential letter, in which
the good news of God's salvation is applied to the issues of Christian life
and community.
RELT767. Apostle of Hope: The Life, Letters, and Legacy of Paul. 2 Units.
A study of the legacy of "the second most influential" person in human
history.
Respiratory Therapy (RSTH)
Courses
RSTH301. Advanced Respiratory Therapy Science I. 3 Units.
Comprehensive review of patient-care techniques. Presents and
discusses clinical application of respiratory therapy devices in-depth, and
their influences on patient care. Reports and discussions of current and
advanced developments. Integrates experience with current concepts
and develops logical courses for proper equipment and technique
application for specific patient care. (Not taught every year.).
RSTH304. Cardiopulmonary Anatomy and Physiology. 4 Units.
Investigates anatomic and physiologic components of the cardiovascular
and respiratory systems. Emphasizes histology, embryology, diffusion,
gases transported in the blood, acid-base balance, lung volumes and
capacities, mechanics of ventilation, ventilation perfusion relationships,
regulation or respiration, cardiac cell-membrane action potentials, and
excitation-contraction coupling.
RSTH315. Pediatric Perinatal Respiratory Care. 2 Units.
Pathophysiology of the newborn, prenatal risk factors, pediatric
cardiopulmonary diseases, diagnostics, monitoring of clinical indices,
and treatments used in perinatal/pediatric respiratory care. Advanced
information on surfactant administration, high-frequency ventilation, and
ECMO. May be used toward postprofessional B.S. degree in respiratory
care in place of RSTH 422.
RSTH323. Pulmonary Function Methodology. 3 Units.
Evaluates pulmonary function in health and disease through spirometry,
plethysmography, helium dilution, nitrogen washout, single-breath
nitrogen, volume of isoflow, and diffusing capacity studies—including
blood-gas instrumentation, quality control, quality assurance, and current
ATS standards. Lecture and laboratory.
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RSTH331. Pharmacology I. 2 Units.
Surveys pharamacologic agents currently used in medicine—including
their kinetics, dynamics, and therapeutics. Emphasizes drugs and
their effects on the respiratory, cardiovascular, and autonomic nervous
systems. Topics include the bronchodilators, anti-inflammatory agents,
mucokinetic agents, cardiovascular agents, diuretics, antimicrobials,
neuromuscular agents, and agents used to treat nicotine dependence.
RSTH332. Pharmacology II. 2 Units.
Surveys pharamacologic agents currently used in medicine—including
their kinetics, dynamics, and therapeutics. Emphasizes drugs and
their effects on the respiratory, cardiovascular, and autonomic nervous
systems. Topics include the bronchodilators, anti-inflammatory agents,
mucokinetic agents, cardiovascular agents, diuretics, antimicrobials,
neuromuscular agents, and agents used to treat nicotine dependence.
RSTH334. Patient Assessment. 2 Units.
General introduction to the clinical setting. Assesses and evaluates
patients with respiratory disease. Develops clinical practice habits and
patient-care techniques. Student must obtain current cardiopulmonary
resuscitation (CPR) certification from the American Heart Association
before the end of the term.
RSTH341. Respiratory Therapy Science I. 5 Units.
Basic principles of respiratory therapy, as related to gas physics; medical-
gas storage and therapy; and administration of humidity, aerosol
and airway-pressure therapies, artificial airways, and resuscitation
devices. Emphasizes methods of administration of the therapy, with
special attention placed on the equipment used, as well as applies this
information to the clinical setting.
RSTH342. Respiratory Therapy Science II. 5 Units.
Lecture and laboratory presentation of the principles of respiratory
therapy related to lung-inflation therapy; use of artificial airways,
and their care and complications. Introduces mechanical ventilatory
support, including beginning ventilators, support systems, comparison
of methods, and respiratory monitoring. Emphasizes application of this
information to the clinical setting. Prerequisite: RSTH 341.
RSTH343. Respiratory Therapy Science III. 4 Units.
Lecture and laboratory presentation of the principles of respiratory
therapy related to mechanical ventilatory support, including patient
management and ventilatory support systems. Emphasizes methods of
ventilatory support, with special attention to the mechanical ventilators
commonly used in the students' clinical sites. Applies this information to
the clinical setting. Prerequisite: RSTH 341, RSTH 342.
RSTH354. Case Studies in Adult Respiratory Care. 2 Units.
Adult critical-care concepts presented through a case-study approach.
Respiratory care plan used to present diseases, treatment, and
procedures relevant to respiratory care. Patient rounds further develop
critical-thinking skills in a patient-care setting. Prerequisite: RSTH 381.
RSTH366. Diagnostic Techniques. 3 Units.
Continues the clinical use of diagnostic tests and procedures.
Emphasizes evaluation of chest radiographs, electrocardiography, and
monitoring hemodynamics. Lecture and laboratory. Prerequisite: RSTH
304, RSTH 331.
RSTH381. Cardiopulmonary Diseases I. 2 Units.
Comprehensively studies cardiopulmonary diseases and their
adverse effects. Course content includes disease etiology, pathology,
pathophysiology, clinical features, prognosis, treatment, and prevention.
Prerequisite: RSTH 304, RSTH 331, RSTH 341.
RSTH382. Cardiopulmonary Diseases II. 2 Units.
Comprehensively studies cardiopulmonary diseases and their
adverse effects. Course content includes disease etiology, pathology,
pathophysiology, clinical features, prognosis, treatment, and prevention.
Prerequisite or concurrent*: RSTH 304, RSTH 381*, RSTH 342.
RSTH391. Respiratory Care Practicum I. 2 Units.
General introduction to the clinical setting; assessment of patients with
respiratory disease. Develops work habits and patient-care techniques.
Students must obtain current cardiopulmonary resuscitation (CPR)
certification from the American Heart Association before the end of the
quarter. Prerequisite: RSTH 341; AHA CPR certification.
RSTH392. Respiratory Care Practicum II. 2 Units.
Applies specific therapeutic techniques, including oxygen and humidity
therapy, aerosol therapy, airway management, lung-inflation techniques,
and chest physiotherapy. Prerequisite: RSTH 342, RSTH 391; AHA CPR
certification.
RSTH393. Respiratory Care Practicum III. 5 Units.
Applies therapeutic techniques in continuous mechanical ventilation;
special procedures, operation and postanesthesia room, and arterial
blood-gas laboratory. Prerequisite: RSTH 343, RSTH 382, RSTH 392.
RSTH401. Cardiopulmonary Intensive Care. 2-4 Units.
Management of the patient with cardiopulmonary failure. Theory and
capabilities of various life support and monitoring systems. Prerequisite:
Postprofessional student, senior standing; or consent of instructor.
RSTH404. Critical Care. 4 Units.
Continues the theory, practice, and knowledge of mechanical ventilation--
providing an integrated approach to respiratory care in the critical-care
arena. A systems-based approach used to incorporate respiratory care
concepts, such as planning and implementing of protocols, best-practice
guidelines, etc. Presentations, projects, and critical evaluation used to
increase critical-thinking skills and patient-care skills.
RSTH411. Advanced Cardiac Life Support. 2 Units.
Principles and techniques of advanced emergency cardiac care. Includes
basic CPR, endotracheal intubation, use of airway adjuncts, monitoring
and dysrhythmia recognition, drugs for cardiac life support, intravenous
techniques, circulatory adjuncts, and devices for elective cardioversion
or defibrillation, stabilization, and transportation. Follows American Heart
Association criteria for acid-base balance, drug therapy, and therapeutic
interventions.
RSTH421. Perinatal and Pediatric Respiratory Care. 2 Units.
Fetal development and circulation. Prenatal risk factors. Newborn
resuscitation; newborn and pediatric assessment. Etiology,
pathophysiology, course, treatment, and outcome of respiratory diseases
as they relate to problems in pediatrics and neonatology. Discusses
ECMO, high-frequency ventilation, and nitric oxide. Prerequisite: RSTH
304, RSTH 331.
RSTH422. Advanced Perinatal and Pediatric Respiratory Care. 2 Units.
Pathophysiology of newborn and pediatric diseases likely to be
encountered by the respiratory care practitioner. Perinatal risk factors,
resuscitation, and research on the transition to extrauterine life.
Diagnostics, monitoring of clinical indices, and treatments used in
perinatal/pediatric respiratory care. Advanced information on surfactant,
high-frequency ventilation, and ECMO. Prerequisite: RSTH 421; or
consent of instructor. Does not apply to postprofessional respiratory care
students.
556 Respiratory Therapy (RSTH)
RSTH424. Exercise Physiology and Pulmonary Rehabilitation. 3 Units.
Metabolism of carbohydrates, lipids, and proteins in energy production,
oxygen consumption, carbon dioxide production, and respiratory
quotient applied to oxygen uptake, carbon dioxide output, and respiratory
exchange ratio at rest and during exercise. Reviews metabolic, body-
fat composition, and exercise studies; and, malnutrition in chronic
obstructive pulmonary disease as foundations for evaluation and
implementation of pulmonary rehabilitation programs.
RSTH431. Senior Project I. 2 Units.
Introduces the process of proposal development for a respiratory care
project. Weekly assignments apply the steps in developing the selected
topic. Cardiopulmonary project development incorporates the concepts
of evidence-based medicine.
RSTH432. Senior Project II. 2 Units.
Introduces the process of proposal development for a respiratory
care project. Weekly application of the steps in project development.
Cardiopulmonary project incorporates project design concepts and needs
assessment. Prerequisite: RSTH 431.
RSTH433. Senior Project III. 2 Units.
The process of developing a proposal for a respiratory care project.
Weekly application of the steps in topic development. Cardiopulmonary
project design incorporates the concepts of design implementation and
outcome assessment. Prerequisite: RSTH 431, RSTH 432.
RSTH434. Advanced Patient Assessment. 2 Units.
Advanced skills in interviewing, physical examination, and interpretation
of laboratory data. Lecture, reading material, and physical examination
procedures. Provides insight for better interview and examination of
patients with cardiopulmonary disease. Increases understanding of the
pathophysiology behind the symptoms. Prerequisite: RSTH 334; Does not
apply to postprofessional respiratory care students.
RSTH441. Respiratory Therapy Science IV. 3 Units.
Presents and discusses the clinical application of respiratory therapy
devices in-depth, and their influences on patient care. Reports and
discussions of current and advanced developments. Emphasizes
application of this information to the clinical setting. (Not taught every
year.) Prerequisite: RSTH 341, RSTH 342, RSTH 343; or consent of
instructor.
RSTH444. Case Studies in Neonatal/Pediatric Respiratory Care. 2 Units.
Develops respiratory care-management skills in caring for the neonatal
and pediatric patient through the presentation of student case studies.
Clinical staff and faculty review current management of the newborn,
infant, and child. Student presents patients and explains implications
of care. Develops presentation skills. Prerequisite: RSTH 421; Does not
apply to postprofessional respiratory care students.
RSTH451. Respiratory Care Affiliation I. 2 Units.
General care, basic critical care, and advanced critical care in the adult,
pediatric, and neonatal setting as practiced at LLUMC. Open to students
who are now, or have been recently, employed by LLUMC. Prerequisite: CA
RCP licensure.
RSTH452. Respiratory Care Affiliation II. 4 Units.
Specialty clinical assignments selected from adult critical care,
cardiopulmonary specialties, trauma, neurology, surgery, postsurgery,
research laboratory. Prerequisite: AHCJ 461; RSTH 315, RSTH 422.
RSTH453. Respiratory Care Affiliation III. 4 Units.
Specialty clinical assignments selected from the following areas:
cardiopulmonary specialties, pediatrics and neonates, research, and
special procedures. Prerequisite: RSTH 315, RSTH 452.
RSTH454. Respiratory Care Affiliation IV. 5 Units.
Specialty elective clinical assignments selected from the following areas:
adult critical care, cardiopulmonary specialties, pediatrics and neonates,
polysomnography, rehabilitation and patient education, research, and
special procedures. Prerequisite: AHCJ 461; RSTH 315, RSTH 452; CA
RCP licensure.
RSTH462. Management Practicum II. 3 Units.
Experience in the management of respiratory or emergency medical care
management. Clinical application of the theoretical management skills
developed during the didactic portions of the training.
RSTH463. Management Practicum III. 3 Units.
Experience in the management of respiratory or emergency medical care
management. Clinical application of the theoretical management skills
developed during the didactic portions of the training. Includes assisting
clinical managers in supervision and management of RCP staff and
students.
RSTH464. Case Management in Respiratory Care. 2 Units.
Utilizes a case management approach to patient care in the management
and evaluation of treatment and disease. Special emphasis on case
management of the respiratory care patient includes discharge planning,
utilization review, patient assessment, cost containment, patient
education, and integration issues. Prerequisite: RSTH 334, RSTH 424,
RSTH 434; Does not apply to postprofessional respiratory care students .
RSTH466. Advanced Diagnostic Techniques. 2 Units.
Advanced diagnostic theory and practice in the following areas: Holter
monitoring, echocardiography, bronchoscopy, sleep studies, and other
relevant respiratory care diagnostics. Prerequisite: RSTH 366; Does not
apply to postprofessional respiratory care students.
RSTH471. Instructional Techniques I. 2 Units.
Develops units of instruction, instructional objectives, and evaluation
procedures. Students observe and participate in classroom management;
and apply teaching principles through experience in various teaching
activities, such as community preventive health care programs, in-service
and continuing education, and college classroom and clinical teaching.
Conferences and individual guidance.
RSTH474. Cardiopulmonary Health Promotion and Disease Prevention. 2
Units.
Selected topics dealing with aspects of disease prevention. Includes
the relevance of statistics, epidemiology, research designs, and clinical
trials; as well as selected disease trends, lifestyle modification, the
role of physical activity, nutrition and immunization, and public health
approaches to communicable diseases. Prerequisite: RSTH 424.
RSTH480. Lung Ultrasound Assessment. 2 Units.
Presents the technology and evidenced-based application of lung
ultrasound in the assessment of the critically ill. Student learn to identify
twelve signatures (images) of lung ultrasound with application of the
BLUE-Protocol, FALLS-Protocol, and SESAME-Protocol. Includes online
lectures, assignments, and interactive lung ultrasound case simulations.
Prerequisite: RSTH 404 or licensed RCP.
RSTH485. Evidenced-Based Medicine in Respiratory Care I. 2 Units.
Provides basic knowledge and experience in the area of evidenced-based
medicine as it relates to respiratory care practice and research.
RSTH486. Evidenced-Based Medicine in Respiratory Care II. 2 Units.
Provides advanced knowledge and experience in the area of evidenced-
based medicine as it relates to respiratory care practice and research.
Emphasizes the neonatal and pediatric areas of respiratory care.
Loma Linda University 2019-2020 557
RSTH487. Evidenced-Based Medicine in Respiratory Care III. 2 Units.
Provides advanced knowledge and experience in the area of evidenced-
based medicine as it relates to respiratory care practice and research.
Emphasizes the adult areas of respiratory care.
RSTH491. Education Practicum I. 3 Units.
Provides experience in clinical education, evaluation, and scheduling.
Familiarizes student with hospital affiliation agreements and
accreditation issues. Primary experience in the general and adult critical
care areas. Prerequisite: CA RCP licensure.
RSTH492. Education Practicum II. 3 Units.
Provides experience in clinical education, evaluation, and scheduling.
Familiarizes student with hospital affiliation agreements and
accreditation issues. Primary experience in the neonatal and pediatric
intensive care units. Prerequisite: CA RCP licensure.
RSTH493. Education Practicum III. 3 Units.
Provides experience in clinical education, evaluation, and scheduling.
Familiarizes student with hospital affiliation agreements and
accreditation issues. Primary experience in specialty procedures and
rehabilitation. Prerequisite: CA RCP licensure.
RSTH494. Respiratory Care Practicum IV. 3 Units.
Students develop professional competence and maturity in the clinical
setting. Comprehensive training in all aspects of respiratory care,
including the pulmonary function laboratory and home care. Prerequisite:
RSTH 343, RSTH 382, RSTH 393, RSTH 404.
RSTH495. Respiratory Care Practicum V. 2 Units.
Specialty training in respiratory care practice. Addresses neonatal/
pediatric and adult critical care, cardiopulmonary diagnostics, hyperbaric
medicine, sleep disorders, and cardiopulmonary rehabilitation in general,
critical-care and extended care settings. Prerequisite: RSTH 494, RSTH
404.
RSTH496. Respiratory Care Practicum VI. 3 Units.
Continues specialty training in respiratory care practice. Addresses
neonatal/pediatric and adult critical care, cardiopulmonary diagnostics,
hyperbaric medicine, sleep disorders, and cardiopulmonary rehabilitation
in general, critical-care and extended care settings. Prerequisite: RSTH
495.
RSTH499. Respiratory Therapy Independent Study. 0.5-4 Units.
Under the direction of the program director, student submits a project
or paper on a topic of current interest in an area of respiratory care.
Regular meetings provide student with guidance and evaluation in the
development of the project or paper. Elected on the basis of need or
interest.
RSTH501. Advanced Cardiopulmonary Anatomy and Physiology I. 3
Units.
Clinical approach and application of cardiopulmonary anatomy and
physiology to the respiratory care and medical patient. Includes study of
respiratory physiology and cardiac and circulatory function, with relevant
clinical application. Provides in-depth study of cardiac and pulmonary
anatomy and physiology beyond undergraduate gross anatomy and
physiology course work, particularly at the molecular mechanistic level.
RSTH502. Advanced Cardiopulmonary Anatomy and Physiology II. 3
Units.
Continues RSTH 501. Clinical approach and application of
cardiopulmonary anatomy and physiology to the respiratory care and
medical patient. Studies respiratory physiology, cardiac, and circulatory
function—with relevant clinical application. Provides an in-depth study of
cardiac and pulmonary anatomy and physiology beyond undergraduate
gross anatomy and physiology course work, particularly at the molecular
mechanistic level. Prerequisite: RSTH 501.
RSTH510. Seminar in Translational Cardiopulmonary Science I. 1 Unit.
First of a four-quarter series of seminars providing an overview of
translational cardiopulmonary basic and clinical research. Includes
discussion of current cardiopulmonary clinical best practices, scientific
and administrative processes that achieve best practices, and current
scientific research aimed at progression of cardiopulmonary science
at the bedside. Required for MSRC students without a respiratory care
background (research track).
RSTH511. Seminar in Translational Cardiopulmonary Science II. 1 Unit.
Second of a four-quarter series of seminars providing an overview of
translational cardiopulmonary basic and clinical research. Includes
discussion of current cardiopulmonary clinical best practices, scientific
and administrative processes that achieve best practices, and current
scientific research aimed at progression of cardiopulmonary science
at the bedside. Required for MSRC students without a respiratory care
background (research track).
RSTH512. Seminar in Translational Cardiopulmonary Science III. 1 Unit.
Third of a four-quarter series of seminars providing an overview of
translational cardiopulmonary basic and clinical research. Includes
discussion of current cardiopulmonary clinical best practices, scientific
and administrative processes that achieve best practices, and current
scientific research aimed at progression of cardiopulmonary science
at the bedside. Required for MSRC students without a respiratory care
background (research track).
RSTH513. Seminar in Translational Cardiopulmonary Science IV. 1 Unit.
Fourth of a four-quarter series of seminars providing an overview of
translational cardiopulmonary basic and clinical research. Includes
discussion of current cardiopulmonary clinical best practices, scientific
and administrative processes that achieve best practices, and current
scientific research aimed at progression of cardiopulmonary science
at the bedside. Required for MSRC students without a respiratory care
background (research track).
RSTH541. Advanced Concepts in Critical Care I. 2 Units.
Explores relevant studies impacting cardiopulmonary science. Discusses
physical principles and molecular mechanisms associated with
phenotypic changes in compliance and resistance upon implementation
of positive pressure ventilation (PPV). Addresses benefits and limitations
of techniques offered by advanced, novel ventilation modes in regard to
reduced physiological insult upon PPV. Encourages research questions,
data interpretation, and revision of current protocols and modalities.
RSTH542. Advanced Concepts Critical Care II. 2 Units.
Continues RSTH 541. Includes the systemic effects of the critical care
patient, their impact on the cardiopulmonary system, and the role of
the cardiopulmonary system in maintaining homeostasis. Encourages
research questions, data interpretation, and revision of current protocols
and modalities. Prerequisite: RSTH 542.
558 Restorative Dentistry (RESD)
RSTH550. Advanced Procedures in Cardiopulmonary Science. 2 Units.
Study and practice of invasive and noninvasive procedures and
associated equipment—such as the management of artificial airways,
fiberoptic bronchoscopy, thoracentesis, chest tubes, hyperbaric
therapy, arterial blood gas sampling, line placements, ACLS procedures,
medications, IVs—related to the critical care patient. Emphasizes
application to patient situations, assessment of care, and principles of
equipment use above that of the entry-level respiratory care practitioner.
RSTH560. Advanced Cardiopulmonary Assessment, Diagnostics, and
Monitoring. 2 Units.
Applies integrated theory, management, practice, and application
approaches to general medicine, cardiopulmonary assessment,
diagnostics, and monitoring for the cardiopulmonary patient.
Includes total system assessment, interpretation of diagnostics, and
implementation of planning for improved intensive cardiopulmonary
care. Encourages research questions, data interpretation, and revision of
current protocols and modalities.
RSTH571. Advanced Pathophysiology of Cardiopulmonary Diseases I. 3
Units.
A case study approach of the pathophysiology, clinical signs and
symptoms, diagnosis, management, practice, and prognosis of acute and
chronic pulmonary and cardiac diseases—with emphasis on respiratory
care and comorbidities. Studies cardiopulmonary function as it relates to
understanding of the pathophysiology of disease states.
RSTH572. Advanced Pathophysiology of Cardiopulmonary Diseases II. 3
Units.
Continues RSTH 571. A case study approach to explore pathophysiology,
clinical signs and symptoms, diagnosis, management, practice,
and prognosis of acute and chronic cardiopulmonary diseases and
comorbidities. Studies cardiopulmonary function as it relates to
understanding the pathophysiology and molecular mechanisms of
disease states. Encourages research questions/exploration and protocol/
policy modification. Prerequisite: RSTH 571.
RSTH574. Nutrigenomics and Cardiopulmonary Health and Disease. 4
Units.
Discusses nutrition and its effects on epigenetic regulation of genes that
determine cardiopulmonary health and disease. Offers a brief overview
of epigenetics, with a focus on food as source stimuli for altering the
expression of pathway components known to both induce and minimize
disease progression of the cardiovascular and pulmonary systems.
RSTH580. Research Concept in Respiratory Care Sciences. 3 Units.
Applies research specific to respiratory care science through the
evaluation and comparison of relevant literature to clinical practice.
RSTH585. Current Issues in Respiratory and Health Care Policy. 3 Units.
Addresses emerging issues in medicine, cardiopulmonary science,
and health-care policy. Reviews relevant research and new trends in
respiratory care management, as well as practice that impacts patient
care. Includes inpatient, outpatient, rehabilitation, prevention, and related
topics.
RSTH587. R Programming for Health Care and Translational Science II. 4
Units.
Second course in a four-part series. Introduction to programming in R.
Acquiring and cleaning internet data, subsetting and graphing data, using
statistics in R for data analysis, and generating interpretable reports
that can be presented to professional and lay audiences. Introduces
tools necessary to analyze large datasets to answer epidemiological
questions.
RSTH591. Capstone Project in Respiratory Care I. 2 Units.
Students address and present a substantial issue related to their
professional area of interest, then design and implement scholarly
results and presentation. Emphasizes design, literature review, and needs
assessment. A thesis option available for students who require a directed
research study.
RSTH592. Capstone Project in Respiratory Care II. 2 Units.
Students present the findings of their completed project--emphasizing
data collection, implementation, and evaluation. A thesis option available
for students who require a directed research study. Prerequisite: RSTH
591.
RSTH593. Capstone Project in Respiratory Care III. 2 Units.
A continuation of RSTH 592. Graduate student presents findings of
the total project, emphasizing data collection, implementation, and
evaluation of the project. MSRC faculty and students discuss need for
revision or further validation studies. Prerequisite: RSTH 591, RSTH 592.
RSTH594. Capstone Project in Respiratory Care IV. 3 Units.
Students present the findings of their completed project—emphasizing
data collection, implementation, and evaluation. A thesis option available
for students who require a directed research study.
RSTH596. Advanced Clinical Practice in Respiratory Care I. 2 Units.
Clinical practicum in medicine, pulmonary, and critical care under the
direct supervision of a practicing/supervising pulmonologist or other
preapproved physician. Emphasizes both inpatient and outpatient
assessment, management, practice, and procedures. Requires prior
approval of the program director and an approved signed preceptor
agreement on file.
RSTH597. Advanced Clinical Practice in Respiratory Care II. 2 Units.
Continues RSTH 597. Clinical practicum in medicine, pulmonary, and
critical care--under the direct supervision of a practicing-supervising
pulmonologist, or other preapproved physician. Emphasizes inpatient
and outpatient assessment, diagnosis, management, practice, and
procedures. Requires prior approval of the program director, as well as an
approved signed preceptor agreement on file.
Restorative Dentistry (RESD)
Courses
RESD701. Restorative Dentistry I Lecture. 2 Units.
Terminology, morphologic characteristics, and interrelationship of
permanent teeth.
RESD701L. Restorative Dentistry I Laboratory. 2 Units.
RESD702. Restorative Dentistry II. 2 Units.
Introduces mandibular movement. Relationship to the anatomy of teeth.
Studies source, use, and manipulation of dental materials; and their
physical properties relative to dentistry.
RESD702L. Restorative Dentistry II Laboratory. 2 Units.
Laboratory experiences.
RESD708. Restorative Dentistry III Lecture. 2 Units.
Basic principles and techniques of cavity preparation and restoration of
teeth with silver alloy and tooth-colored restorative materials. Studies
source, use, and manipulation of dental materials; and their physical
properties relative to dentistry.
RESD708L. Restorative Dentistry III Laboratory. 2 Units.
Laboratory experiences.
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RESD709. Restorative Dentistry IV Lecture. 2 Units.
Basic principles and techniques of cavity preparation and restoration of
teeth with silver alloy and tooth-colored restorative materials. Introduces
basic casting principles and techniques. Studies the source, use, and
manipulation of dental materials; and their physical properties relative to
dentistry.
RESD709L. Restorative Dentistry IV Laboratory. 2 Units.
RESD764. Removable Prosthodontics I. 2 Units.
Covers the basic concepts of treatment and management of the partially
and completely edentulous patient utilizing a removable prosthesis.
Covers concepts of anatomy, function, and occlusion. Removable partial
denture design principles and treatment planning to understand the
proper planning and sequencing of treatment for a patient requiring a
combination of operative, fixed, and removable prosthodontics.
RESD764L. Removable Prosthodontics I Laboratory. 1.5 Unit.
RESD765. Removable Prosthodontics II. 1 Unit.
Focuses on the fundamentals of designing a removable partial denture
for patients. Assists student in understanding treatment of patients with
removable prosthesis through individual projects, group exercises, oral
and power point presentations, and writing assignments.
RESD765L. Removable Prosthodontics II Laboratory. 1 Unit.
Student applies concepts and fundamentals from RESD 765 to complete
various projects/laboratory exercises to treat patients with removable
partial dentures.
RESD771. Single Casting Technique Lecture. 2 Units.
Basic tooth preparation for single cast restorations, including porcelain
fused to metal, tissue management, impression techniques, and casting
fabrication.
RESD771L. Single Casting Technique Laboratory. 2 Units.
Laboratory experience in single casting techniques.
RESD772. Fixed Prosthodontics Lecture. 2 Units.
Indications, treatment planning, design and fabrication of metal and
porcelain-fused-to-metal restorations, including single units, fixed partial
dentures, and single implant restorations.
RESD772L. Fixed Prosthodontics Laboratory. 2 Units.
Laboratory experience in fixed prosthodontics.
RESD773. Fixed Prosthodontics II Lecture. 2 Units.
Continues RESD 772.
RESD773L. Fixed Prosthodontics II Laboratory. 2 Units.
Continued laboratory experience in fixed prosthodontics.
RESD801. Fixed Prosthodontics and Occlusion. 1 Unit.
Introduces additional techniques for fixed prosthodontics, treatment
planning, and repair techniques for prosthetic failures.
RESD811. Dental Materials II. 1 Unit.
Selection and uses of current dental materials.
RESD822. Operative Dentistry II Lecture. 1 Unit.
Indications, preparations, and placement of direct core build-up
procedures (including endodontically treated teeth), atypical case
gold, and complex amalgam restorations. Covers implant overdenture
procedures. Provides expanded teaching and hands-on laboratory
practice of CAD/CAM procedures.
RESD822L. Operative Dentistry II Laboratory. 1 Unit.
Laboratory experiences introduce students to the MARC simulator, CAD/
CAM experience in tooth preparation and image capture, post and core
build-up, and implant overdenture procedures; as well as further complex
tooth restoration procedures.
RESD823. Aesthetic Dentistry. 1 Unit.
Principles of dental aesthetics, adhesion to tooth tissues, preparation and
placement of tooth-colored restorations in anterior and posterior teeth.
Resin, gold, ceramic, and CAD/CAM restorations. Emphasizes diagnosis
and treatment planning for aesthetic procedures.
RESD823L. Aesthetic Dentistry Laboratory. 1 Unit.
Laboratory experiences focusing on dental photography, diastema
closures, bleaching trays, resin restorations, and preparation of teeth for
veneer restorations and temporization.
RESD844. Restorative Study Club Seminar. 0.5 Units.
RESD854. Implant Dentistry. 2 Units.
Focuses on diagnostic and treatment-planning procedures associated
with implant dentistry, the benefits of implant dentistry, the scientific
and technical foundations for implant surgery and associated advanced
procedures, the peri-implant tissues, postplacement care, and clinical
complications associated with dental implants.
RESD854L. Implant Dentistry Laboratory. 1 Unit.
Laboratory experience that applies knowledge of diagnosis and treatment
planning to the fabrication of radiographic and surgical templates, and
provides experience with the analysis of cone-beam radiographic scans
and the use of dental implant-planning software. Laboratory additionally
provides an implant-placement experience using a manikin—followed by
impression making, the fabrication of a working cast, and the formation
of a wax pattern for a definitive restoration.
RESD861. Senior Topics in Removable Prosthodontics. 2 Units.
Treatment planning and problem solving in removable prosthodontics
and combination cases to prepare fourth-year dental students for dental
practice and National Dental Board Examination Part II.
RESD875A. Restorative Dentistry Clinic. 1.5 Unit.
Clinical practice in the restoration of teeth and the replacement of
missing teeth—including attendant diagnostic procedures, planning and
sequencing of treatment, disease control procedures, and appropriate
continuing-care procedures following treatment.
RESD875B. Restorative Dentistry Clinic. 8 Units.
Clinical practice in the restoration of teeth and the replacement of
missing teeth—including attendant diagnostic procedures, planning and
sequencing of treatment, disease control procedures, and appropriate
continuing-care procedures following treatment.
RESD875C. Restorative Dentistry Clinic. 28 Units.
Clinical practice in the restoration of teeth and the replacement of
missing teeth—including attendant diagnostic procedures, planning and
sequencing of treatment, disease control procedures, and appropriate
continuing-care procedures following treatment.
School of Behavioral Health Global
(SBHG)
Courses
SBHG700. Global Behavioral Health Service Learning. 2 Units.
Short-term elective experience (approximately ten days) in international
behavioral health offered during the summer quarter. LLU associated
sites coordinated and assigned by the dean’s office. Examines ethical
and practice issues associated with global humanitarian service versus
traditional Western behavioral health interventions. Requires pre- and
concurrent seminars. Specific host site requirements may apply.
560 School of Dentistry—Clinical (SDCL)
SBHG705. Global Behavioral Health Elective Practicum. 4 Units.
Emphasizes recovery, resiliency, and empowerment as foundations of
global behavioral health interventions through an elective experience
in international behavioral health. Prerequisite: Good academic
and behavioral standing; approval from student's program director,
department chair, and dean; valid passport.
School of Dentistry—Clinical (SDCL)
Courses
SDCL696. Directed Study. 1-4 Units.
A directed study (DS) course that can be used in any graduate program
either to further study of a particular subject or subjects, or to remediate
academic deficiencies without having to repeat an entire course. Program
director or his/her designee develops the specific course content and
assignments.
SDCL711. Clinic Orientation I. 2 Units.
Introduces direct patient care. Includes: clinic policies and requirements;
use of the clinic computing system; basic patient management
techniques and issues; a private practice model; diagnosis and treatment
planning; professional liability and regulatory compliance; clinical
examinations; and, standards of care.
SDCL712. Clinic Orientation II. 2 Units.
Builds on SDCL 711 by continuing instruction related to the clinic
computing system. Discusses diagnosis and treatment planning
of patient cases, as well as sequencing of treatment procedures.
Includes intraoral photography, financial planning for patients,
disinfection techniques and universal precautions, quality assurance
and improvement, long-term assessment of care outcomes. Introduces
various departments and requirements within each department.
SDCL744. Clinical Training in Advanced Restorative Dentistry. 8 Units.
Provides mission support and training for Seventh-day Adventist
international dentists and other foreign dentists residing outside the
United States who will return to their dental clinics/countries after
program completion. Includes six months of study. Allows qualified
dentists from other countries to study and treat patients at Loma Linda
University School of Dentistry. Course generates no academic credit and
cannot apply toward any other program in the School of Dentistry.
SDCL808. Clinical Patient Care. 2 Units.
Continues SDCL 805, 806, 807.
SDCL896. Clinical Directed Study. 1-4 Units.
A directed study (DS) course that can be used in any graduate program
either for advanced clinical activity in selected areas, or to remediate
clinical deficiencies without having to repeat an entire course. Program
director or his/her designee determines the nature and scope of the
clinical activity.
SDCL899. Clinic—Continuing Registration for Extended Professional. 4-8
Units.
Continues registration that allows an extended professional to satisfy
clinic requirements for degree completion.
School of Dentistry—Conjoint (SDCJ)
Courses
SDCJ744. Clinical Training in Advanced Restorative Dentistry. 8 Units.
A six-month, full-time certificate program that is predominately clinical
in nature. Provides mission support among Seventh-day Adventist
international dentists, and provides training for other foreign dentists
who reside outside the United States and will return to their own dental
clinics/countries after completion of the program. Allows qualified
dentists from other countries to study and treat patients at Loma Linda
University School of Dentistry. Program generates no academic credit
and cannot apply toward any other program in the School of Dentistry.
SDCJ759A. Clinical Experience. 3 Units.
Provides opportunities for direct patient care, and study in biomaterials
research, dental anesthesiology, endodontics, implant dentistry, oral
and maxillofacial surgery, oral pathology and radiology, orthodontics,
pediatric dentistry, periodontics, or prosthodontics. Includes one month
of study. Course generates no academic credit and cannot apply toward
any program in the School of Dentistry.
SDCJ759B. Clinical Experience. 6 Units.
Provides opportunities for direct patient care, and study in biomaterials
research, dental anesthesiology, endodontics, implant dentistry, oral
and maxillofacial surgery, oral pathology and radiology, orthodontics,
pediatric dentistry, periodontics, or prosthodontics. Includes two months
of study. Course generates no academic credit and cannot apply toward
any program in the School of Dentistry.
SDCJ759C. Clinical Experience. 9 Units.
Provides opportunities for direct patient care, and study in biomaterials
research, dental anesthesiology, endodontics, implant dentistry, oral and
maxillofacial surgery, oral pathology and radiology, orthodontics, pediatric
dentistry, periodontics, or prosthodontics. Includes three months of
study. Course generates no academic credit and cannot apply toward any
program in the School of Dentistry.
SDCJ799. Directed Study. 4-12 Units.
Social Policy (SPOL)
Courses
SPOL588. Special Topics in Social Policy and Social Research. 1-5 Units.
Reviews current knowledge and/or research methodologies in specified
areas of social policy and social research.
SPOL599. Independent Study. 1-8 Units.
Limited to Ph.D. degree students who wish to pursue independent
investigations in social policy and/or social research under the direction
of a department faculty member.
SPOL600. Colloquium. 1 Unit.
Provides students with an academic seminar to explore and discuss
relevant topics in the field of social policy and social research.
Prerequisite: Program prerequisite in interviewing and counseling.
SPOL601. Integrative Seminar: Pro-seminar. 1 Unit.
Provides an overview to social work academe, research, policy and
teaching. Focuses on LLU’s program and creates an environment to
nurture student’s research interest. Prerequisite: Matriculated in PhD in
Social Welfare and Social Research.
SPOL602. Integrative Seminar: Global Perspective. 2 Units.
Focuses on research and practice using a global perspective that locates
differences and similarities of behavioral and other health inequities
locally and internationally. Prerequisite: SPOL 601.
Loma Linda University 2019-2020 561
SPOL603. Integrative Seminar: Implementation Science. 1 Unit.
Focuses on promoting, adopting, and integrating evidenced-
based research and practices by identifying barriers that prevent
successful integration in practice, policies, and programming. Explores
transdisciplinary research, transprofessional practice, and effective
leadership and advocacy. Prerequisite: SPOL 601, SPOL 602.
SPOL604. Integrative Seminar: Academic Practice. 1 Unit.
Focuses on preparing students for careers in social work education.
Topics might likely include developing a teaching philosophy,
classroom teaching, student assessment, curriculum development, and
accreditation. Prepares students for the job market through assisting
with development of a CV, interviewing skills, and job searching.
Prerequisite: SPOL 601, SPOL 602, SPOL 603.
SPOL610. Diversity Theory and Global Perspectives. 3 Units.
Critical examination of contemporary theories of diversity as seen
through the lens of a global perspective, including intersectionality.
Opportunity to apply these theories using a cultural humility framework
for engaging diverse populations in policy practice and research.
SPOL613. Social Science Concepts I. 3 Units.
First of two courses reviewing key theories, writers, conceptual
frameworks, and seminal ideas from classical social science theory that
have laid the foundation for contemporary social welfare theory and
social research.
SPOL614. Social Science Concepts II. 3 Units.
Second of two courses reviewing key theories, writers, conceptual
frameworks, and seminal ideas from the Post Modern era that have
laid the foundation for contemporary social welfare theory and social
research. Prerequisite: SPOL 613.
SPOL615. Economic Theory and Social Policy. 4 Units.
Presents the basic ideas and concepts of macroeconomic theory and
applies them to understanding current and recent developments in social
policy. Students learn to evaluate macroeconomic conditions—such as
unemployment, inflation, growth wages, and income distribution—and
gain understanding of how such conditions impact the provision of health
and human services.
SPOL616. History and Philosophy of Social Welfare Policy. 3 Units.
Explores the history of social welfare from a multicultural perspective and
relates these principles to current and evolving social needs.
SPOL654. Research Methods I. 4 Units.
Advanced quantitative research methods. Emphasizes experimental and
quasi-experimental designs, and examines specific methodologies used
in conducting research in the area of social policy and social research.
Topics include measurement issues, research design, sampling, and
statistical interpretation. Addresses survey research, time-series designs,
and more advanced techniques.
SPOL655. Research Methods II. 4 Units.
Advanced course in qualitative and mixed research methods. Emphasizes
selected qualitative and mixed research methodologies specific to social
policy and clinical and health services research. Topics covered include
theoretical bases for conducting qualitative research; research design;
data gathering, including interviewing, observation, archival and historical
research, and data analysis and writing. Introduces various methods for
integrating qualitative and quantitative methodologies.
SPOL656. Organizational Theory and Policy. 3 Units.
Explores the complexities of large organizations; how organizations
are born, evolve, and survive. Examines bureaucratic systems, formal
and informal structures, communication patterns, and philosophical
approaches that influence effectiveness and efficiency of services
delivery. Implications of these on the development and implementation of
social policies explored.
SPOL658. Advanced Policy Analysis and Research. 3 Units.
Presents conceptual and analytical requirements of policy analysis
and research. Examines integration of behavioral, political, economic,
and sociometric frameworks for understanding human conditions that
support the development of formal policy arguments and policy research
for sustained change.
SPOL664. Applied Research for Social Policy. 2 Units.
Provides students with a series of formal exercises simulating primary
applied social research strategies used in the development of social
policy. Explores the contributions of social research to social policy
through studies of public records and data bases; clinical contexts; social
experimentation; program planning, development, and evaluation; and
action research.
SPOL665. Statistical Practicum Seminar. 2 Units.
Students collectively conceptualize and analyze a research question from
a data set. Requires a scholarly product outcome.
SPOL667. Research Methods Practicum Seminar. 2 Units.
Development of methodology section and submission of draft
dissertation proposal. Prerequisite: SPOL 665.
SPOL671. Applied/Structured Research I. 2-4 Units.
Provides students the opportunity to advance knowledge and skills in a
specialized area of study. Part of a year-long sequence that culminates
in an applied research product at the end of SPOL 673. Research mentor
develops with the student a plan for the year, with objectives for each
quarter. Research plan approved by the Program Committee. Evaluation
based on accomplishment of quarterly objective(s).
SPOL672. Applied/Structured Research II. 2-4 Units.
Provides students the opportunity to advance knowledge and skills in a
specialized area of study. Part of a year-long sequence that culminates
in an applied research product at the end of SPOL 673. Research mentor
develops with the student a plan for the year, with objectives for each
quarter. Research plan approved by the Program Committee. Evaluation
based on accomplishment of quarterly objectives.
SPOL673. Applied/Structured Research III. 2-4 Units.
Provides students the opportunity to advance knowledge and skills in a
specialized area of study. Part of a year-long sequence that culminates
in an applied research product at the end of SPOL 673. Research mentor
develops with the student a plan for the year, with objectives for each
quarter. Research plan approved by the Program Committee. Evaluation
based on accomplishment of quarterly objectives.
SPOL681. Dissertation Proposal I. 3 Units.
Development of the dissertation proposal. Research advisor develops
with the student mutually agreed-upon objectives. Evaluation based on
accomplishment of these objectives.
SPOL682. Dissertation Proposal II. 3 Units.
Development of the dissertation proposal. Research advisor develops
with the student mutually agreed-upon objectives. Evaluation based on
accomplishment of these objectives. Prerequisite: SPOL 681.
562 Social Work (SOWK)
SPOL683. Dissertation Proposal III. 3 Units.
Development of the dissertation proposal. Research advisor develops
with the student mutually agreed-upon objectives. Evaluation based
on accomplishment of these objectives. In addition, student must
successfully defend a dissertation proposal according to program and
Faculty of Graduate Studies guidelines. Prerequisite: SPOL 681, SPOL
682.
SPOL697. Research. 1-6 Units.
Credit for dissertation research. Total of 18 units required. May be
repeated for credit.
SPOL699. Dissertation. 4-12 Units.
Should be taken during the last quarter of registration prior to completion
and defense.
Social Work (SOWK)
Courses
SOWK510. Diversity Theory in Practice and Research. 3 Units.
Examines and applies contemporary theories of diversity from a critical
perspective. Includes intersectionality and use of a cultural humility
framework for engaging diverse populations at all levels of practice.
SOWK513. Human Behavior in a Culturally Diverse Environment. 5 Units.
Provides the basis for understanding human development and life
transitions throughout the life span within an ecological perspective.
Orients the student to the generalist social work approach to
understanding human behavior in a cross-cultural context, with a focus
on normal behavior from birth through senescence. Provides a theoretical
foundation on which to build social work-practice skills.
SOWK514. Social Welfare History and Policy. 5 Units.
Provides students with an understanding of the historical foundations
of the social work profession, including its influence in the development
of the U.S. system of social welfare. Examines the societal perspectives
and contradictions that have affected the development and evolution
of contemporary social policies and services in the U.S. Emphasizes
understanding of the role of race, gender, and perception of human needs
in shaping social policy.
SOWK517. Practice I: Individuals. 3 Units.
Students conduct a biopsychosocial-spiritual assessment, along
with a full range of beginning intervention strategies for working with
individuals. Emphasizes special problems experienced in microsystems
and by populations at risk, such as women and minorities. Focuses on
goal setting, assessment, and successful interventions with attention
to cultural values that influence the development and resolution
of psychosocial problems. Prerequisite or concurrent: Social work
practicum.
SOWK518. Practice II: Groups. 3 Units.
Provides students with an understanding of generalist social work
practice with groups. Includes a survey of small-group constructs,
research, and principles of ethical application. Emphasizes differentiation
among the types of individuals, situations, and presenting problems best
served through group processes and intervention methods.
SOWK519. Practice III: Organizations and Communities. 3 Units.
Utilizes an ecological systems framework and an empowerment practice
model within the macro context. Includes: population outcomes,
community organization, interagency relationships, leadership skills, and
cultural sensitivity.
SOWK520. Practice IV: Families. 3 Units.
Introduces family interventions. Examines views and issues regarding
contemporary family structure and function, and focuses on concepts
and techniques used to promote change in family functioning. Course
meets state requirement for content in family violence.
SOWK548. Research Methods. 5 Units.
Reviews quantitative and qualitative research methodologies in order
to provide students with an understanding of the scientific and ethical
approaches to building knowledge. Employs computer-based statistical
analysis and data interpretation to assist students in integrating research
into social work practice.
SOWK574. Practice V: Social Work Administration. 3 Units.
Provides macropractice knowledge, skills, and perspectives of
administrative practices needed to develop, support, and maintain
effective service delivery. Topics include role identification and
development, professional and organizational ethics, situational
leadership, strategic planning, levels and types of decision making,
management of organizational behavior, use of information systems,
budgeting, documentation and reporting, resource development and
utilization, and community networking.
SOWK578. Field Orientation. 0 Units.
Provides students with the policies and procedures for completing the
program's practicum requirements. Begins the process of examining
social work values and ethics as students are introduced to the NASW
code of ethics and fundamental principles of professional behavior prior
to beginning their field practicum.
SOWK584. Special Topics in Social Work. 1-4 Units.
Lecture and discussion, under the direction of a faculty member, on a
current topic in social work. May be repeated for a maximum of 4 units
applicable to degree program.
SOWK585. Legal and Ethical Aspects in Health and Behavioral Health
Services. 3 Units.
Focuses on legal mandates or concerns that interact with and affect
the practice of social work. Includes: sources of legal authority, the
judicial system, and legal standards applicable to particular proceedings;
legal implications of the social worker/client relationship; consent to
treatment; and, confidentiality.
SOWK595. Professional Development. 2 Units.
Tutorial course work aimed at ameliorating difficulties associated with
meeting the professional performance competencies of the M.S.W.
degree program (see M.S.W. Student Handbook). Students enrolled in
the course as a result of a corrective action plan developed with the
Department of Social Work's Academic Standards Committee.
SOWK599. Directed Study. 1-4 Units.
Limited to matriculating master's degree students in social work who
wish to pursue independent investigations in social work practice or
policy under the direction of a department faculty member.
SOWK613. DSM: Diagnosis Within the Context of Diversity and
Difference. 4 Units.
Applies the DSM-5 and Mental Status Examination from a person-
in-the-environment perspective. Integrates recovery and a review of
psychopharmacology into the diagnostic process while enhancing
awareness of sociocultural needs and issues of populations at risk.
Prerequisite: SOWK 757C.
Loma Linda University 2019-2020 563
SOWK617. Global Practice. 3 Units.
Deepens students’ appreciation and understanding of professional
social work in a global context. Emphasizes analysis and application of
social work strategies and practice methods to address catastrophic
events (natural or man made), as well as the related social, economic,
environmental, and human rights injustices that compromise the
ecological well-being of individuals, families, groups, organizations, and
communities. Prerequisite: SOWK 757A, SOWK 757B, SOWK 757C.
SOWK647. Integrated Behavioral Health. 2 Units.
Focuses on the wholistic (bio-psychosocial-spiritual) approach to
integrating behavioral health within primary care settings. Emphasizes
the fundamental interrelationship between health and behavioral health,
including the physical and emotional impact of discrimination, economic
and social oppression, and trauma and violence on health and disease
across the lifespan.
SOWK648. Co-occurring Processes and Interventions. 3 Units.
Addresses assessment, diagnosis, and treatment of individuals
experiencing mental, emotional, and behavioral disturbances with co-
occurring chemical dependency. Presents behavioral health treatment
strategies and substance abuse counseling techniques from within a
biopsychosocial-spiritual paradigm. Prerequisite: SOWK 757A, SOWK
757B, SOWK 757C.
SOWK651. Medical Social Work. 2 Units.
Orients students to medical social work in hospitals and other health
care environments. Gives attention to the ecological practice perspective,
biopsychosocial-spiritual assessment, brief interventions, and the roles
and responsibilities of membership in an interdisciplinary health-care
team, including the requirements of follow-up care and engagement in
the development of community health-care systems as an aspect of
accountable health-care environments.
SOWK653. Child Welfare Practice. 2 Units.
Connects children and families in relationship to environmental stability.
Focuses on associations among the physical and mental health
of children, families, and environmental permanency. Emphasizes
development of parental and social support capacities, and requisite
knowledge and skills to help children deal with identity issues and
concerns of joining a new family. Addresses impacts of race, ethnicity,
gender, economic deprivation, physical illness, and disability.
SOWK658. Children's Psychotherapy. 2 Units.
Considers treatment techniques appropriate for young children with
a wide range of diagnoses and behavior problems. Emphasizes the
integration of theory and practice of psychotherapy with the ecological
perspective of social work practice. Discusses diagnosis, phases of
treatment, and special communication issues. Research, ethical, and
value issues addressed.
SOWK659. Recovery in Behavioral Health. 2 Units.
Provides students with an understanding of philosophies, theories,
models, and techniques used in psychosocial rehabilitation for
individuals with severe mental illness. Emphasizes understanding the
recovery paradigm and the process of reclaiming the individual's social
interactions and life. Focuses on concepts/techniques for establishing
and maintaining therapeutic alliances with the family and strengthening
family’s coping and participation in treatment.
SOWK661. Psychodynamic Therapies. 3 Units.
Basis for understanding psychodynamic therapy (from object relations
therapy to interpersonal therapy to short-term psychodynamic therapy),
the concepts and techniques of various types of psychodynamic
interventions, and the empirical data regarding the efficacy of this
treatment orientation. Prerequisite: Qualifying Review or permission of
Academic Standards Committee.
SOWK661L. Psychodynamic Practice Lab. 1 Unit.
Supervised practice simulations observing and/or engaging in
psychodynamic therapy. Prerequisite: Qualifying Review or permission of
Academic Standards Committee.
SOWK662. Behavioral and Cognitive Therapies. 4 Units.
Provides understanding and practice of cognitive-behavioral therapies
(CBT). Reviews CBT theories and interventions, including a range of
cognitive-behavioral strategies such as systematic desensitization,
cognitive restructuring, and contingency management. Emphasizes
more progressive models, such as Dialectical Behavior Therapy (DBT).
Prerequisite: Qualifying Review or permission of the Academic Standards
Committee.
SOWK662L. Behavioral and Cognitive Therapies Practice. 1 Unit.
Supervised practice simulations observing and/or engaging in cognitive/
behavioral therapies. Prerequisite: Qualifying Review or permission of the
Academic Standards Committee.
SOWK663. Crisis and Trauma Interventions. 3 Units.
Examines the nature and characteristics of crisis and trauma along with
their long-term effects on psychosocial functioning. Presents crisis
theories and interventions for children and adults exposed to man-made
or natural traumas. Includes ethical, legal, and cultural factors of crisis
intervention. Introduces strategies for responding to community, national,
and international crises.
SOWK673. Program Planning and Implementation. 5 Units.
Orients students to the range of issues, knowledge, and skills required in
designing, planning, implementing, monitoring, and evaluating programs.
Students build on knowledge obtained in other concentration courses.
Integrates the course focus through the development of a comprehensive
program proposal for the students' practicum agency or other identified
community group. Prerequisite: Qualifying Review or permission of the
Academic Standards Committee.
SOWK675. Supervision. 3 Units.
Examines administrative, educational (clinical), and supportive
supervisory functions combined with an ethical decision-making model.
Emphasizes supervisory skills necessary for the development of staff
capable of functioning creatively and independently. Discusses principles
and techniques of staff development and explores and a variety of
approaches. Prerequisite: SOWK 757A, SOWK 757B, SOWK 757C.
SOWK678. Integrative Generalist Practice and Seminar. 2 Units.
Provides a bridge quarter to integrate the B.S.W. degree experience with
the second year of the M.S.W. degree program. Reviews generalist social
work practice and defines additional competencies required for advanced
practice. Addresses individualized needs for further development,
including application of professional ethics and judgment, use of self as a
therapeutic tool, and self-awareness.
564 Speech-Language Pathology Doctorate (SLPD)
SOWK679. Advanced Professional Projects. 2 Units.
Preparation for lifelong learning through continuing professional
development and targeted collegial networking as essential aspects of
transitioning into roles as professional social workers. Includes planning
and commitment to recognizing, assessing, and formulating intentional
plans for continuing professional knowledge and skill development,
professional networking and mentoring, and licensure and certifications.
SOWK680. Children and Families Policies and Services. 2 Units.
Provides students with an understanding of the major social-policy
issues affecting the current organization and delivery of human services
for children and families. Analyzes current debates about the tensions
between social policy and the doctrine of family privacy, with attention
to the legal basis of state interventions and judicial decisions affecting
family relationships, including parent to parent and child to parent.
SOWK681. Behavioral Health Policies and Systems. 2 Units.
Addresses federal, state, and county policies and systems that affect the
delivery of public and contracted behavioral health services. Addresses
how differences between political perspectives, treatment philosophies,
and consumer preferences can result in conflicting views that influence
service options and choices. Promotes the clinical benefits of advocating
for, developing, and delivering culturally relevant, recovery-oriented
therapeutic partnerships. Prerequisite: SOWK 757A, SOWK 757B, SOWK
757C.
SOWK684. Advanced Policy Projects. 2 Units.
Enhances understanding of the interconnections between politics, policy
making, and policy analysis through first-hand participation in a political
action campaign. Choices for projects may focus on local initiatives or
those coordinated annually through the California chapter of NASW.
SOWK695. Advanced Research. 6 Units.
Supports students in advancing their research knowledge through
examination and application of a broad spectrum of quantitative and
qualitative research methods—including rapid assessment, single-
subject design, quality assurance, and program evaluation. Didactic
and laboratory experiences draw on students' advanced practice and
develops their capacity to differentiate and apply the most appropriate
and widely used research designs and methods used in practice settings.
SOWK695A. Advanced Research Methods. 2 Units.
First in a three-course sequence addressing quantitative and qualitative
research methods used in professional practice settings. Addresses
research designs and methods of practice evaluation and renewal with
attention to federal and state requirements for assessing intervention
effectiveness. Emphasizes self-evaluation and evaluation of practice
effectiveness with individuals and families.
SOWK695B. Advanced Research Methods. 2 Units.
Second in a three-course sequence addressing quantitative and
qualitative research methods used in professional practice settings.
Addresses research designs and methods of practice evaluation and
renewal with attention to federal and state requirements for assessing
intervention effectiveness. Emphasizes practice evaluation groups as
well as design and implementation of quality assurance studies for
monitoring work with specific populations.
SOWK695C. Advanced Research Methods. 2 Units.
Third in a three-course sequence addressing quantitative and qualitative
research methods used in professional practice settings. Addresses
research designs and methods of practice evaluation and renewal with
attention to federal and state requirements for assessing intervention
effectiveness. Emphasizes evaluation at program, organizational, and
community levels.
SOWK697. Applied Research. 2 Units.
Supports students choosing to complete the thesis option. Provides
research matriculation in the collection and analysis of data for the
thesis. Students required to register for two quarters, or a total of 4 units.
Prerequisite: SOWK 548.
SOWK698. Thesis. 2 Units.
The culminating work of the student's independent research, under
the direction of the research advisor. Registration during the quarter in
which student defends research and submits the final document to the
department and School of Behavioral Health.
SOWK704. Older Adult Interventions and Services. 1 Unit.
Provides subject content in the laws related to older adult interventions
and services, as required by the state of California for licensure as a
licensed clinical social worker (LCSW). Does not count toward the M.S.W.
degree or the Case Management Program certificate.
SOWK757A. Generalist Practicum and Seminar. 3 Units.
Provides student with experiential learning opportunities in generalist
social work practice through practicums arranged by the program's
director of field education. Student completes 160 practicum hours
concurrent with 20 hours of practicum seminar for each of three
consecutive quarters. A block practicum option is available to qualified
students. Prerequisite or concurrent: SOWK 578.
SOWK757B. Generalist Practicum and Seminar. 3 Units.
Provides student with experiential learning opportunities in generalist
social work practice through practicums arranged by the program's
director of field education. Student completes 160 practicum hours
concurrent with 20 hours of practicum seminar for each of three
consecutive quarters. A block practicum option available to qualified
students. Prerequisite: SOWK 578.
SOWK757C. Generalist Practicum and Seminar. 3 Units.
Provides student with experiential learning opportunities in generalist
social work practice through practicums arranged by the program's
director of field education. Student completes 160 practicum hours
concurrent with 20 hours of practicum seminar for each of three
consecutive quarters. A block practicum option available to qualified
students. Prerequisite: SOWK 578.
SOWK787A. Advanced Clinical Case Consultation. 4 Units.
Provides student with experiential learning opportunities in clinical
social work practice through practicums arranged by the program's
director of field education. Student required to complete 200 practicum
hours concurrent with 20 hours of practicum seminar for each of three
consecutive quarters. Prerequisite or concurrent: SOWK 678, SOWK 757C.
SOWK787B. Advanced Clinical Case Consultation. 4 Units.
Provides student with experiential learning opportunities in clinical
social work practice through practicums arranged by the program's
director of field education. Student required to complete 200 practicum
hours concurrent with 20 hours of practicum seminar for each of three
consecutive quarters. Prerequisite: SOWK 678 or SOWK 757C.
SOWK787C. Advanced Clinical Case Consultation. 4 Units.
Provides student with experiential learning opportunities in clinical
social work practice through practicums arranged by the program's
director of field education. Student required to complete 200 practicum
hours concurrent with 20 hours of practicum seminar for each of three
consecutive quarters. Prerequisite: SOWK 678 or SOWK 757C.
Speech-Language Pathology
Doctorate (SLPD)
Loma Linda University 2019-2020 565
Courses
SLPD550. Advanced Seminar in Neuroanatomy and Neuroscience. 3
Units.
Provides in-depth information on the role played by the brain in speech
and language. Reviews functional neuroanatomy as an introduction
to the following topics: functional commitment, neuroplasticity, long-
term potentiation, etc. Informs clinical best practice by focusing on the
complexity of the brain with regard to cognitive and motor function, and
by providing background on functional brain imaging research.
SLPD560. Advanced Seminar in Motor, Speech, and Voice. 3 Units.
Provides an in-depth survey of the anatomy of speech and parts of the
CNS that control speech structures. Examines the anatomy of the larynx,
respiration, structures of the vocal tract, and nerve signaling pathways
that connect them to the brain. Explores the impact of disturbances to
one area on the entire system. Relates research to practice.
SLPD570. Special Topics in Speech-Language Pathology. 3 Units.
Provides an in-depth look at a variety of topics in the field. Topics
selected by faculty with input from students may include dysphagia,
autism, dysfluency, bilingualism, etc. Students critically examine current
research in the topic area in order to determine best practice. May be
repeated for additional credit.
SLPD580. Clinical Issues in Speech-Language Pathology. 3 Units.
Topics covered include clinical supervision, administration, and starting/
managing an independent clinic; as well as ethics and counseling.
Focuses on interprofessional collaboration both within the allied health
professions (e.g., occupational or physical therapy) and beyond (for either
education or medical contexts). Students comment in online discussions
on case studies.
SLPD600. Components of Clinical Inquiry. 3 Units.
Focuses on skills fundamental to critical evaluation of the strength of
scientific research. Covers elements of research design important to the
validity of a study and identification of flaws in design and conclusions.
SLPD610. Capstone IRB Proposal. 4 Units.
Provides instruction in developing an individual research proposal,
completing Institutional Review Board (IRB) training, and successfully
submitting a proposal to the IRB. Emphasizes reflective discussions of
research interests and experiences, planning, conceptual framework,
proposed methodology, and data analysis. Includes interprofessional peer
reviews throughout the course.
SLPD621. Capstone Planning. 3 Units.
Instructs students in how to design their capstone project with guidance
from the primary course instructor. Emphasizes identification of a focus
area, objectives, goals, outcomes, on-site mentor, faculty mentor, and time
frame.
SLPD622. Capstone Proposal. 2 Units.
Provides framework for developing and submitting a proposal to the
student's research advisor(s) for final approval. Prerequisite: SLPD 621.
SLPD623. Capstone II. 3 Units.
Continues the capstone project, requiring students to complete a needs
assessment and program development. Provides information in data
collection, data management techniques, and introduction to various data
analysis strategies. Prerequisite: SLPD 622.
SLPD624. Capstone III. 3 Units.
Continues with remaining data collection and beginning data analyses for
capstone project. Prerequisite: SLPD 600, 610, 621 622, and 623.
SLPD625. Capstone IV. 3 Units.
Requires final implementation of aspects of the capstone. Requires
student to prepare a manuscript and participate in online critical
discussions with classmates. Prerequisite: SLPD 623.
SLPD626. Dissemination of Research. 3 Units.
A culmination course in which students complete their manuscript
and perform an oral presentation for their completed research project.
Prerequisites: SLPD 600, 610, 621, 622, 623, 624, and 625.
Statistics (STAT)
Courses
STAT509. General Statistics. 4 Units.
Introduces statistical methods of summarizing, analyzing, presenting,
and interpreting data, with emphasis on health-related data. Includes:
normal and binomial distributions; probability; central limit theorem;
confidence intervals; and, hypothesis testing using t-tests, ANOVA,
correlation, linear regression, and chi square. Introduces multivariate
analysis. Includes extensive laboratory exercises using SPSS.
STAT514. Intermediate Statistics for Health-Science Data. 3 Units.
Selected topics in multiple regression, logistic regression, ANOVA,
ANCOVA, and nonparametric tests. Emphasizes understanding, selection,
and application of statistical procedures and interpretation of computer
output. Prerequisite: STAT 549.
STAT515. Grant- and Contract-Proposal Writing. 3 Units.
Overview of research and program-based grantsmanship. Provides
a comprehensive review of relevant core structures, stakeholders,
processes, factors, and essential skills. Demonstrates in a "real world"-
type practice environment, key steps in identification of funding
resources, proposal development, submission, and review process.
Includes: developing specific aims or objectives, determining appropriate
research or program design, evaluation, budgets, and sustainability plans.
STAT521. Biostatistics I. 4 Units.
Fundamental concepts in data analysis and statistical inference.
Descriptive statistics, probability rules, discrete/continuous probability
distributions, sampling distributions, central limit theorem, point/interval
estimation for means/proportions, hypothesis testing, one-/two-sample
tests, power analysis, ANOVA and multiple comparison procedures,
simple regression/correlation, and chi-square tests. Prerequisite or
concurrent: STAT 548 or STAT 549; or consent of instructor.
STAT522. Biostatistics II. 4 Units.
Simple and multiple regression, analysis of the residual, and model
building. Multiple and partial correlation. Analysis of variance (fixed-
effects model S) with multiple comparisons, including orthogonal
contrasts, factorial designs, and analysis of covariance. Power analysis
and sample size determination for these models. Prerequisite: STAT 521.
STAT523. Biostatistics III. 3 Units.
Acquaints public health graduate students with methods for analyzing
correlated data using a regression point of view. Includes longitudinal
data analysis and cluster/nested data. Covers the use of random effects
models and generalized estimation equations (GEE) and more. Emphasis
is on how the data should be analyzed rather than on theory. Prerequisite:
STAT 522.
STAT525. Applied Multivariate Analysis. 3 Units.
Multivariate normal distribution, discriminant analysis, principal
components analysis, factor analysis, and canonical correlation.
Emphasizes application of these analyses and interpretation of results.
Prerequisite: STAT 522.
566 Surgery (SURG)
STAT530. Special Topics in Biostatistics. 1-4 Units.
Lecture and discussion on a current topic in biostatistics. May be
repeated for a maximum of 4 units applicable to degree program.
Prerequisite or concurrent: STAT 509 or STAT 521.
STAT531. Parametric and Nonparametric Bivariate Statistics. 4 Units.
Focuses on concepts behind the appropriate use of parametric and
nonparametric statistical methods. Includes laboratory. Prerequisite:
Intermediate graduate level statistics course or consent of instructor.
STAT532. Applied Bivariate Statistical Analysis. 4 Units.
Brings together other biostatistics classes in a unified. applied,
nontheoretical approach. Focuses on using the Statistical Package for
the Social Sciences (SPSS) in the analysis of a dataset on the concepts
presented in STAT 531. Prerequisite: STAT 531; or consent of instructor.
STAT533. Applied Multivariable Statistical Analysis. 4 Units.
Explains the different methods of multivariable analyses and other
advanced statistical methods, and indicates reasons for choosing
one method over another. Final project requires student to perform an
appropriate multivariable analysis on a dataset, run appropriate literature
review for confounding variables, and present results in a 20-30 minute
timeframe using presentation software. Prerequisite: STAT 532; or
consent of instructor.
STAT535. Modern Nonparametric Statistics. 3 Units.
Application and theory of nonparametric methods. One-/two-
sample nonparametric tests, k-sample tests, tests for equality of
scale parameters, Kolmogorov-Smirnov type tests, tests for ordered
alternatives, tests for paired comparisons and block designs, rank/
concordance correlations, chi-square and measures of association,
Mantel-Haenszel & McNemar's tests, permutation and bootstrap
methods, smoothing techniques, and semiparametric regressions.
Prerequisite: STAT 509 or STAT 521.
STAT545. Survival Analysis. 3 Units.
Statistical methods for analysis of survival data. Censoring mechanisms.
Concepts of failure rates and different classes of life distributions
under parametric and nonparametric settings. Statistical properties
of competing survival functions estimators. Kaplan-Meyer estimator,
piecewise exponential estimator, and other equivalent estimators.
Cox proportional hazard model and associated statistical inferences.
Prerequisite: STAT 522.
STAT548. Analytical Applications of SAS and R. 2 Units.
Introduces learning the SAS and R statistical programming languages.
Includes basic data manipulation, graphics, and introductory statistical
analysis. Also emphasizes decision making regarding choice of
statistical procedures and interpretation of computer output. Prerequisite
or concurrent: STAT 509 or STAT 521; or passing score on the computer-
competency examination.
STAT549. Analytical Applications of SPSS. 2 Units.
Features of SPSS computer package for analysis of statistical data.
Includes decisions regarding choice of statistical procedures and
interpretation of computer output to answer specific research questions.
Prerequisite or concurrent: STAT 509 or STAT 521.
STAT557. Research Data Management. 3 Units.
Addresses basic data and file manipulation using database-management
systems for health research. Includes: importing, exporting, merging, and
linking files for a variety of applications; creating, updating, and querying
databases; and, basic programming, application development, and data
entry. Prerequisite: STAT 509 or STAT 521; STAT 548 or STAT 549.
STAT568. Data Analysis. 3 Units.
Concepts and applications of the most common data analysis methods:
correlation and regression, t-tests, analysis-of-variance, nonparametric
methods, and multivariate analyses. Student selects appropriate method
of analysis and reporting results. Emphasizes individual analysis of
real-data sets. All data analysis assignments to be completed in SPSS.
Prerequisite: STAT 514.
STAT569. Advanced Data Analysis. 3 Units.
Brings together other biostatistics courses in a unified, applied approach.
Specifically provides practical experience with real-world biostatistical
data, using a wide variety of statistical procedures—including general
linear models, generalized linear models, and nonparametric alternatives.
Includes guidelines for choosing statistical procedures, model building,
validation, and written presentation of results. Prerequisite: STAT 522.
STAT594. Statistical Consulting. 1-4 Units.
Advanced students participate in statistical consultation with senior staff
members. Statement of the problem, design of the experiment, definition
of response variables, appropriate analysis of data, statistical inferences,
and interpretation of data. Prerequisite: EPDM 509, STAT 521; or consent
of instructor.
STAT625. Special Topics in Biostatistics. 1-3 Units.
Lecture and discussion on a current topic in biostatistics. May be
repeated for a maximum of 6 units applicable to degree program.
Recommended for doctoral students. Prerequisite: STAT 521.
STAT694A. Research. 1 Unit.
Independent statistical research using epidemiologic data. Research
program arranged with faculty member(s) involved. Written report and
oral presentation required.
STAT695. Thesis. 2-8 Units.
Student prepares report of individual guided experimental research study
in biostatistics, under direct faculty supervision. Limited to graduate
students whose thesis projects have been approved by their research
committee.
Surgery (SURG)
Courses
SURG599. Surgery Directed Study. 1.5-18 Units.
SURG701. Surgery Clerkship. 1.5-15 Units.
Management of acute, subacute, and nonacute surgical pathologies
in general surgery, anesthesia, and surgical specialty services.
Distinguishes among emergent and nonemergent presentations in
the following patient categories: trauma, oncology, surgical infections,
acute presentation of abdominal pain and its differential; and, chronic
conditions commonly seen in a general surgery or surgical specialty
clinic.
SURG821. Surgery Subinternship. 1.5-6 Units.
Introduction to the surgical internship. Provides in-depth, hands-on
experience in the management of acute, subacute, and nonacute surgical
pathologies during service in the emergency department, inpatient
settings, outpatient clinics, and the operating room. Addresses emergent
and nonemergent presentations. Includes experience in acute care
surgery, surgical oncology, or general surgery.
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SURG822. Surgery Intensive Care. 1.5-6 Units.
A four-week, surgical ICU course. Focuses on care of the critically
ill patient who is under the care of the surgical intensivist. Exposes
students primarily to patients in the surgical ICU; while also providing
experience in evaluating/assessing patients on the emergency ward and
in the operating room, as well as those encountered when responding
to acute calls for intensive care on the ward (CODE BLUE and rapid
response). Involves patients from all surgical services.
SURG891. Surgery Elective. 1.5-27 Units.
May include pediatric surgery, vascular surgery, trauma surgery,
general surgery, cardiothoracic surgery, plastic surgery, neurosurgery,
otolaryngology, surgical intensive care, and urology.
Urology (UROL)
Courses
UROL891. Urology Elective. 1.5-27 Units.
Offers fourth-year medical students the opportunity to explore various
areas of urology, including research.
Faculty
Key to Codes
In the alphabetical listing below, the two- or three-letter code following
the department name indicates the school or faculty in which the faculty
member holds academic appointment. The codes are:
AH School of Allied Health Professions
BH School of Behavioral Health
SD School of Dentistry
SM School of Medicine
SN School of Nursing
SP School of Pharmacy
PH School of Public Health
SR School of Religion
FGS Faculty of Graduate Studies
The Faculty
AAEN, GREGORY S. Assistant Professor, Department of Pediatrics SM
and Department of Neurology SM
M.D. Loma Linda University SM 2003
ABBASI, CAROLIN. Assistant Professor, Department of Anesthesiology
SM
M.D. Rosalind Franklin University of Medicine and Science 2011
ABBOY, RAMADAS. Assistant Clinical Professor, Department of Medicine
SM
M.B.B.S. Stanley Medical College, India 1967
ABDALLA, MAISA I. Assistant Professor, Department of Medicine SM
M.B.B.S. University of Jordan 2006
M.P.H. University of Illinois at Chicago 2014
ABD-ALLAH, SHAMEL A. Professor, Department of Pediatrics SM and
Department of Emergency Medicine SM
M.D. Loyola Stritch Medical School, Chicago, Illinois 1989
ABDELHALIM, FOUAD M. Adjunct Assistant Professor, Department of
Pathology and Human Anatomy SM
M.D. Ain Shams University, Egypt 1980
ABDELSAMIE, NISRIN. Instructor, Department of Neurosurgery SM
M.S.N. University of Phoenix 2016
ABDEL-SAYED, SHELLEY F. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 2004
ABDIPOUR, AMIR. Assistant Professor, Department of Medicine SM
M.D. Shahid Beheshti University of Medical Science, Tehran, Iran 1996
ABDRABOU, RASHA. Assistant Professor, Department of Physician
Assistant Sciences AH
Dr.P.H. Loma Linda University PH 2009
ABONGWA, CHENUE. Assistant Professor, Department of Pediatrics SM
M.D. Université de Yaoundé, Cameroon 2001
M.S. University of Iowa 2014
ABOURBIH, SAMUEL R. Assistant Professor, Department of Urology SM
M.D.C.M. McGill University, Canada 2010
ABOU-ZAMZAM, AHMED MOHAMMED, JR. Professor, Department of
Surgery SM
M.D. Yale University School of Medicine 1992
ABROMOV, DMITRY. Assistant Professor, Department of Medicine SM
M.D. Albany Medical College, New York 2007
ABRAMOVITCH, KENNETH. Professor, Department of Radiology and
Imaging Sciences SD and Department of Radiology SM; and Member FGS
D.D.S. McGill University, Canada 1980
M.S. University of Texas Health Sciences Center, San Antonio 1986
ABRAMS, KRISTEN K. Instructor, Department of Psychiatry SM
M.D. Loma Linda University 2004
ABREW-QUIMBAYA, CAROLINA. Assistant Professor, Department of
Family Medicine and Department of Preventive Medicine SM
M.D. University Libre de Colombia, Bogata, Colombia 2008
ABROLAT, MARIA. Assistant Clinical Professor, Department of Pediatrics
SM
M.D. University of California, Los Angeles 1996
ABUDAYYEH, ISLAM. Associate Professor, Department of Medicine SM
M.D. Medical College of Wisconsin 2000
M.P.H. Loma Linda University PH 2000
ACHARYA, PATRICIA T. Assistant Professor, Department of Radiology SM
M.D. Rosalind Franklin University of Medicine and Science 2008
ACHILEFU, SAMUEL. Adjunct Professor, Department of Radiology SM and
Department of Pharmaceutical and Administrative Sciences SP
Ph.D. University of Nancy, France 1991
ACHIRILOAIE, ADINA F. Assistant Professor, Department of Radiology SM
M.D. Loma Linda University SM 2005
ACOSTA, OSCAR. Assistant Professor, Department of Dental Education
Services SD
D.D.S. University DeLaSalle, Bajio, Mexico 2010
ADEOYE, OLAYEMI O. Assistant Professor, Department of Pharmaceutical
and Administrative Sciences SP and Department of Basic Sciences SM
M.B.B.S. University of Lagos, Nigeria 2004
568 Faculty
M.P.H. Loma Linda University PH 2008
Ph.D. Loma Linda University, SM 2013
ADEOYE, OLUKEMI GRACE. Instructor, School of Public Health PH
M.P.H. Loma Linda University PH 2009
ADEY, RONDA R. Instructor, Department of Radiation Technology AH
B.S. Loma Linda University AH 2000
AFFELDT, JOHN C. Associate Professor, Department of Ophthalmology
SM
M.D. University of Southern California 1977
AFIFI, GHADA YOUSSEF. Assistant Clinical Professor, Department of
Plastic and Reconstructive Surgery SM
M.D. Albany Medical College, New York 1990
AFKAMI, KAIVAN K. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Baylor University 2001
AGAPIAN, JOHN V. Assistant Professor, Department of Surgery SM
M.D. The Chicago Medical School 2000
AGHAKHANI, ARASH. Assistant Professor, Department of Dental
Anesthesiology SD
D.D.S. University of the Pacific 1994
M.S. University of Maryland 1996
AGOSTON, ENDRE. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2014
AHAMBRA, DAVID C. Assistant Professor, Department of Family Medicine
SM
M.B.B.S. Abia State University, Nigeria 2006
M.P.H. University of North Texas 2012
AHMAD, BORHAAN S. Assistant Professor, Department of Pediatrics SM
M.D. Kabul University, Afghanistan 1981
AHMED, ZULFIQAR. Assistant Professor, Department of Anesthesiology
SM
M.B.B.S. King Edward Medical University, Pakistan 1988
AIYAR, SHOBHA S. Assistant Professor, Department of Medicine SM
M.B.B.S. Mahatma Gandhi Memorial Medical College, India 1989
AJA, GODWIN N. Assistant Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2008
AKA, PAUL KOJI. Assistant Clinical Professor, Department of
Cardiothoracic Surgery SM
M.D. Loma Linda University SM 1986
AKAMINE-DAVIDSON, SANDRA M. Assistant Clinical Professor,
Department of Ophthalmology SM
O.D. Southern California College of Optometry 1989
AKELE, ZEBAYEL. Assistant Professor, Department of Medicine SM
M.D. Jimma University, Ethiopia 1991
AL FAGIH, MOHAMMED RASHID. Professor, Department of
Cardiopulmonary Sciences AH
M.B.Ch.B. Baghdad Medical College, Iraq 1971
AL-ARDAH, ALADDIN JAMAL. Associate Professor, Department of
Restorative Dentistry SD
B.D.S. Jordan University of Science and Technology, Jordan 1999
AL-BADER, BADER. Assistant Professor, Division of General Dentistry SD
B.D.S. King Faisal University, Saudi Arabia 2008
ALBERT, JULIE C. Associate Professor, Department of Psychiatry SM
D.S.W. University of Southern California 1978
ALBRECHT, EDWARD G. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1980
ALEMI, QAIS. Associate Professor, Department of Social Work and Social
Ecology BH; and Member FGS
M. P. H., M.B.A. Loma Linda University PH 2013
AL HELAL, ABDULAZIZ A. Adjunct Assistant Professor, Department of
Restorative Dentistry SD; and Member FGS
B.D.S. King Saud University, Saudi Arabia 2010
M.S. Loma Linda University SD 2016
ALIPOON, ALAN. Instructor, Department of Cardiopulmonary Sciences AH
B.S. California State University, San Bernardino 2000
ALIPOON, LAURA LYNN. Professor, Department of Radiation Technology
AH
Ed.D. La Sierra University 2001
ALISMAIL, ABDULLAH K. Assistant Professor, Department of
Cardiopulmonary Sciences AH; and Member FGS
M.S. Loma Linda University AH 2012
ALLARD, MARTIN W. Emeritus Professor, Department of Anesthesiology
SM
M.B.Ch.B. University of Capetown, South Africa 1971
ALLEN, JONATHAN. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 2007
ALQADOUMI, THAER. Assistant Professor, School of Dentistry SD
D.D.S. Loma Linda University SD 2016
ALVAREZ, LOUIS R. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Autonomous University of Guadalajara, Mexico 1986
AMAAR, YOUSEF G. Associate Research Professor, Department of
Surgery SM
Ph.D. Simon Fraser University, British Columbia, Canada 1997
AMIN, NIRAV. Associate Professor, Department of Orthopedic Surgery SM
M.D. Drexel University 2008
AMINI, FARHAD. Assistant Professor, Department of Periodontics SD
D.D.S. University of Detroit Mercy 2011
AMINI, M. REZA. Assistant Professor, Department Medicine SM
M.D. Tehran University, Iran 1999
AMINI, SANAZ. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Tehran University of Medical Science, Iran 2002
AMINIKHARRAZI, TAHER. Assistant Clinical Professor, Department of
Restorative Dentistry SD
Loma Linda University 2019-2020 569
D.M.D. Boston University 2001
AMR, MAHA M. Assistant Professor, Department of Pediatrics SM
M.B.Ch.B. Cairo University, Egypt 1983
AN, JASON K. Assistant Professor, Department of Emergency Medicine
SM
M.D. Indiana University 2009
ANDERSEN, SHARILYN M. Assistant Professor, School of Public Health
PH
M.P.H. Loma Linda University PH 2008
ANDERSON, DENNIS K. Assistant Clinical Professor, Department of
Plastic and Reconstructive Surgery SM
M.D. Loma Linda University SM 1966
ANDERSON, DONALD LEE. Adjunct Associate Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 1971
ANDERSON, DONALD LYNN. Associate Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1973
ANDERSON, DUANE R. Assistant Professor, Department of Orthopedic
Surgery SM
M.D. University of Minnesota 1979
ANDERSON, MARQUELLE. Associate Professor, Department of Pediatrics
SM
M.D. Loma Linda University SM 1977
ANDERSON, NANCY J. Professor, Department of Dermatology SM and
Department of Basic Sciences SM
M.D. Loma Linda University SM 1976
ANDERSON, SHAWN R. Assistant Clinical Professor, Department of
Endodontics SD
D.D.S. Loma Linda University SD 2005
M.S.D. Loma Linda University SD 2009
ANDREASEN, TROY J. Assistant Clinical Professor, Department of Plastic
and Reconstructive Surgery SM
M.D. University of Utah Medical School 1995
ANEY, JORDAN. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2014
ANG, YEN. Assistant Clinical Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2009
ANGELES, DANILYN MAG-AKAT. Professor, Department of Basic Sciences
SM, Department of Pediatrics SM, School of Nursing SN; and Member
FGS
Ph.D. Loma Linda University GS 2000
ANGHESOM-NEGUSSE, DEBORAH. Assistant Professor, Department of
Medicine SM
M.D. University of Southern California 2004
M.P.H. Harvard University 2003
ANHOLM, JAMES D. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1976
ANSPIKIAN, ARA M. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 2005
ANUGERAH, BUKARIS. Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1990
APPEL, JAMES ERIC. Assistant Professor, Department of Family Medicine
SM
M.D. Loma Linda University SM 2000
APPLEGATE, PATRICIA JEAN. Associate Professor, Department of
Medicine SM
M.D. University of Southern California 1980
APPLETON, CAROL J. MUTH. Assistant Professor, Department of
Physical Therapy AH
M.P.H. Loma Linda University PH 1974
APPLING, HEATHER N. Assistant Professor, Department of Orthotics and
Prosthetics AH
M.S. Loma Linda University 2010
ARA, SHETA. Assistant Clinical Professor, Department of Experiential and
Continuing Education SP
Pharm.D. University of Southern California 2001
ARAKAWA, TIMOTHY. Assistant Professor, Department of Medicine SM
Ph.D., M.D. Loma Linda University SM 2008, 2009
ARBABI, ZARSHID. Assistant Professor, Department of Medicine SM
M.D. Iran University 1990
ARCERITO, KIM N. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of California, San Francisco 1993
ARCILLA, JOHN-VINCENT L. Assistant Professor, Department of Medicine
SM
M.D. Saint Louis University, Missouri 2015
ARDESHIRPOUR, FARHAD. Assistant Professor, Department of
Otolaryngology and Head and Neck Surgery SM and Department of
Dermatology SM
M.D. University of North Carolina, Chapel Hill 2008
ARDILES, YONA R. Assistant Professor, Department of Medicine
D.O. Lake Erie College of Osteopathic Medicine 2010
ARECHIGA, ADAM L. Associate Professor, Department of Psychology BH
and School of Public Health PH
Psy.D., Dr.P.H. Loma Linda University ST, PH 2006
ARENE, TAGBO E. Assistant Clinical Professor, Department of Psychiatry
SM
M.B.B.S. University of Port Harcourt, Nigeria 2003
M.P.H. California State University, Northridge 2009
ARIUE, BARBARA K. Assistant Professor, Department of Pediatrics SM
M.D. University of Vermont 1993
ARMIJO, JAVIER ALONSO. Assistant Clinical Professor, Department of
Family Medicine SM
M.D. University of California, Irvine 1991
ARMSTRONG, DANIEL REID. Assistant Professor, Division of General
Dentistry SD
570 Faculty
D.D.S. Loma Linda University SD 1972
ARMSTRONG, DARLENE A. Associate Professor, Department of Dental
Hygiene SD
M.A. Azusa Pacific University 2005
ARNETT, G. WILLIAM. Adjunct Assistant Professor, Department of
Orthodontics SD
D.D.S. University of Southern California 1972
ARNETT, R. LESLIE, JR. Emeritus Professor, Department of Periodontics
SD
D.D.S. University of Southern California 1959
M.S. Loma Linda University SD 1968
ARTEAGA-HERNANDEZ, EDNA S. Assistant Clinical Professor,
Department of Family Medicine SM
M.D. University of Montemorelos, Mexico 1984
ASAVASOPON, SKULPAN. Associate Professor, Department of Physical
Therapy AH; and Member FGS
Ph.D. Loma Linda University AH 2014
ASHBURN, ANGELIKA. Instructor, School of Nursing SN
B.S. Loma Linda University SN 2002
ASHWAL, STEPHEN. Distinguished Professor, Department of Pediatrics
SM and Department of Neurology SM
M.D. New York University 1970
ASI, ADLEIT F. Clinical Instructor, Department of Nutrition and Dietetics
AH
M.B.A. University of Phoenix 2008
ASK, MIHRAN N. Assistant Professor, Department of Medicine SM,
Department of Preventive Medicine SM, and School of Public Health PH
M.D. Loma Linda University SM 1979
ASSADI AZARBAIJANI, RAMIN. Assistant Clinical Professor, Department
of Medicine SM
M.D. Tehran University of Medical Sciences 2000
ASSAI, MARIAN. Assistant Clinical Professor, Department of Medicine SM
M.B.Ch.B. University of Alexandria, Egypt 2005
ATHAR, SYED. Assistant Professor, Department of Medicine SM
M.D. Indiana University 2005
ATIGA, ROLANDO A., JR. Assistant Clinical Professor, Department of
Physician Assistant Sciences AH
M.D. Ross University, Dominica, West Indies 1999
AU, HUY D. Assistant Professor, Department of Pediatrics SM
M.D. Finch University of Medical Sciences/The Chicago Medical School
2005
AUNE-NELSON, BETH. Clinical Instructor, Department of Occupational
Therapy AH
B.S. Loma Linda University AH 1998
AUNG, GREGORY L. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of the Pacific 2010
AUSTIN, CRAIG EUGENE. Instructor, Department of Clinical Laboratory
Science AH
M.S.P. The University of Florida 2017
AVANTS, TERESA PFIEFLE. Assistant Clinical Professor, Department of
Gynecology and Obstetrics SM
M.D. Loma Linda University SM 1984
AVELING, D. LEIGH. Associate Professor, School of Religion SR
D.Min. Claremont School of Theology 1996
AWRAMIK, STANLEY M. Adjunct Professor, Department of Earth and
Biological Sciences SM
Ph.D. Harvard University 1973
AYE, LYDIA L. Assistant Professor, Department of Medicine
D.O. Western University of Health Science 2006
AZAB, AMANY S. Assistant Professor, Department of Medicine SM
M.D. Ain Shams University, Egypt 1976
AZER, SHERIF A. Associate Professor, Department of Anesthesiology SM
M.D. Assiut University Faculty of Medicine, Egypt 1972
AZIM, MANSOOR. Assistant Professor, Department of Medicine SM
M.D. University of California, Los Angeles 2012
BABA, NADIM. Professor, Department of Restorative Dentistry SD and
member FGS
D.M.D. University of Montreal, Quebec, Canada 1996
M.S. Boston University 1999
BABA DJARA, MONITA. Assistant Professor, School of Public Health PH
Dr.P.H. Boston University 2014
BABCOCK, JESSICA M. Instructor, Department of Surgery SM
M.D. Louisiana State University, Shreveport 2010
BACHELLER, CATHERINE A. Assistant Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1979
BACKSTROM-GONZALES, MELISSA K. Instructor, Department of
Communication Sciences and Disorders AH
M.S. University of Redlands, Californa 1987
BADALAMENTI, CONO P. Assistantn Clinical Professor, Department of
Preventive Medicine SM
M.D. University of Massachusetts Medical School, Worchester 2010
BADAR, RIZWAN. Assistant Clinical Professor, Department of Medicine
SM
M.B.B.S. Baqai Medical University, Pakistan 2004
BADAUT, JEROME. Adjunct Assistant Professor, Department of Basic
Sciences SM
Ph.D. Universite Pierre et Marie Curie, France 1999
BADHWAR, PRADEEP. Assistant Professor, Department of Radiology SM
M.B.B.S. Universityof Delhi, India 1973
BADIANAT, SAM. Assistant Clinical Professor, Department of Experiential
and Continuing Education SP
Pharm.D. Western University of Health Sciences, California 2003
BAE, WON-CHUL. Assistant Professor, Department of Radiology SM
M.D. Medical College, Busan National University, Republic of Korea 1963
BAEK, CAROLINE. Assistant Professor, School of Nursing SN
Loma Linda University 2019-2020 571
M.S.N. University of California, Los Angeles 2011
BAEK, HESUK H. Assistant Professor, Department of Medicine SM
M.D. Medical College of Georgia 2000
BAEK, KELLY E. Assistant Professor, Department of Social Work and
Social Ecology BH
Ph.D. Loma Linda University BH 2018
BAERG, JOANNE E. Associate Professor, Department of Surgery SM and
Department of Pediatrics SM
M.D. University of British Columbia, Canada 1990
BAEZ, LAMITRA M. Assistant Professor, Department of Communication
Sciences and Disorders AH
M.S. San Francisco State University 2003
BAHJRI, KHALED A. Associate Professor, Department of Pharmaceutical
and Administrative Sciences SP; Assistant Clinical Professor, School of
Public Health PH
M.D. Fatima College of Medicine, Manila, Philippines 1999
Dr.P.H. Loma Linda University PH 2014
BAHK, THOMAS. Assistant Professor, Department of Pediatrics SM
M.D. University of California, Los Angeles 1997
BAINS, GURINDER. Associate Professor, Department of Allied Health
Studies AH: and Member FGS
Ph.D. Loma Linda University AH 2014
BAINS, PALLAVI. Assistant Professor, Department of Family Medicine SM
D.O. Western University of Health Sciences 2013
BAKER, GRACE T. Instructor, Department of Clinical Laboratory Science
AH
B.S. University of California, Riverside 1991
BAKER, RYAN B. Assistant Professor, Department of Pediatric Dentistry
SD
D.M.D., M.P.H. A.T. Still University of Health Sciences 2014
M.S. Loma Linda University SD 2016
BAKLAND, LEIF KRISTIAN. Emeritus Professor, Department of
Endodontics SD
D.D.S. Loma Linda University SD 1963
BAKLAND, THOR. Emeritus Professor, Department of Restorative
Dentistry SD
D.D.S. Loma Linda University SD 1962
BALAGOPALAN, MOHAN. Clinical Instructor, School of Public Health PH
M.B.A. Azusa Pacific University 1984
BALAN, GABRIELLE. Assistant Professor, Department of Pediatrics SM
D.O. Touro University Nevada 2014
BALAREZO, CARLOS A. Associate Clinical Professor of Surgery SM
M.D. Universidad Nacional de Tucumán 1964
BALDWIN, DALTON D. Professor, Department of Urology SM
M.D. Loma Linda University SM 1991
BALDWIN, STANLEY M. Adjunct Assistant Professor, Department of
Cardiopulmonary Sciences AH
M.B.A. Pepperdine University 1985
BALL, LAUREN R. Assistant Clinical Professor, Department of Social Work
and Social Ecology BH
M.S.W. Loma Linda University ST 1995
BALLI, KEVIN C. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1998
BALLI, MEAGHAN A. Assistant Professor, Department of Ophthalmology
SM
M.D. Loma Linda University SM 1998
BALLINGER, REBECCA E. Assistant Clinical Professor, Department of
Psychology BH
Psy.D. Loma Linda University BH 2013
BALLOU, MICHELLE M. Assistant Professor, School of Nursing SN
M.S. Loma Linda University SN 1992
BANDY, ALEXANDRA J. Instructor, Department of Anesthesiology SM
M.S.N. University of Virginia 2014
BANDY, KRISTEN R. Assistant Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 2005
BANE, MARGUERITE. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
B.S. Midwestern University, 1995
BANERJEE, SANJOY. Assistant Clinical Professor, Department of
Medicine SM
M.B.B.S. Imperial College London 1999
BANERJI, ANAMIKA. Assistant Professor, Department of Pediatrics SM
M.D. Vanderbilt University 2008
BANKS, AIESHEA L. Assistant Professor, Department of Communication
Sciences and Disorders AH
M.A. California State University, Fullerton 2003
BANKS, JOHN C., JR. Associate Professor, Department of Pathology and
Human Anatomy SM
Ph.D. Loma Linda University GS 1984
BANNOUT, FIRAS. Assistant Professor, Department of Neurology SM
M.D. University of Damascus 2001
BANSAL, DALJEET BHATA. Assistant Professor, Department of Medicine
SM
M.D. Delhi University, India 1968
BANSAL, RAMESH C. Professor, Department of Medicine SM
M.B.B.S. All India Institute of Medical Sciences, India 1972
BANTA, JIMMIE E., JR. Associate Professor, School of Public Health PH
and member FGS
Ph.D. University of California, Los Angeles 2004
BARCEGA, BESH R. Assistant Professor, Department of Emergency
Medicine SM, Department of Pediatrics SM, and Department of Basic
Sciences SM
M.D. Loma Linda University SM 1990
BARCLAY, JAMES C. Assistant Clinical Professor, Department of
Psychiatry SM
572 Faculty
M.D. Wright State University 1997
BARDEN, MATTHIAS. Assistant Professor. Department of Emergency
Medicine SM
M.D. University of Kansas 2015
BARDIN, RICHARD L. Associate Professor, Department of Medicine SM
M.D. Texas Tech University 1980
BAREH, GIHAN M. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.B.B.S., Ph.D. Suez Canal University, Egypt 1999, 2011
BARILLA, DORA J. Assistant Clinical Professor, School of Public Health
PH
Dr.P.H. Loma Linda University PH 2008
BARKER, BRENT J. Assistant Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 2010
BARKER, GARY R. Assistant Professor, Department of Urology SM
M.D. Loma Linda University SM 1980
BARKER, SHANNON E. Instructor, Department of Pediatrics SM
D.O. Western University of Health Sciences, California 2014
BARNES, DONALD T. Assistant Professor, Department of Radiology SM
M.D. Howard University, Washington D.C. 1971
BARNES, SAMUEL R. Assistant Professor, Department of Radiology SM
Ph.D. Wayne State University, Michigan 2010
BARON, PEDRO W. Professor, Department of Surgery SM
M.D. University of Antioquia, Columbia 1977
BARR, STEVEN J. Assistant Clinical Professor, Department of
Anesthesiology SM
M.D. Creighton University, Nebraska 2007
BARRERA, ADOLFO J. Assistant Professor, Department of Pediatric
Dentistry SD
D.D.S. Universidad Cayetano Heredia, Peru 1984
M.S. Loma Linda University 1996
BARRERA, KYRSTLE D. Assistant Professor, Department of Physical
Medicine and Rehabilitation SM
Ph.D. Loma Linda University SM 2013
BARRETT, DWIGHT. Assistant Professor, School of Public Health PH
Ed.D. La Sierra University 2010
BARRETT, EMILY C. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Illinois at Chicago 2014
BARRIO, JUAN. Assistant Professor, Department of Medicine SM
M.D. University of California, San Diego 1997
BARTH, LAUREN E. Instructor, Department of Pediatrics SM
M.D. University at Buffalo, State University of New York 2014
BARTLETT, CHELSEA K. Assistant Professor, School of Nursing SN
B.S. Loma Linda University 2013
B.A. Pacific Union College 2010
BARTLEY, JAMES A. Associate Professor, Department of Pediatrics SM
Ph.D. University of Iowa 1972
M.D. University of Kansas 1974
BARTLEY, YESSENIA T. Adjunct Assistant Professor, School of Public
Health PH
M.D. Major National University of San Marcos School of Medicine 2003
Dr.P.H. Loma Linda University PH 2010
BARTNIK-OLSON, BRENDA L. Associate Professor, Department of
Radiology SM; Assistant Professor, Department of Basic Sciences SM
Ph.D. University of Saskatchewan, Canada 2002
BARTON, LORAYNE. Adjunct Associate Professor, School of Public Health
PH
M.D. University of California, Irvine 1966
M.P.H. Loma Linda University PH 2000
BARTOS SPECHT, REBEKAH. Assistant Professor, Department of Medical
Education SM and Department of Medicine SM
M.S.N. Azusa Pacific University 2001
BASHKIROV, VLADIMIR. Associate Research Professor, Department of
Basic Sciences SM
Ph.D. Moscow Institute of Physics and Technology, Russia 1997
BASICAL, SOFRONIO A. Assistant Clinical Professor, Department of
Pediatrics SM
M.D. Loma Linda University SM 1992
BASICAL-OLIVER, NOVE A. Instructor, Department of Clinical Laboratory
Science AH
B.S. Loma Linda University AH 1986
BASRAI, IMTIAZ. Assistant Clinical Professor, Department of Psychiatry
SM
M.D. University of Bombay 1975
BASSLER, ROBERT. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 1999
BASTA, SAEDA H. Assistant Professor, Division of General Dentistry SD
D.D.S. Damascus University Dental School, Syria 1994
M.S. Loma Linda University SD 2008
BATES, BRIAN E. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 1986
BATES, NERIDA T. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1997
BATESOLE, MARK KENNETH. Assistant Professor, Department of
Orthodontics SD
D.D.S. University of Southern California 1998
M.S. Loma Linda University GS 2000
BATIN, FRANCES P. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1988
BATT, JOSHUA. Clinical Instructor, Department of Emergency Medicine
SM
D.O. Touro University Nevada 2012
BAUGH, WILSON B., JR. Assistant Clinical Professor, Department of Oral
and Maxillofacial Surgery SD
Loma Linda University 2019-2020 573
D.D.S. University of Southern California 1981
BAUM, MARTI F. Assistant Professor, Department of Pediatrics SM and
School of Public Health PH
M.D. Loma Linda University SM 1979
BAYDALA, LARYSA O. Assistant Professor, Department of Dental Hygiene
SD
B.S. Loma Linda University SD 2007
BAYLINK, DAVID J. Distinguished Professor, Department of Medicine
SM, Department of Basic Sciences SM; and Professor Dental Education
Services SD
M.D. Loma Linda University SM 1957
BAZ, SAMUEL. Assistant Professor, Department of Medicine SM
M.D. University of Southern California School of Medicine 1997
BEARDSLEY-HARDY, LISA M. Adjunct Professor, School of Public Health
PH; Adjunct Assistant Professor, School of Religion SR
Ph.D. University of Hawaii, Manoa 1989
BECERRA, BENJAMIN J. Assistant Professor, Department of Allied Health
Studies AH; and Member FGS
Dr.P.H. Loma Linda University PH 2015
BECKER, DONNA J. Assistant Professor, School of Nursing SN
M.S. Loma Linda University SN 2016
BECKER, RYAN J. Assistant Professor, Division of General Dentistry SD;
Assistant Professor, Department of Dental Education Services SD
D.D.S. Loma Linda University SD 2015
BECKWITH, J. BRUCE. Emeritus Professor, Department of Pathology and
Human Anatomy SM
M.D. University of Washington School of Medicine 1958
BEDDOE, RANDY A. Adjunct Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 1984
BEDFORD, ANNETTE. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of Southern California 1990
BEELER, LAUREN M. Clinical Instructor, Department of Physical Therapy
AH
B.S. Indiana University 1979
BEEM, ASHLEY B. Instructor, Department of Gynecology and Obstetrics
SM
M.D. Loma Linda University SM 2014
BEESON, W. LAWRENCE. Clinical Professor, School of Public Health
Dr.P.H. Loma Linda University PH 2002
BEHRENS, B. LYN. Emerita Professor, Department of Pediatrics SM
M.B.B.S. Sydney University, Australia 1963
BEHRINGER, ERIK J. Assistant Professor, Department of Basic Sciences
SM
Ph.D. Loma Linda University SM 2009
BEKENDAM, PAMELA Y. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1994
BEKENDAM, PETER D. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 2004
BELIN, LYNNA SUE. Adjunct Assistant Professor, School of Public Health
PH
Ph.D. Claremont Graduate School 1994
BELL, ALISON. Assistant Professor, School of Nursing SN
D.N.P. Duke University 2014
BELLIARD, JUAN C. Professor, School of Public Health PH
Ph.D. Claremont Graduate University 2002
BELLINGER, DENISE L. Associate Research Professor, Department of
Pathology and Human Anatomy SM
Ph.D. Indiana State University 1985
BENCITO ACAAC, NORIE. Assistant Professor, School of Nursing SN
M.S.N., M.B.A. University of Phoenix 2208, 2009
BENGGON, MICHAEL A. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 2009
BENGIAMIN, DEENA I. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of California, Irvine 2010
BENGIAMIN, RIMON N. Associate Professor, Department of Emergency
Medicine SM
University of North Dakota, Grand Forks 2004
BENITEZ, ABIGAIL. Assistant Research Professor, Department of Surgery
SM and Department of Medicine SM, and Department of Basic Sciences
SM
Ph.D. Loma Linda University SM 2014
BENNER, JANINE G. Assistant Professor, Department of Communication
Sciences and Disorders AH
M.A. California State University, Long Beach 1991
BENNETT, DELLA C. Assistant Clinical Professor, Department of Plastic
and Reconstructive Surgery SM
M.D. Pennsylvania State College of Medicine 2000
BERGER, CHRISTOPHER E. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 2008
BERK, LEE S. Professor, Department of Allied Health Studies AH;
Associate Professor, Department of Physical Therapy AH; Associate
Research Professor, Department of Pathology and Human Anatomy SM;
and Member FGS
Dr.P.H. Loma Linda University PH 1981
BERNAL, D. GUILLERMO. Adjunct Professor, Division of General Dentistry
SD
D.D.S. Colegio Odontológico Colombiano 1986
M.S.D. Indiana University 1991
BERNSTEIN, BASIL G. Clinical Professor, Department of Psychiatry SM
M.D. New York Medical College 1967
BERRIMAN, DIANE J. Assistant Professor, Department of Medicine SM
574 Faculty
M.D. Oral Roberts University School of Medicine, Oklahoma 1988
BERRY, FREDERICK A. Professor, Division of General Dentistry SD
D.D.S. University of Pennsylvania 1962
BETANCOURT, HECTOR M. Professor, Department of Psychology BH; and
Member FGS
Ph.D. University of California, Los Angeles 1983
BEVERLY, DAVID T. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Uniformed Services, University of Health Sciences, Bethesda,
Maryland 1998
BHARADWAJ, ADITYA. Assistant Professor, Department of Medicine SM
M.B.B.S. Rajiv Gandhi University of Health Sciences 2007
BHARDWAJ, RAHUL. Assistant Professor, Department of Medicine SM
M.D. University of California, Los Angeles 2008
BHAT, PRASHANTH. Assistant Professor, Department of Family Medicine
SM
M.B.B.S. Manipal University 2000
M.P.H. University of North Texas Health Science Center 2006
BHAT, VENKATESH G. Associate Professor, Department of Psychiatry SM
M.B.B.S. University of Mysore, India 1979
BHOJRAJ, SANJAY D. Assistant Clinical Professor, Department of
Medicine SM
M.D. Indiana University School of Medicine 2002
BIAGGI, ROBERTO E. Adjunct Associate Professor, Department of Earth
and Biological Sciences SM
Ph.D. Loma Linda University FGS 2002
BIANCHI, CHRISTIAN. Associate Professor, Department of Surgery SM
M.D. University of Buenos Aires School of Medicine, Argentina 1993
BIGELOW-PRICE, SHAYNE MICHELINE. Assistant Professor, School of
Nursing SN
M.S.N. University of Phoenix 1998
BILLE, JOSEF. Adjunct Professor, Department of Ophthalmology SM
Ph.D. Universität Fredericiana Karlsruhe, Germany 1970
BILLIMORIA, PHIROZE E. Emeritus Professor, Department of Radiology
SM
M.B.B.S. Grant Medical College, Bombay University, India 1951
BILLETT, JEFFREY N. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. University of California, Davis 1988
BINUS, DANIEL L. Adjunct Assistant Professor, Department of Psychiatry
SM
M.D. Loma Linda University SM 2006
BISHOP, FRANK M. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Uniformed Services of the Health Sciences, Maryland 1995
BITOK, EDWARD K. Assistant Professor, Department of Nutrition and
Dietetics AH
Dr.P.H. Loma Linda University PH 20016
BLACKBURN, ALLIE K. Assistant Professor, Department of Radiology and
Department of Orthopedic Surgery SM
M.D. University of Chicago, Pritzker 2001
BLAINE, ANDREW C. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. New York University School of Medicine 1989
BLAKELY, ELEANOR A. Adjunct Research Professor, Department of
Radiation Medicine SM
Ph.D. University of Illinois, Urbana-Champaign 1975
BLANCHETTE, LANCE. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
B.S. University of Wisconsin, Madison 1980
BLANCO TOPPING, RICHARD. Adjunct Instructor, School of Public Health
PH
M.B.A. University of Montemorelos, Mexico 2004
BLAND, DAVID. Emeritus Associate Professor, Department of Medicine
SM
M.B.B.S. University of New South Wales, Australia 1976
BLAZEN, IVAN T. Emeritus Professor, School of Religion SR
Ph.D. Princeton Theological Seminary 1979
BLETHEN, ELISA J. Adjunct Assistant Professor, School of Public Health
PH
M.B.A. University of Central Florida 2006
D.I.S. Fuller Theological Seminary 2018
BLEWS, EDWARD O III. Assistant Clinical Professor, Department of
Medicine SM
M.D. Loma Linda University SM 2007
BLOCK, BARRY S. Associate Professor, Department of Gynecology and
Obstetrics SM
M.D. Temple University, Philadelphia, Pennsylvania 1975
BLOCK, DAVID R. Assistant Clinical Professor, Department of Psychiatry
SM
M.D. University at Buffalo, State University of New York 2004
M.M.M. University of Southern California 2016
BLOMQUIST, INGRID K. Associate Professor, Department of Medicine SM
and Department of Experiential and Continuing Education SP
M.D. Loma Linda University SM 1981
BLOOD, ARLIN B. Associate Professor, Department of Pediatrics SM,
Department of Gynecology and Obstetrics SM, and Department of Basic
Sciences SM; and Member FGS
Ph.D. Loma Linda University GS 2003
BOBKO, JOSHUA. Adjunct Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Miami School of Medicine 2006
BOCK, MATTHEW J. Assistant Professor, Department of Pediatrics SM
M.D. Drexel University 2008
BOCTOR, BAHER N. Assistant Professor, Department of Anesthesiology
SM
M.D. University of California, San Diego 2008
BOGGS, SHARON A. Instructor, Department of Dental Hygiene SD
Loma Linda University 2019-2020 575
B.S. Loma Linda University SD 1993
BOHR, THOMAS W. Associate Professor, Department of Neurology SM
M.D. University of California, San Francisco 1984
BOLDA, LAUREN M. Instructor, Department of Physician Assistant
Sciences AH
M.P.A. Loma Linda University AH 2017
BOLING, WARREN. Professor, Department of Neurosurgery SM and
Department of Physician Assistant Sciences AH
M.D. Texas Tech University Health Science Center 1991
BOLTON, STEPHANIE L. Assistant Professor, Department of Psychiatry
SM
M.D. Loma Linda University SM 2003
BONDON, EDWINA F. Assistant Clinical Professor, Department of Social
Work and Social Ecology BH
M.S.W. University of Michigan, Ann Arbor 1997
BONG, PAUL. Clinical Instructor, Department of Psychiatry SM
M.D. University of California, Irvine 1993
BONNET, REINER B. Adjunct Professor, Department of Medicine SM
M.D. Loma Linda University SM 1981
BONYANPOOR, SHAHNAZ. Assistant Professor, Department of Pediatric
Dentistry SD
D.M.D. Shiraz University 1977
BOPPANA, SWAPNA. Assistant Professor, Department of Medicine SM
M.B.B.S. Manipal University 2002
BORK, JANE N. Associate Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1979
BORUT, DANIELLE L. Assistant Clinical Professor, Department of
Pediatrics SM
M.D. University of Southern California 1969
BOSKOVIC, DANILO. Assistant Professor, Department of Basic Sciences
SM; Department of Earth and Biological Sciences SM; and Member FGS
Ph.D. Queen's University at Canada, Ontario, Canada 1997
BOSSERT, ELIZABETH ANNE. Professor, School of Nursing SN
Ph.D. University of California, San Francisco 1990
BOUNDS, JEFFREY ALLEN. Associate Professor, Department of
Neurology SM
M.D. Loma Linda University SM 1972
BOURNE, ROBERT C. Assistant Clinical Professor, Department of Family
Medicine SM
M.D.C.M. McGill University, Canada 1972
BOUSTANI, MAYA M. Assistant Professor, Department of Psychology BH
Ph.D. Florida International University 2015
BOWEN, WILLIAM W. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1973
BOWES, LARRY D. Assistant Professor, Department of Ophthalmology SM
M.D. Loma Linda University SM 1971
BOYD, BRENDA L. Assistant Professor, Department of Radiation
Technology AH
Ph.D. Andrews University 2013
BOYD, KENDAL C. Associate Professor, Department of Psychology BH;
and Member of FGS
Ph.D. Fuller Theological Seminary 1999
BOYKO, MICHAEL PETER. Assistant Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S., M.P.H. Loma Linda University SD, PH 1975
BOYLE, BRENDA J. Assistant Professor, School of Nursing SN
D.N.P. University of San Diego 2017
BOYLE, KRISTOPHER E. Assistant Professor, Department of
Pharmaceutical and Administrative Sciences SP; and Associate Member
FGS
Ph.D. University of California, Irvine 2008
BRADFORD, BENJAMIN D. Assistant Professor, Department of Medicine
SM
M.D. Loma Linda University SM 2012
BRADLEY, BRUCE D. Assistant Professor, Department of Physical Therapy
AH
D.Sc. Loma Linda University AH 2001
BRADLEY, JOY F. Clinical Instructor, Department of Physical Therapy AH
M.P.T. Loma Linda University AH 2011
BRAND, LEONARD R. Professor, Department of Earth and Biological
Sciences SM; and Member FGS
Ph.D. Cornell University 1970
BRANDON, KAREN R. Clinical Instructor, Department of Physical Therapy
AH
D.Sc. Loma Linda University AH 2008
BRANDSTATER, BERNARD JOHN. Clinical Professor, Department of
Anesthesiology SM
M.B.B.S. Adelaide University, Australia 1951
BRANDSTATER, MURRAY E. Professor, Department of Physical Medicine
and Rehabilitation SM, Department of Neurology SM, and Department of
Basic Sciences SM
M.B.B.S. Melbourne University, Australia 1957
Ph.D. University of Minnesota 1972
BRANTLEY, EILEEN J. Assistant Professor, Department of Basic Sciences
SM and Department of Pharmaceutical and Administrative Sciences SP
Ph.D. Meharry Medical College, Nashville, Tennessee 1999
BRAR, HARDINER S. Clinical Professor, Department of Gynecology and
Obstetrics SM
M.D. Jadavpur University, India 1978
BRASHEAR, NANCY. Instructor, School of Nursing SN
B.S. Loma Linda University SN 2000
BRATHWAITE, RON K. Assistant Professor, Department of Family
Medicine SM
M.D. University of Maryland 2002
BRAUER, STANLEY D. Professor, Department of Anesthesiology SM
576 Faculty
M.D. Loma Linda University SM 1980
BRAUN, WHITNEY M. Assistant Professor, School of Religion SR
Ph.D. Claremont Graduate University 2015
BRAVO, THOMAS P. Assistant Professor, Department of Neurology SM
M.D. Loma Linda University SM 2010
BRAZEAL, THOMAS. Assistant Clinical Professor, Department of
Experimental and Continuing Education SP
Pharm.D. Pacific University, Oregon 2015
BREIG, NICHOLAS A. Adjunct Assistant Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. University of California, San Francisco 2008
M.D. Loma Linda University SM 2011
BRENCHLEY, RYAN. Assistant Professor, Department of Emergency
Medicine SM
M.D. Medical College of Wisconsin 1998
BRENNER, COLLEEN A. Associate Professor, Department of Psychology
BH
Ph.D. Indiana University, Bloomington 206
BRENNER, MEGAN L. Professor, Department of Surgery SM
M.D. Virginia Commonwealth University 2003
BRIGGS, BURTON A. Emeritus Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 1966
BRINEGAR, CHARLES H. Emeritus Associate Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1963
BRISTOL, ALYCIA A. Assistant Professor, School of Nursing SN; and
Member FGS
Ph.D. The University of Arizona 2016
BRISTOL, SHIRLEY T. Associate Professor, School of Nursing SN; and
Member FGS
J.D. University of La Verne, Los Angeles, California 1990
D.N.P. Western University of Health Sciences 2012
BRITT, WILLIAM, G. III. Associate Professor, Department of Psychiatry SM
Ph.D. Rosemead Graduate School of Professional Psychology 1981
BRITTON, DOUGLAS R. Adjunct Assistant Professor, Department of Earth
and Biological Sciences SM
Ph.D. University of Wyoming 1998
BROAD, JENNIFER L. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 2009
BROCKMANN, DOUGLAS C. Assistant Clinical Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1978
BROGDON, JOANNA. Instructor, School of Nursing SN
B.S., Loma Linda University SN 2015
BROWN, DANIEL L. Professor, Department of Pharmacy Practice SP
Pharm.D. University of the Pacific, California 1981
BROWN, JAMES A. Assistant Professor, Department of Surgery SM
M.D. Medical University of South Carolina 1978
BROWN, JENNIFER. Assistant Professor, School of Nursing SN
M.S.N. Florida International University 2008
BROWN, LANCE A. Professor, Department of Emergency Medicine SM and
Department of Pediatrics SM
M.D., M.P.H. Harvard University 1994
BRUCCOLERI, ALDO. Adjunct Research Professor, Department of Basic
Sciences SM
Ph.D. University of Calgary 2000
BRUCE-LYLE, LESLIE A. Assistant Clinical Professor, Department of
Ophthalmology SM
M.B.Ch.B. University of Ghana Medical School, Ghana 1976
BRUCKNER, EVERT A. Associate Clinical Professor, Department of
Medicine SM
M.D. Stanford University 1958
BRUMAND, KAVEH. Assistant Professor, Department of Medicine SM
M.D. Shahid Beheshti University of Medical Sciences 2003
BRUNT, JOHN C. Professor, School of Religion SR
Ph.D. Emory University 1978
BRUTTOMESSO, SAMUEL D. Assistant Clinical Professor, Department of
Pediatrics SM
M.D. Hahneman Medical College, Pennsylvania 1970
BRYAN, PATRICK J. Associate Clinical Professor, Department of
Radiology SM
M.B.Ch.B. University College at Galway, Ireland 1967
BRYSON, JULIE H. Assistant Professor, Department of Family Medicine
SM
M.D. University of California, Davis 1996
BU, LIMING. Instructor, Department of Neurosurgery SM
M.S.P.A. Western University of Health Sciences, California 2012
BUCHHOLZ, JOHN N. Professor, Department of Basic Sciences SM; and
Member FGS
Ph.D. Loma Linda University GS 1989
BUCKERT, LINDA SCUDDER. Instructor, Department of Clinical Laboratory
Science AH
B.S. University of Illinois, Chicago 1980
BUCKLES, BEVERLY J. Professor, Department of Social Work and Social
Ecology BH
D.S.W. Adelphi University, New York 1989
BUCKMAN, MICHELLE. Assistant Professor, School of Nursing SN
M.S.N. St. Louis University, Missouri 1993
BUENO, MAURICIO. Assistant Professor, Department of Family Medicine
SM
M.D. University of Southern California 1983
BUKHARI, SARAH A. Assistant Clinical Professor, Division of General
Dentistry SD
B.D.S. King Abdulaziz University 2009
M.S. Loma Linda University SD 2018
Loma Linda University 2019-2020 577
BULL, BERYL HEATHER. Assistant Professor, Department of Physical
Medicine and Rehabilitation SM
M.D. Loma Linda University SM 1994
BULL, BRIAN S. Professor, Department of Pathology and Human Anatomy
SM
M.D. Loma Linda University SM 1961
BULL, MAUREEN. Emeritus Associate Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1957
BUNNELL, WILLIAM P. Professor, Department of Orthopedic Surgery SM
M.D. Temple University, Pennsylvania 1968
BURDICK, JOHN (JACK) C. Assistant Professor, Department of Dental
Education Services SD
M.B.A. Vanderbuilt University 1989
BURGDORFF, CHADWICK J. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 2003
BURGDORFF, THOMAS R. Assistant Professor, Department of Orthopedic
Surgery SM
M.D. Loma Linda University SM 1974
BURKS, TAMARA. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1998
BURNS, MARGARET. Emerita Associate Professor, School of Nursing SN
D.N.Sc. Catholic University of America 1985
BURNSED, H. BROOKS. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1984
BUROKER, JACQUELINE J. Assistant Clinical Professor, Department of
Social Work and Social Ecology BH
M.A.T. Lewis and Clark College 1971
M.S.W. Walla Walla College 2000
BURRUSS, SIGRID K. Assistant Professor, Department of Surgery SM
M.D. University of California, San Francisco 2007
BURSTEIN, JEROME. Associate Professor, Department of Radiology SM
M.D. Albert Einstein College of Medicine, New York 1968
M.S. College of St. Francis, New York 1989
BURTCH, PERRY D. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1989
BURTON, PAUL D. Assistant Clinical Professor, Department of Orthopedic
Surgery SM
D.O. University of Health Sciences College of Osteopathic Medicine, Des
Moines, Iowa 1986
BUSH, DAVID A. Professor, Department of Radiation Medicine SM and
Department of Basic Sciences SM
M.D. Loma Linda University SM 1992
BUSHELL, THOMAS R. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Maryland, Baltimore 2012
BUSSELL, MARK R. Assistant Research Professor, Department of Allied
Health Studies AH
D.P.T. Loma Linda University AH 2013
BUTLER, DIANNE GREIVE. Assistant Professor, School of Public Health
PH
M.S. Loma Linda University GS 1987
M.B.A. Charles Stuart University, Alberta, Canada 1999
BUTLER, MONTE D. Professor, Department of Social Work and Social
Ecology BH
Ph.D. University of Utah 2003
BUTLER, TERRENCE L. Associate Professor, School of Public Health PH
Dr.P.H. University of California, Los Angeles 1986
BYRNE, JOHN MAURICE. Associate Professor, Department of Medicine
SM
D.O. University of Osteopathic Medicine and Health Sciences, Des Moines,
Iowa 1989
BYUN, ESTHER H. Assistant Professor, Department of Neurology SM
M.D. University of California, San Francisco 2007
CABLING, MARVEN G. Adjunct Assistant Professor, Department of
Medicine SM
M.D. University of the Philippines, Manila 2006
CABRERA, IRENA B. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 2011
CABRERA, JOYCE A. Clinical Instructor, Department of Occupational
Therapy AH
O.T.D. Loma Linda University AH 2014
CACHO, VINCE PATRICK R. Assistant Professor, Department of Medicine
SM and Department of Pediatrics SM
M.D. Loma Linda University SM 2007
CAFFERKY, BRYAN M. Assistant Professor, Department of Counseling and
Family Science BH; and Member FGS
Ph.D. Kansas State University 2015
CAFFEY, MATTHEW R. Instructor, Department of Emergency Medicine
SM; Assistant Professor, Department of Cardiopulmonary Sciences AH
M.M.S. Saint Francis University, Pennsylvania 2011
CAI, CINDY X. Assistant Professor, Department of Medicine SM and
Department of Basic Sciences SM
M.D. Sun Yat-Sen University of Medical Sciences, China 1986
Ph.D. Tufts University Sackler Graduate School of Biomedical Sciences
1997
CALAGUAS, DANIEL K. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2013
CALLA PAULINE JOYCE. Assistant Professor, Department of Health
Informatics and Information Management AH
B.S. Loma Linda University AH 2005
CALMA, ELEANOR L. Assistant Professor, Department of Pediatrics SM
M.D. Far Eastern University, Philippines 1999
CALVO, ALEJANDRO R. Assstant Professor, Department of Medicine SM
578 Faculty
M.D. Universidad Mayor de San Simon SOM Cbba Bolivia 1992
CAMACHO, JOSE A. Assistant Professor. Department of Pediatrics SM
M.D. University Central del Caribe, Puerto Rico 1980
CAMARILLO, DANIEL. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. University of California, Los Angeles 2003
CAMPBELL, MICHAEL S. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. Loma Linda University SP 2007
CAN, DIANA H. Instructor, Department of Urology SM
M.S.N. University of California, Los Angeles 2016
CANIZALES, RAFAEL. Assistant Professor, Department of Allied Health
Studies AH
Ph.D. University of Texas-Austin 2001
CANTU, DANIEL. Instructor, Department of Oral and Maxillofacial Surgery
SD
D.D. S. University of Texas Health Science Center, Houston 2010
CAO, HUYNH. Assistant Professor, Department of Medicine SM
M.D. University of California, Los Angeles 2008
CAO, JEFFREY D. Professor, Department of Pathology and Human
Anatomy SM
M.D. Loma Linda University SM 1971
CAO, KURT D. Assistant Professor, School of Nursing SN
D.N.A.P. Texas Wesleyan University 2012
CAPLANIS, NICHOLAS. Adjunct Assistant Professor, Department of
Restorative Dentistry SD
D.M.D. University of Medicine and Dentistry at New Jersey 1991
CAPUA-CURRIE, ZENAIDA. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of Southern California 1983
CARAIG, KIMBERLY A. Assistant Clinical Professor, Department of Health
Informatics and Information Management AH
M.B.A. Loma Linda University PH 2009
CARLSON, DONNA L. Assistant Clinical Professor, Department of Medical
Education SM
M.D. Loma Linda University SM 1969
M.P.H. University of California, Berkeley 1974
J.D. University of Southern California 1998
CARLSON, DUWAYNE A. Assistant Professor, Department of Orthopedic
Surgery SM
M.D. Loma Linda University SM 1989
CARLSON, JOHN P. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Creighton University, Nebraska 1995
CARMONA, CLAUDIA R. Assistant Professor, Department of Psychiatry
SM
M.D. Loma Linda University SM 2009
CARNAHAN, CLARENCE E., JR. Adjunct Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 1954
CARPENTER, ALBA G. Instructor, Department of Anesthesiology SM
M.S. Loma Linda University SN 2013
CARPENTER, MARK J. Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1980
CARRIGG, KAREN GRIGSBY. Associate Professor, School of Nursing SN
Ed.D. Loma Linda University SE 1988
CARRITTE, DEBORAH M. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1986
CARSON, MARGIE I. Clinical Instructor, Department of Nutrition and
Dietetics AH
B.S. Western Washington University 1995
CARTER, CAMEO A. Assistant Clinical Professor, Department of Pediatrics
SM
M.D. Loma Linda University SM 2003
CARTER, ERIK C. Assistant Professor, School of Religion SR
D.Min. Louisville Presbyterian Theological Seminary 2009
Ph.D. Claremont School of Theology 2015
CARTER, ETHELRED E. Assistant Professor, Department of Medicine SM
M.D. Universidad Autonoma de Guadalajara, Mexico 1968
CARTER, HARMONY F. Assistant Professor, Department of
Anesthesiology SM
M.D. University of Louisville, Kentucky 2009
CARTER, JAMES E. Associate Professor, Department of Nutrition and
Dietetics AH
Ph.D. Loma Linda University SM 2010
CARTER, RONALD L. Professor, Department of Earth and Biological
Sciences SM and School of Religion SR
Ph.D. Loma Linda University GS 1977
CARTER, SHALINI M. Associate Professor, Department of Clinical
Laboratory Science AH
Ph.D. Loma Linda University SM 2012
CARUSO, JOSEPH MICHAEL. Distinguished Professor, Department of
Orthodontics SD; and Member FGS
D.D.S. Loma Linda University SD 1973
M.S. Loma Linda University GS 1975
M.P.H. Loma Linda University SPH 1976
CARUSO, MICHAEL A. Assistant Professor, Department of Preventive
Medicine SM
M.D. Loma Linda University SM 2000
CARVER, MICHAEL S. Assistant Professor, Department of Anesthesiology
SM
M.D. Medical College of Wisconsin 2013
CASH, ZACHARY J. Instructor, Department of Family Medicine SM
M.S. Western University of Health Sciences, Pomona, California 2007
CASIANO, CARLOS A. Professor, Department of Basic Sciences SM and
Department of Medicine SM; and Member FGS
Loma Linda University 2019-2020 579
Ph.D. University of California, Davis 1992
CASON, JOHN B. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. George Washington University, Washington, DC 2000
CASSIMY, CLYDE P. Assistant Professor, School of Religion SR
D.Min. Vanderbilt University, Nashville, Tennessee 1981
CASTELINO-PRABHU, SHOBHA L. Assistant Professor, Department of
Pathology and Human Anatomy SM
M.D. Grant Medical College, India 1991
M.S. Duke University, North Carolina 1995
CASTILLO, LAURYN JANAY. Clinical Instructor, Department of Dental
Education Services SD
B.S. Loma Linda University SD 2016
CASTILLO, ROMEO C. Adjunct Assistant Professor, Department of Family
Medicine SM
M.D. Lyceum Northwestern University, Philippines 1998
CASTILLO-YETTER, GLENDA M. Clinical Instructor, School of Nursing SN
B.S. Loma Linda University SN 1979
CASTRO, DANIEL. Adjunct Associate Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1986
CATALANO, RICHARD D. Professor, Department of Surgery SM
M.D. Loma Linda University SM 1976
CATALON, SAMUEL R. Assistant Clinical Professor, Department of
Pediatrics SM
M.D. Loma Linda University SM 1984
CAVINDER, JUANA R. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.M.D. Southwestern University, Philippines 1973
M.P.H. University of California, Los Angeles 2005
CAZAN, ALAIN O. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1992
CAZARES, JESUS J. Adjunct Assistant Professor, School of Public Health
PH
M.P.H. Loma Linda University PH 1986
M.D. Universidad Autonoma de Guadalajara, Mexico 1977
CERVANTES, MICHAEL C. Adjunct Assistant Professor, Department of
Dental Education Services SD
D.D.S. Loma Linda University SD 2016
CESAR, JOSE M. Instructor, Department of Physical Medicine and
Rehabilitation SM and Department of Anesthesiology SM
M.D. Loma Linda University SM 2012
CESTERO, GRETCHEN ELIZABETH. Assistant Professor, Department of
Dental Hygiene SD
B.S. Loma Linda University SD 2002
CHA, CHUL C. Emeritus Associate Professor, Department of Pediatrics
SM
M.D. Seoul National University, Republic of Korea 1961
CHAFFEE, KENNETH D. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1980
CHAFFIN, DONALD L. Adjunct Assistant Professor, Department of
Pathology and Human Anatomy SM
M.D. Loma Linda University SM 1990
CHALAM, KAKARLA V. Professor, Department of Ophthalmology SM and
Department of Basic Sciences SM
M.D. State University of New York, Albany 1992
Ph.D. University of South Carolina, Columbia 2004
CHAMBERLIN, DAVID A. Associate Professor, Department of Urology SM
and Department of Pediatrics SM
M.D. University of California, Irvine 1988
CHAN, BOBBY S. Assistant Professor, Department of Medicine SM
M.D. Franklin University of Medicine and Science of Chicago Medical
School 1999
CHAN, CLEMENT KAR-MAN. Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1980
CHAN, CLIFFORD R. Assistant Professor, Department of Periodontics SD
D.M.D., Ph.D. Eberhard-Karls University, Germany 1981, 1983
CHAN, FRANCIS D. Associate Professor, Department of Pediatrics SM and
Department of Medicine SM
M.D. Loma Linda University SM 1994
CHAN, JACQUELINE. Assistant Clinical Professor, School of Public Health
PH
Dr.P.H. Loma Linda University PH 1999
CHAN, KIMBERLY M. Instructor, Department of Ophthalmology SM
M.D. Loma Linda University SM 2011
CHAN, NADIA, Assistant Professor, Department of Otolaryngology and
Head and Neck Surgery SM
M.D. Boston University, Massachusetts 2010
CHAN PHILIP J. Professor, Department of Gynecology and Obstetrics SM
and Department of Basic Sciences SM
Ph.D. Michigan State University 1983
CHANDRASEKAR, JAYARAM. Assistant Professor, Department of
Medicine SM
D.O. Touro University California 2013
CHANG, ARTHUR C. Assistant Professor, Department of Radiology SM
M.D. University of Southern California 2003
CHANG, BERNARD C. Adjunct Assistant Professor, Department of
Orthodontics SD
D.D.S. Loma Linda University SD 1993
M.S. Loma Linda University GS 1996
CHANG, EDDIE. Assistant Professor, Department of Pediatric Dentistry SD
D.D.S. Loma Linda University SD 1999
CHANG, ERICA P. Assistant Professor, Department of Pediatric Dentistry
SD
D.D.S. Columbia University, New York 2010
580 Faculty
CHANG, JERRY Y. Assistant Clinical Professor, Department of Experiential
and Continuing Education SP
Pharm.D. University of Southern California 2008
M.S. University of Southern California 2011
CHANG, MELODY M. Assistant Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 2008
CHANG NANCY Y. Assistant Professor, Department of Experiential and
Continuing Educations SP
Pharm.D. Loma Linda University SP 2006
CHANG, STEVE H. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University 1991
CHANG, SUZANNE E. Assistant Clinical Professor, Department of
Medicine SM
M.D. Northeastern Ohio University 1997
CHANG, WALTER T. Y. Assistant Clinical Professor, Department of Plastic
and Reconstructive Surgery SM
M.D. Darmouth Medical School, New Hampshire 2000
CHAO, DANIEL. Assistant Professor, Department of Medicine SM
M.D. University of Massachusetts Medical School, Worcester 2007
CHARLEMAGNE-BADAL, SHERMA J. Adjunct Assistant Professor, School
of Public Health PH
Ph.D. Loma Linda University ST 2011
CHARLES-MARCEL, ZENO L. Adjunct Associate Professor, Department of
Medicine SM
M.D. Harvard University 1980
CHASE, RESA C. Professor, Department of Pathology and Human
Anatomy SM
M.D. Loma Linda University SM 1977
CHATIGNY, CAROLINE E. Instructor, Department of Dental Hygiene SD
B.S. Loma Linda University SD 2014
CHATRIYANUYOKE, PAKAWAT. Adjunct Assistant Professor, Department
of Restorative Dentistry SD
D.D.S. Chulalongkorn University, Thailand 2004
M.S. Ohio State University 2009
CHAU, BRIAN L. Assistant Research Professor, Department of Physical
Medicine and Rehabilitation SM
M.D. Loma Linda University SM 2013
CHAU, MINH-HANG. Assistant Professor, Department of Urology SM
M.D. Albert Einstein College of Medicine, New York 1994
CHAU, PETER. Assistant Professor, Department of Pediatrics SM
M.D. University of California, Los Angeles 2011
CHAVAN, RISHIKESH. Assistant Professor, Department of Pediatrics SM
M.B.B.S. Maharashtra University of Health Sciences 2004
CHE, KENDRICK M. Assistant Professor, Department of Medicine SM
D.O. Western University of Health Sciences, Pomona, California 2006
CHEA, KAY. Assistant Professor, Department of Medicine SM and
Department of Pediatrics SM
M.D. Drexel University College of Medicine, Philadelphia 2007
CHEE, PRISCILLA H. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2012
CHEE, VINCENT K. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1992
CHEEK, GREGORY A. B. Associate Professor, Department of Medicine SM
and Department of Anesthesiology SM
M.D. Loma Linda University SM 1987
CHEN, BRIAN G. Assistant Professor, Department of Emergency Medicine
SM
M.D. Loma Linda University SM 2007
CHEN, CHIEN-SHING. Professor, Department of Medicine SM and
Department of Basic Sciences SM
M.D. China Medical College, Taiwan, Republic of China 1985
Ph.D. University of Minnesota 1992
CHEN, ERIC. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2014
CHEN, JIAN. Assistant Professor, Department of Family Medicine
M.D. Sichuan University, China 2002
CHEN, JOEY T. Y. Adjunct Assistant Professor, Department of Restorative
Dentistry SD
D.D.S. Northwestern University, Illinois 2001
CHEN, JUNG-WEI. Professor, Department of Pediatric Dentistry SD; and
Member FGS
D.D.S. Taipei Medical College, Taiwan 1996
Ph.D. University of Texas, Houston 2007
CHEN, NATALIE. Instructor, Department of Emergency Medicine SM
M.S.P.A. Western University of Health Sciences 2017
CHEN, RONNIE C. R. Assistant Professor, Department of Radiology SM
M.D. University of California, San Diego 2011
CHEN, SHAW S. Assistant Professor, Department of Medicine SM
M.D. Rush University at Chicago 1989
CHEN, THOMAS J. Assistant Clinical Professor SM
M.D. Loma Linda University SM 2002
CHEN, TOM T. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1977
CHEN, XIN SEAN. Assistant Professor, Department of Basic Sciences SM
Ph.D. University of California, Riverside 2010
CHENE, YASMIN. Adjunct Assistant Professor, Department of Physician
Assistant Sciences AH
D.H.Sc. Nova Southeastern University 2009
CHENG, JASON T. Assistant Professor, Department of Medicine SM
M.D. Medical College of Wisconsin 2002
CHENG, WAYNE K. Clinical Professor, Department of Basic Sciences SM
M.D. Loma Linda University SM 1995
Loma Linda University 2019-2020 581
CHEUNG, SUM C. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Dartmouth Medical School 2005
CHEW, ANDREW. Assistant Professor, Department of Surgery SM
B.M.B.S. Flinders University, Australia 1982
CHIAPASCO, MATTEO. Visiting Professor, Department of Restorative
Dentistry SD
M.D., D.D.S. University of Milan, Italy 1984, 1989
CHIEN, ALEXANDER J. Assistant Professor, Department of Radiology SM
M.D. University of Michigan 1997
CHIH, DORIS Y. Associate Professor, Department of Medicine SM
M.D., Ph.D. University of California 2003
CHI-LUM, BONNIE J. Associate Professor, Department of Preventive
Medicine SM; Assistant Professor, School of Public Health PH
M.D., M.P.H. Loma Linda University PH 1991, 1995
CHIN, ERIC K. Assistant Clinical Professor, Department of Ophthalmology
SM
M.D. Rosalind Franklin University of Medicine and Science 2009
CHIN, GYU S. Clinical Instructor, Department of Plastic and
Reconstructive Surgery SM
M.D. Tulane University 1994
CHING, VICTOR C. Assistant Clinical Professor, Department of Urology SM
M.D. Loma Linda University SM 1977
CHINNOCK, LAWRENCE E. Associate Professor, Department of Physical
Therapy AH
Ed.D. La Sierra University 1996
CHINNOCK, RICHARD E. Professor, Department of Pediatrics SM and
School of Public Health PH
M.D. Loma Linda University SM 1982
CHINNOCK, TIMOTHY J. Assistant Professor, Department of Pediatrics
SM
M.D. Loma Linda University SM 2008
CHIONG, JUN R. Associate Clinical Professor, Department of Medicine
SM; Associate Professor, Department of Experiential and Continuing
Education SP
M.D. Cebu Institute of Medicine, Philippines 1994
CHITSAZAN, MORTEZA. Assistant Professor, Department of Medicine SM
D.O. Western University of Health Sciences, Pomona, California 1991
CHO, EUN-HWI, ELIZABETH. Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1993
CHO, JEFFREY Y. Assistant Professor, Department of Family Medicinie
M.D. Loma Linda University SM 2014
CHO, NAM K. Assistant Professor, Department of Experiential and
Continuing Education SP
Pharm.D. Western University of Health Sciences 2012
CHO, SUSAN Y. Assistant Clinical Professor, Department of Experiential
and Continuing Education SP
Pharm.D. Loma Linda University SP 2017
CHOE, DAVID P. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2006
CHOI, CHRISTOPHER C. Assistant Clinical Professor, Department of Oral
and Maxillofacial Surgery SD
D.D.S. Columbia University 2006
M.D. State University of New York, Stony Brook 2009
CHOI, DAVID M. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. University of Illinois 1997
CHOI, DONGRAK. Associate Professor, Department of Radiation Medicine
SM
Ph.D. Yonsei University, Seoul, South Korea 1992
CHOI, EUN-JOO P. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1996
CHOI, HEIDI M. Assistant Professor, Department of Family Medicine SM
M.D. Loma Linda University SM 2009
CHOI, JEREMIAH J. Assistant Clinical Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2014
CHOI, VIVIEN, L. Clinical Instructor, Department of Nutrition and Dietetics
AH
M.S. Kansas State University 1984
CHON, KENNETH S. Assistant Professor, Department of Radiology SM
M.D. University of California, San Diego 1993
CHONG, STEVEN. Assistant Professor, Department of Medicine SM
M.B.B.S. Yangyon, Mayanmar, Burma 1988
CHONKICH, GEORGE D. Associate Professor, Department of
Otolaryngology and Head and Neck Surgery SM
M.D. Loma Linda University SM 1960
CHOO, EVELYN BEE IMM. Asociate Professor, Department of Pathology
and Human Anatomy SM
M.D. Loma Linda University SM 1992
CHOOLJIAN, DAVID M. Assistant Professor, Department of Medicine SM
M.D. Vanderbilt University, Tennessee 2007
CHOPRA, SAHIL. Assistant Professor, Department of Medicine SM
M.B.B.S. Government Medical College 2008
CHOUDHURY, BALSHAKHI. Assistant Professor, Department of
Otolaryngology and Head and Neck Surgery SM
M.D. State University of New York, Buffalo 2009
CHOUDHURY, SHELLY C. Assistant Professor, Department of Pediatrics
SM
M.B.B.S. University of Calcutta, India 2006
CHOW, CONROY. Assistant Professor, Department of Dermatology SM
M.D. University of Michigan, Ann Arbor 2011
CHOW, KENT. Assistant Professor, Department of Allied Health Studies
AH
M.B.A. Claremont Graduate School 1995
CHOW, LORI J. Assistant Clinical Professor, Department of Surgery SM
582 Faculty
M.D. University of California, Davis 1994
CHRISLER, JOHN M. Instructor, Department of Orthopedic Surgery SM
B.S. Texas A & M University, School of Veterinary Medicine 1985
CHRISPENS, JERE E. Assistant Clinical Professor, Department of Health
Informatics and Information Management AH; Associate Clinical
Professor, School of Public Health PH
M.A. University of California, Los Angeles 1966
CHRISSIAN, ARA A. Assistant Professor, Department of Medicine SM
M.D. University of California, San Diego 2003
CHRISTENSEN, AMARILDA A. Clinical Instructor, Department of
Preventive Medicine SM and School of Public Health PH
M.D. Loma Linda University SM 2007
M.P.H. Loma Linda University PH 2010
CHRISTENSEN, HEIDI LAVERNE. Associate Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 1983
M.S. University of Texas, San Antonio 1997
CHRISTIAN-KOPP, SARAH J. Assistant Professor, Department of
Emergency Medicine SM
M.D. Loma Linda University SM 2007
CHRISTIANSEN, EDWIN L. Professor, Department Radiology and Imaging
Sciences SD; Adjunct Professor, Department of Radiology SM
D.D.S. Loma Linda University SD 1975
Ph.D. Karolinska University, Sweden 1988
CHRISTISON, GEORGE W. Clinical Professor, Department of Psychiatry
SM
M.Div. Andrews University 1970
M.D. University of California, San Diego 1982
CHU, BRIAN S. Assistant Professor, Department of Pediatric Dentistry SD
D.D.S. Loma Linda University SD 2003
CHU, DAVIN Y. Assistant Professor, Department of Physical Medicine and
Rehabilitation SM
M.D. Loma Linda University SM 2012
CHU, DEREK C. Assistant Professor, Department of Endodontics SD
D.D.S. Loma Linda University SD 2004
CHU, JAMIE W. Assistant Clinical Professor, Department of Psychiatry SM
M.D. Wright State University, Ohio 2000
CHU, JA-YEE ANN. Assistant Professor, School of Nursing SN
D.N.P. Loma Linda University SN 2017
CHU, LARINA H. Assistant Professor, Department of Dental
Anesthesiology SD
D.D.S. Loma Linda University SD 2011
CHUA, SAMNUEL C. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Southern California 1990
CHUI, JAMES. Assistant Clinical Professor, Department of Plastic and
Reconstructive Surgery SM
M.D. Hahnemann University, Philadelphia, Pennsylvania 1993
CHUN, EVELYN E. Y. Assistant Professor, Department of Pediatrics SD
M.D. Universidad Autónomous de Guadalajara, Mexico 2009
CHUN, JIN YONG. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2012
CHUNG, AVA P. Instructor, Department of Pediatric Dentistry SD
D.D.S. University of California, San Francisco 2013
CHUNG, BOSUN. Assistant Clinical Professor, Department of Experiential
and Continuing Education SP and Department of Psychiatry SM
Pharm.D. Loma Linda University SP 2007
CHUNG, KWANG S. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1982
CHUNG, KWANG-SU P. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1976
M.A. Loma Linda University GS 1981
CHUNG, PAUL Y. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1991
CHUNG, REBECCA S. Assistant Professor, Department of Preventive
Medicine SM
M.D. Loma Linda University SM 2012
CHUNG, SEUNG-HWAN. Assistant Clinical Professor, Department of
Restorative Dentistry SD
M.S. Chonnam National University, South Korea 2000
CHURCH, CASSANDRA S. Clinical Instructor, Department of Physical
Therapy AH
D.P.T. Loma Linda University AH 2010
CHURCH, CHRISTOPHER A. Professor, Department of Otolaryngology and
Head and Neck Surgery SM
M.D. Loma Linda University SM 1996
CHURG, WARREN, B. Assistant Professor, Department of Family Medicine
SM
M.D. Johns Hopkins University SM 1975
CHWA, SOPHIE K. Assistant Professor, Department of Medicine SM
M.B.B.S. Institute of Medicine, Myanmar 1994
CIOVICA, ANTONIA. Assistant Professor, Department of Psychiatry SM
Ph.D. Fuller Theological Seminary Graduate School of Psychology 2008
CIOVICA, IRENE. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 2003
CIPTA, ANNE T. Associate Professor, Department of Physical Medicine
and Rehabilitation SM
M.D. University of Airlangga, Indonesia 1982
CLARK, ALEXANDRA M. Assistant Professor, Department of Pediatrics
SM
M.D. Albany Medical College 1999
CLARK, RALPH W. Assistant Professor, Department of Preventive
Medicine SM
M.D. Loma Linda University SM 2007
M.P.H. Loma Linda University PH 2011
Loma Linda University 2019-2020 583
CLARK, ROBIN D. Professor, Department of Pediatrics SM and
Department of Pathology and Human Anatomy SM
M.D. University of Arizona 1978
CLARK, CAMILLE A. Adjunct Assistant Professor, Department of
Preventive Medicine SM; Assistant Professor, Department of Medicine
SM and School of Behavioral Health BH
M.D. Loma Linda University SM 2012
CLARKE, IAN CAMERON. Research Professor, Department of Orthopedic
Surgery SM
Ph.D. University of Strathclyde, Scotland 1972
CLAUSEN, BENJAMIN LEROY. Adjunct Associate Professor, Department
of Earth and Biological Sciences SM; Member of FGS
Ph.D. University of Colorado, Boulder 1987
CLINE, DENIS J. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1992
CLINE, JOHN D. Assistant Clinical Professor, Department of Social Work
and Social Ecology BH
M.S.W. Loma Linda University GS 2003
CLYMER, JOHN. Adjunct Assistant Professor, School of Public Health PH
A.B. Wabash College, Indiana 1982
CO, LISA. Assistant Clinical Professor, Department of Experimental and
Continuing Education SP
Pharm.D. Roseman University of Health Sciences 2012
COBB, CAMILLA J. Professor, Department of Pathology and Human
Anatomy SM
M.D. Meharry Medical College, Nashville, Tennessee 1977
COBBINA, EKUA N. Assistant Professor, Department of Pediatrics SM
M.D. Creighton University, Nebraska 2003
COCHRAN, L. TODD. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1980
COCJIN, INVEST JOY B. Assistant Professor, School of Nursing SN
D.N.P. Loma Linda University SN 2018
COCKRILL, KATHRYN M. Instructor, Department of Radiation Technology
AH
M.A. Pepperdine University 2016
CODORNIZ, KEVIN A. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2005
COHEE, SARA JEAN. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of the Pacific 1996
COHEN, ANDREW TODD. Assistant Professor, Department of Plastic and
Reconstructive Surgery SM
M.D. Case Western Reserve University 1994
COIMBRA, RAUL. Professor, Department of Surgery SM
M.D. Santa Casa de Misericórdia School of Advanced Scientific Studies of
Vitória, Brazil 1985
COJOCARU, TRAIAN T. Associate Professor, Department of Neurosurgery
SM
M.D. Facultatea de Medicina IMF/University of Bucharest, Romania 1972
COLBURN, KEITH K. Professor, Department of Medicine SM and
Department of Basic Sciences SM
M.D. Loma Linda University SM 1970
COLE, BRADLEY ALAN. Assistant Professor, Department of Neurology SM,
Department of Medical Education SM, and Department of Basic Sciences
SM
M.D. Loma Linda University SM 1992
COLE, DOROTHEE. Assistant Professor, Department of Neurology SM
M.D. Loma Linda University SM 1994
COLLIER, CARL E. Assistant Professor, Department of Anesthesiology SM
and School of Nursing SN
D.O. College of Osteopathic Medicine, Iowa 1980
COLLINS, CHELSEA L. Assistant Professor, Department of Pediatrics SM
M.D. University of Illinois, Springfield 2006
COLLINS, NORBERTO E. Assistant Clinical Professor, Department of
Plastic and Reconstructive Surgery SM
M.D. Universidad Nacional de Córdoba, Argentina 1973
COMBS, WALTER F. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. University of California, San Francisco 1986
COMUNALE, FRANCIS L. Professor, Department of Anesthesiology SM
M.D. Boston University 1959
COMUNALE, MARK E. Professor, Department of Anesthesiology SM
M.D. Tufts University School of Medicine, Boston, Massachusetts 1985
CONCEPCION, WALDO. Adjunct Associate Professor, Department of
Surgery SM
M.D. Universidad Autónomous de Guadalajara, Mexico 1978
CONDON, DAVID S. Assistant Clinical Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1994
CONDON, STANLEY C. Emeritus Associate Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1956
CONDON, VANETA MABLEY. Emerita Associate Professor, School of
Nursing SN
Ph.D. Claremont Graduate School 1996
CONNOLLY, SEAN P. Adjunct Assistant Professor, Department of
Periodontics SD
D.M.D. A. T. Still University, Missouri 2009
M.S. Medical College of Georgia 2012
CONTRACTOR, TAHMEED A. Assistant Professor, Department of Medicine
SM
M.B.B.S. Tilak Maharashtra Vidyapeeth, India 2006
COOK, DOUGLAS W. Adjunct Assistant Professor, Department of Surgery
SM
M.D. Loma Linda University SM 2001
COOPER, KYLE J. Assistant Professor, Department of Radiology SM
M.D. University of Toledo, Ohio 2010
584 Faculty
COPELAND, WILLIAM R. Assistant Professor, Department of Surgery SM
M.D. University of Arkansas for Medical Sciences 2009
COPPOLA, DAMON P. Adjunct Assistant Professor, School of Public
Health PH
M.S. George Washington University 2003
CORA, CHERIE A. Assistant Professor, Department of Radiology SM
M.D. Emory University, Georgia 2004
CORDERO-MACINTYRE, ZAIDA R. Associate Clinical Professor, School of
Public Health PH
Ph.D. University of Arizona 1998
CORDETT, TIMOTHY K. Assistant Professor, Department of Physical
Therapy AH; and Member of FGS
D.P.T. Loma Linda University AH 2003
CORNEJO, LUAMY G. Department of Otolaryngology and Head and Neck
Surgery SM
M.S. Loma Linda University SN 2013
CORONADO, MICHAEL P. Assistant Professor, Department of Experiential
and Continuing Education SP
Pharm.D. University of the Pacific 1975
CORONEL, CARMENCITA J. Assistant Professor, Department of
Anesthesiology SM
M.D. University of Santo Tomas, Manila, Philippines 1982
CORSELLI, JOHANNAH. Assistant Professor, Department of Gynecology
and Obstetrics SM
Ph.D. University of California, Riverside 1986
COSAND, CHELSEA L. Instructor, Department of Emergency Medicine SM
M.D. University of Iowa 2012
COSTA, PRISCILLA R. Adjunct Assistant Professor SD
D.D.S. Loma Linda University SD 2017
COTTI, ELISABETTA. Lecturer, Department of Endodontics SD
D.D.S. University of Cagliari, Italy 1985
M.S. Loma Linda University SD 1990
COTTON, ADRIAN N. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1996
COTTRELL, ALFRED C., JR. Associate Professor, Department of Medicine
SM
M.D. Hahnemann Medical College, Philadelphia, Pennsylvannia 1982
COUPERUS, JAMES J. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1967
COUTSOUMPOS, ALEXANDROS. Instructor, Department of Surgery SM
M.D. Loma Linda University SM 2010
CRAIG, DEBRA D. Associate Clinical Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1982
CRAIG, WINSTON J. Adjunct Professor, School of Public Health PH
Ph.D. University of Queensland, Australia 1971
CRAMER, TONYA E. Assistant Professor, Department of Preventive
Medicine SM
M.D. Rosalind Franklin University of Medicine and Science, Illinois 2012
M.P.H. University of Maryland, Baltimore 2017
CRANSTON, RICHARD T. Assistant Professor, Department of Psychiatry
SM and Department of Experiential and Continuing Education SP
M.S. Ohio State University 1974
CRAVANAS JR. BRIAN A. Instructor, Department of Neurology SM
M.D. University of South Alabama 2014
CRAWFORD, JAMES MERLIN. Emeritus Professor, Department of Dental
Education Services
D.D.S. Loma Linda University SD 1960
M.P.H. Harvard University 1969
CRAWFORD, STEVEN W. Assistant Professor, Department of Gynecology
and Obstetrics SM
M.D. University of Cincinnati 1993
CRAWLEY, BRIANNA K. Associate Professor, Department of
Otolaryngology and Head and Neck Surgery SM
M.D. University of California, San Diego 2008
CRISTALL, JENNIFER B. Assistant Professor, Department of
Anesthesiology SM
M.D. University of Manitoba, Canada 2002
CROUNSE, JAMES E. Assistant Professor, Department of Family Medicine
SM and Department of Preventive Medicine SM
M.D. Loma Linda University SM 2007
M.P.H. Loma Linda University PH 2011
CRUISE, JAMES ROBERT, Instructor, Department of Radiation Technology
AH
M.S.R.S. Loma Linda University AH 2016
CRUZ, AUDREY S. L. Instructor, Department of Medicine SM
M.D. University of Nevada, Reno 2015
CULHANE, JOHN T. Assistant Professor, Department of Surgery SM
M.D. University of Illinois, Chicago 1999
CULLUM, DANIEL R. Lecturer, Department of Oral and Maxillofacial
Surgery SD
D.D.S. University of Alberta, Canada 1984
CUMINGS, CHRISTOPHER D. Assistant Clinical Professor, Department of
Radiology SM
M.D. Loma Linda University SM 1970
CUMMINGS, JOHN L. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1986
CUNI, JILL R. Assistant Clinical Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1997
CUNNINGHAM, STACEY B. Assistant Professor, Department of
Occupational Therapy AH
Ph.D. Loma Linda University SB 2018
CURTIS, ANN. Assistant Clinical Professor, Department of Social Work
and Social Ecology BH
M.S.W. Loma Linda University GS 2000
CURTIS, LORI N. Associate Professor, University Libraries
M.L.S. University of California, Los Angeles 1987
Loma Linda University 2019-2020 585
CUSATO, KAREN. Associate Professor, Department of Physician Assistant
Sciences AH; Instructor, Department of Neurosurgery SM
Ph.D. University of California, Santa Barbara 2002
M.P.A.S. Franklin Pierce University, New Hampshire 2012
CUTLER, DREW C. Assistant Professor, Department of Pediatrics SM
M.D. University of Washington School of Medicine 1982
DAGERMANGY, DEAN E. Assistant Professor, Department of Gynecology
and Obstetrics SM
M.D. New York Medical College 1998
DAHER, NOHA SALIM. Professor, Department of Allied Health Studies AH;
Assistant Professor, School of Public Health PH; and Member FGS
Dr.P.H. Loma Linda University PH 2005
DAHLAN, EDNA. Assistant Cliniccal Professor, Department of Pharmacy
Practice SP
B.S. University of Santo Tomas, Philippines 1975
DAILEY, LENA J. Assistant Professor, School of Nursing SN
M.S.N. Villanova University 2011
DALAEI, MEHRZAD. Assistant Professor, Division of General Dentistry SD
D.D.S. Tehran University of Medical Science 1993
DALEY, SAFIYA. Instructor, School of Nursing SN
M.S. Loma Linda University SN 2019
DALY, JERRY E. Assistant Professor, School of Public Health PH
M.S.L.S. University of Southern California 1980
M.A. Loma Linda University GS 1981
DAMODARAN, CHITRA. Assistant Professor, Department of Medicine SM
M.D. University of Madras, India 1982
DAN, NICOLAE G. Adjunct Assistant Professor, School of Public Health
PH
M.D. University of Medicine and Pharmacy, Bucharest 1990
DANDAMUDI, NAGAMANI. Assistant Professor, Department of Medicine
SM
M.B.B.S. SV Medical College, India 1981
DANESH, SID A. Assistant Clinical Professor, Department of Physician
Assistant Sciences AH
M.D. Tehran University School of Medicine, Iran 1979
DANG, PATRICIA P. Assistant Professor, Department of Medicine SM
D.O. Touro University, San Francisco, California 2008
DANG, TRANG T. Assistant Professor, Division of General Dentistry SD
D.D.S. University of Southern California 2012
DANG, TRIEN T. Assistant Professor, Department of Radiology SM
M.D. Drexel University, Pennsylvania 2009
DANIEL, ALTHEA P. Assistant Professor, Department of Pediatrics SM
M.D. University of California, Los Angeles/Drew Medical School 1988
DANIELS, MORGAINE E. Instructor, Department of Emergency Medicine
SM
M.D. University of California, Irvine 2014
DANIEL-UNDERWOOD, LYNDA. Associate Professor, Department of
Emergency Medicine SM and Department of Medical Education SM
M.D. Loma Linda University SM 1991
DANISA, OLUMIDE. Associate Professor, Department of Orthopedic
Surgery SM and Department of Neurosurgery SM
M.D. University of Virginia School of Medicine 1990
DAOUD, NASIM. Assistant Professor, Department of Medicine SM
M.D. University of Damascus, Syria 1997
DARBY, ROBERT L. Assistant Clinical Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1961
DARNELL, T. ALLAN. Assistant Professor, Department of Preventive
Medicine SM and School of Public Health PH
M.D. Loma Linda University SM 1995
M.P.H. Loma Linda University PH 1998
DART, G. CHARLES, JR. Assistant Professor, Department of Allied Health
Studies AH
M.B.A. La Sierra University 1994
DARWISH, DANA S. Assistant Professor, Department of Anesthesiology
SM
D.O. Touro University 2007
DASHTIPOUR, KHASHAYAR. Associate Professor, Department of
Neurology SM, Department of Basic Sciences SM, and Department of
Pharmacy Practice SP
M.D. Ahwaz University of Medical Sciences, Iran 1992
Ph.D. Ancana University 1999
DATEMA, JODI. Instructor, Department of Otolaryngology and Head and
Neck Surgery SM
M.S. University of Redlands, California 2012
DAVIDIAN, MARILYN HOPKINS. Assistant Clinical Professor, Department
of Health Informatics and Information Management AH
Ph.D. Claremont Graduate School 2010
DAVIDS, ALLIE A. Instructor, Otolaryngology and Head and Neck Surgery
SM
Au.D. Arizona State University 2013
DAVIDSON, MICHAEL J. Assistant Professor, Department of Orthotics and
Prosthetics AH and Department of Physical Medicine and Rehabilitation
SM
M.P.H. Loma Linda University PH 2001
DAVIS, ANDREW. Instructor, Department of Emergency Medicine SM
M.D. University of Southern California 2013
DAVIS, CAROL A. L. Assistant Professor, Department of Radiation
Technology AH
Dr.P.H., Psy.D. Loma Linda University PH, ST 2010
DAVIS, DANIELLE L. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. Loma Linda University SP 2012
DAVIS, GERALDINE. Assistant Professor, Department of Health
Informatics and Information Management AH
M.H.I.S. Loma Linda University AH 2002
DAVIS, JOSEPH V. III. Assistant Professor, Department of Surgery SM
586 Faculty
D.O. Texas College of Osteopathic Medicine, Des Moines, Iowa 1982
DAVIS, KATHERINE GLADKOWSKI. Assistant Professor, Department of
Allied Health Studies and Department of Clinical Laboratory Science AH
M.S. Loma Linda University AH 2006
DAVIS, NICCETA. Associate Professor, Department of Physical Therapy
AH
Ph.D. American University, Washington D.C. 1999
DAVIS, RICHARD E. Assistant Professor, Department of Surgery SM
M.D. Creighton University School of Medicine, Omaha, Nebraska 2000
DAVIS, SHAREECE A. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. University of California, Los Angeles 2005
DAVIS, WILLIE L., JR. Associate Professor, Department of Pharmaceutical
and Administrative Sciences SP and Department of Basic Sciences SM;
and Member FGS
Ph.D. Meharry Medical College 2001
DAVIS-NELSON, SHAREECE. Assistant Professor, Department of
Gynecology and Obstetrics SM
M.D. Charles R. Drew University of Medicine and Science 2005
DAYES, LLOYD. Emeritus Professor, Department of Surgery SM
M.D. Loma Linda University SM 1959
DBOUK, HASAN M. Assistant Clinical Professor, Department of
Restorative Dentistry SD
B.D.S. Beirut Arab University 2002
DEAN, LANDON L. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. Loma Linda University SP 2009
DE ANDRADE, PEDRO A. Instructor, Department of Otolaryngology and
Head and Neck Surgery SM
B.M. Centro Universitário Lusíada 1993
DEBAY, MARC J. Associate Clinical Professor, Department of Preventive
Medicine; Associate Professor, Department of Medicine SM
M.D. Universite Libre de Bruxelles, Belgium 1982
Ph.D. Johns Hopkins 2000
DE BRUN, JESSICA N. Assistant Professor, Department of Occupational
Therapy AH
O.T.D. Loma Linda University 2014
DeCARVALHO, LORIE T. Adjunct Associate Professor, Department of
Psychiatry SM
Ph.D. Loma Linda University GS 2003
DEGUZMAN, LINO J. Assistant Clinical Professor, Department of Medicine
SM
M.D. University of Santo Tomas, Philippines 1986
DEHOM, SALEM O. Assistant Professor, School of Nursing SN
M.P.H. Loma Linda University PH 2011
DEISCH, JEREMY K. Associate Professor, Department of Pathology and
Human Anatomy SM
M.D. Loma Linda University SM 2006
DELANGE, MARIE T. Instructor, Department of Radiation Technology AH
B.S. University of Redlands 1988
DE LA PENA, IKE C. Assistant Professor, Department of Pharmaceutical
and Administrative Sciences SP
Ph.D. Sahmyook University, South Korea 2012
DE LA PENA, WENDY L. Assistant Professor, Department of Pediatrics SM
M.D. University of Wisconsin, Madison 2000
DE LEON, DAISY D. Professor, Department of Basic Sciences SM
Ph.D. University of California, Davis 1987
DE LEON, MARINO A. Professor, Department of Basic Sciences SM
Ph.D. University of California, Davis 1987
DELEON, MICHAEL. Assistant Professor, Department of Physical Therapy
AH
D.P.T. Loma Linda University AH 2008
DE LOS REYES, KENNETH. Assistant Professor, Department of
Neurosurgery SM and Department of Otolaryngology and Head and Neck
Surgery SM
M.D. New York University 2006
M.S. Icahn School of Medicine at Mount Sinai 2012
DEL ROSARIO, CHRISTIA J. Instructor, Department of Gynecology and
Obstetrics SM
M.D. Drexel University, Pennsylvania 2013
DEMING, DOUGLAS D. Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1975
DEMIRDJI, SAMUEL A. Assistant Professor, Department of Orthodontics
SD
Ph.D. University of Colorado, Boulder
1993
D.D.S. Loma Linda University SD 2001
DENHAM, LAURA J. Assistant Professor, Department of Pathology and
Human Anatomy SM
M.D. Loma Linda University SM 2010
DENLER, LOREN LEE. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1964
DENMARK, T. KENT. Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1994
DENNIS, DAVID S. Assistant Clinical Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1984
DEPEW, ARON J. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 2004
D'ERRICO, ELLEN M. Associate Professor, School of Nursing SN; and
Member FGS
Ph.D. University of California, Los Angeles 2006
DE SOUZA, JULIA. Instructor, School of Nursing SN
B.S.N. Liberty University, Virginia 2016
DEVERA, JESSE R. Clinical Instructor, Department of Psychiatry SM
M.D. University of the East, Philippines 1978
DE VERA, MICHAEL E. Professor, Department of Surgery SM
Loma Linda University 2019-2020 587
M.D. University of California, Los Angeles 1991
DE-WHYTE, JANICE P. Assistant Professor, School of Religion SR
Ph.D. McMaster University 2014
DEXTER, JAMES R. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1974
DHALIWAL, SONIA G. Assistant Professor, Department of Radiology SM
M.D. University of California, Los Angeles School of Medicine 2001
DHARMARAJ, TONY M. Instructor, School of Nursing SN
B.S. Loma Linda University SN 2006
DHOOT, SONIA B. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Albany Medical College, New York 2011
DIAZ, LYNN. Assistant Professor, Department of Endodontics SD
D.D.S. University of California, Los Angeles 1995
DICICCO, PASQUALINO. Adjunct Assistant Professor, Department of
Orthodontics SD
D.D.S. Loma Linda University SD 1985
M.S. Loma Linda University GS 1993
DICKEY JEFMAR. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. Loma Linda University SP 2011
DICKINSON, MARK T. Assistant Professor, Department of Urology SM
M.D. Loma Linda University SM 1997
DIEHL, HANS A. Clinical Professor, Department of Preventive Medicine
SM
D.H.Sc., M.P.H. Loma Linda University PH 1975
DIETRICH, TERRY J. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1971
DINH, VI A. Associate Professor, Department of Emergency Medicine SM
M.D. University ofCalifornia, San Francisco2009
DISTELBERG, BRIAN. Associate Professor, Department of Counseling and
Family Sciences Program BH; and Member FGS
M.A. Western Michigan University 2005
DO, SHARON Y. Assistant Professor, Department of Radiation Medicine
SM
M.D. Loma Linda University SM 2005
DOAN, ANDREW P. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Johns Hopkins University 2001
DONALDSON, THOMAS K. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1984
DONG, WEI. Associate Research Professor, Department of Otolaryngology
and Head and Neck Surgery SM
Ph.D. University of Bristol, United Kingdom 2001
DONKOR, KOFI. Assistant Professor, Department of Experiential and
Continuing Education SP
Pharm.D. University of California, San Francisco 2006
DONNELLY, JANET. Assistant Professor, School of Nursing SN
Ph.D. University of San Diego 2016
DORAM, KEITH R. Adjunct Associate Professor, Department of Medicine
SM
M.D. Indiana University School of Medicine 1983
DOROTTA, IHAB. Associate Professor, Department of Anesthesiology
SM, Department of Surgery SM, and Department of Basic Sciences SM;
Assistant Professor of Nursing SN
M.B.Ch.B University of Alexandria, Egypt 1995
DOS SANTOS, HILDEMAR F. Associate Professor, School of Public Health
PH
M.D. Rio Grande University Medical School, Brazil
1978
Dr.P.H. Loma Linda University PH 1999
DOTY, RICHARD D. Assistant Clinical Professor, Department of
Dermatology SM
M.D. University of California, Los Angeles 1974
DOUCETTE, DAVID J. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1982
DOUGLAS, TERRY D. Associate Professor, Department of Communication
Sciences and Disorders AH
Ph.D. The University of Memphis 1994
DOVICH, J. ADAM. Clinical Instructor, Department of Ophthalmology SM
M.D. Loma Linda University SM 2003
DOWNEY, RALPH III. Adjunct Associate Professor, Department of
Medicine SM
Ph.D. University of California, Riverside 1989
DRIEBERG, KEITH L. Associate Clinical Professor, Department of
Psychology BH
Ph.D. United States International University 1992
M.P.H. Loma Linda University PH 1994
DROLLINGER, DALE W. Assistant Professor, Department of Gynecology
and Obstetrics SM
M.D. Wright State University, Ohio 1983
DROUIN, MELINDA L. Adjunct Instructor, Department of Dental Education
Services SD
B.S. Loma Linda University SD 2008
DROUIN, VINCENT P. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2009
DU, DAI VIEN. Assistant Professor, Department of Family Medicine SM
M.D. University of California, Davis 1998
DUERKSEN-HUGHES, PENELOPE J. Professor, Department of Basic
Sciences SM and School of Public Health PH; and Member FGS
Ph.D. Emory University, Atlanta, Georgia 1987
DUNBAR, JENNIFER A. Assistant Professor, Department of
Ophthalmology SM
588 Faculty
M.D. Loma Linda University SM 1991
DUNBAR, RICHARD D. Emeritus Associate Professor, Department of
Radiology SM
M.D. Loma Linda University SM 1962
DUNBAR, SABINE S. Assistant Professor, School of Nursing SN
M.S. Central Queensland University, Australia 2002
DUNBAR, STEPHEN G. Professor, Department of Earth and Biological
Sciences SM; and Member FGS
Ph.D. Central Queensland University, Australia 2002
DURAN, GRACIELA G. Assistant Professor, Department of Dental
Education Services SD
B.S. Loma Linda University SD 2007
DUROSEAU, DANIEL. Assistant Clinical Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2001
DUS, IVAN. Adjunct Assistant Professor, Department of Orthodontics SD
M.D. University of Padua, Italy 1980
DUWAL, RAMILA D. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 1998
DYJACK, DAVID T. Adjunct Professor, School of Public Health PH
Dr.P.H. University of Michigan 1996
DYLESKI, ROBIN A. Associate Professor, Department of Otolaryngology
and Head and Neck Surgery SM and Department of Pediatrics SM
M.D. University of Southern California 1988
DYSINGER, WAYNE S. Associate Professor, Department of Preventive
Medicine SM and Department of Family Medicine SM; Assistant
Professor, School of Public PH
M.D. Loma Linda University SM
1986
M.P.H. Loma Linda University PH 1990
EARLL, ART CHARLES. Assistant Professor, School of Religion SR
M.Div. Andrews University 1971
EARNHARDT, JEANETTE, Emerita Associate Professor, School of Nursing
SN
Ed.D. Loma Linda University SE 1987
EBHELE, JACQUES A. Assistant Professor, Department of Surgery SM
M.D. Universite de Lubumbashi, Congo 2008
EDDERKAOUI, BOUCHRA. Assistant Research Professor, Department of
Medicine SM
Ph.D. Catholic University of Louvain, Belgium 1995
EDDOW, CHRISTINE MARIE. Clinical Instructor, Department of Physical
Therapy AH
D.P.T. Loma Linda University AH 2003
EDELL, THOMAS A. Associate Professor, Department of Anesthesiology
SM and Department of Physical Medicine and Rehabilitation SM
M.D. University of Kansas 1992
EDMUNDS, WILLIAM J. Assistant Professor, Department of Radiation
Technology AH
M.A. University of Redlands 2013
EFTIMIE, LIVIU FLORIAN. Assistant Clinical Professor, Department of Oral
and Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 1993
D.M.D. Dental School Tg at Mures, Romania 1989
EGGERS, MARILYN B. Associate Professor, School of Public Health PH
Ph.D. Andrews University 1999
EGUCHI, JIMMY H. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2002
EICHENBERG, BRIAN J. Assistant Clinical Professor, Department of
Plastic and Reconstructive Surgery SM
M.D. Georgetown School of Medicine 1994
EISENHUT, DEBORAH A. Assistant Professor, Department of Surgery SM
M.D. Oregon Health and Science University 1981
EJIKE, JANETH C. Associate Professor, Department of Pediatrics SM
M.B.B.S. University of Lagos, Nigeria 1994
EKE, CLIFFORD C. Assistant Clinical Professor, Department of Surgery SM
M.D. Loma Linda University SM 1992
EKINS, BRENT R. Associate Clinical Professor, Department of Pharmacy
Practice SP
Pharm.B. University of Utah 1974
EKLUND, DIANE K. Assistant Clinical Professor, Department of Pathology
and Human Anatomy SM
M.D. University of Arizona 1988
EKROTH YUKL, ANN J. Assistant Professor, School of Nursing SN
M.S. Loma Linda University GS 1976
EKWEN, GERALD T. Assistant Professor, Department of Surgery SM
M.D. University of Yaounde, Cameroon 2002
ELAZEGUI, LISA M. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. Loma Linda University SP 2008
ELDER, HARVEY A. Clinical Professor, Department of Medicine SM;
Professor and School of Public Health PH
M.D. Loma Linda University SM 1957
ELG, CRAIG A. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 2003
ELGOHARY, BASSEM. Assistant Professor, Department of Medicine SM
M.D. University of Wisconsin, Madison 2002
ELIAS, INTITHAR S. M. Assistant Professor, Department of Allied Health
Studies AH
M.S. Loma Linda University GS 1979
ELIAS, MARVIN L. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2008
ELIHU, ARVAND. Adjunct Assistant Professor, Department of Surgery SM
M.D. Johns Hopkins University 2003
ELLINGTON, DANIELLE L. Assistant Professor, Department of Dental
Hygiene SD
Loma Linda University 2019-2020 589
B.S. Loma Linda University SD 2013
ELLOWAY-SONG, TAMARAH R. Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 1990
ELLSTROM, MERVIN L. Assistant Clinical Professor, Department of
Pediatric Dentistry SD
D.D.S. Loma Linda University SD 1975
M.P.H. Loma Linda University PH 1975
ELO, JEFFREY A. Assistant Clinical Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Indiana University 2002
M.S. Loma Linda University SD 2006
ELSHERIF, ISMAIL I. Assistant Professor, Department of Endodontics SD
B.D.S. Cairo University, Egypt 1979
Ph.D. Al-Azhar University, Egypt 1993
ELSISSY, PETER. Assistant Clinical Professor, Department of Orthopedic
Surgery SM
M.D. University of California, Los Angeles 2005
EMANUELLI, SILVIO F. Adjunct Assistant Professor, Department of
Restorative Dentistry SD
D.D.S. University of Pavia, Lombardy, Italy 1986
M.S. Loma Linda University GS 1992
EMMERSON, WILLIAM JOHN. Assistant Clinical Professor, Department of
Orthodontics SD
D.D.S. Loma Linda University SD 1980
M.S. Loma Linda University GS 1982
ENGLANDER, DAVID M. Assistant Professor, Department of Emergency
Medicine SM
M.D. Temple University School of Medicine, Philadelphia, Pennsylvania
1973
ERICKSON, DAVID G. Clinical Instructor, Department of Pediatrics SM
B.S. Loma Linda University GS 1986
ESCOBAR-PONI, BERTHA C. Professor, Department of Pathology and
Human Anatomy SM; and Member FGS
M.D. Universidad Centro-Occidental Lisandro Alvarado, Venezuela 1989
ESKANDARIAN, ROMIC. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. Western University of Health Sciences, Pomona, California 2003
ESMAIL, FATEMA Q. Assistant Professor, Department of Ophthalmology
SM
M.D. Mount Sinai School of Medicine, New York 2005
ESPERANTE, RAUL. Adjunct Assistant Professor, Department of Earth
and Biological Sciences SM; and Member FGS
Ph.D. Loma Linda University GS 2002
ESTEY, MARK EDWARD. Associate Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 1998
ESTRADA, SANDRA E. Instructor, Department of Neurology SM
M.S.N. University of California, Los Angeles 1991
EVANS, DWIGHT C. Associate Professor, Department of Medicine SM and
School of Public Health PH
M.D. Loma Linda University SM 1973
EVANS, LAURA E. Assistant Clinical Professor, Department of Radiation
Technology AH
J.D. University of California, Berkeley 2007
EVERETT, GEORGE. Professor, Department of Medicine SM
M.D. University of Iowa College of Medicine 1975
EZINWA, N. MARGARETE. Assistant Professor, Department of Family
Medicine and Department of Preventive Medicine, SM
M.B.Ch.B. University of Auckland, New Zealand 2003
M.P.H. Johns Hopkins University, Maryland 2010
FAIRHURST, JANELLE C. Instructor, Department of Dental Hygiene SD
B.S. Loma Linda University SD 1988
FAN, JOSEPH T. Associate Professor, Department of Ophthalmology SM
and Department of Basic Sciences SM
M.D. University of California, San Diego 1990
FANG, DENNY Y. K. Assistant Professor, Department of Endodontics SD
D.D.S. University of California, Los Angeles 1998
FANICA, ANDREA. Instructor, Department of Nutrition and Dietetics AH
M.S. Loma Linda University AH 2016
FANOUS, YVONNE F. Associate Professor, Department of Pediatrics SM
M.D. Cairo University, Egypt 1973
FARAJZADEH, FARZIN. Assistant Professor, Department of Medicine SM
M.D. Shahid Beheshti University of Medical Science, Iran 2002
FARGO, RAMIZ A. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1996
FARIDI, OMAR M. Adjunct Assistant Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S., M.D. University of Southern California 2004, 2007
FARRAGE, JAMES ROBERT. Associate Professor, Department of
Orthodontics SD
D.D.S. Loyola University School of Dentistry 1965
M.S. Loyola University 1967
FARSHIDPANAH, SIAVASH. Assistant Professor, Department of Medicine
SM
M.D. St. George's University, Grenada 2007
FARZIN GOHAR, SHADI FARZIN. Assistant Professor, Department of
Pediatrics SM
M.D. Lund University School of Medicine, Sweden 2002
FAYARD, CARLOS R. Associate Professor, Department of Psychiatry SM
Ph.D. California School of Professional Psychology 1988
FAYAZI, KHAIRALLAH. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Spartan Health Sciences University
FEBRE, APRILLE DAWN F. Assistant Professor, Department of Pediatrics
SM
M.D. Loma Linda University SM 2007
590 Faculty
FEENSTRA, LAURENCE A. Instructor, Department of Cardiopulmonary
Sciences AH
B.S. California State University, San Bernardino 1974
FELDSHER, MENDEL J. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. University of Southern California 1996
FELEMA, BIFTU G. Assistant Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 2007
FELIX, ALLEN C. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. University of Southern California 1991
FELLER, JOHN FRANCIS. Assistant Clinical Professor, Department of
Radiology SM
M.D. Ohio State University 1991
FERGUSON, CORY G. Instructor, Otolaryngology and Head and Neck
Surgery SM
M.S.P.A. Western University of Health Sciences 2012
FERGUSON, EARL W. Clinical Professor, School of Public Health PH;
Associate Clinical Professor, Department of Medicine SM
M.D., Dr.P.H. University of Texas, Galveston 1970
FERNANDO, NANCY R. Assistant Professor, Department of Pediatrics SM
D.O. College of Osteopathic Medicine of the Pacific 1991
FERNANDO, RONALD S. Assistant Professor, Department of Medicine SM
and Department of Basic Sciences SM
M.D. Loma Linda University SM 1993
FERRY, DAVID R. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1976
FERRY, LINDA H. Associate Professor, Department of Preventive Medicine
SM, Department of Family Medicine SM, and School of Public Health PH
M.D. Loma Linda University SM
1979
Dr.P.H. Loma Linda University PH 1989
FIELD, SUE A. Assistant Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 1983
FIGUEIREDO, FABIO C. Assistant Professor, Department of Orthopedic
Surgery SM
M.D. Universidade de São Paulo, Brazil 1994
FIGUEROA, HEATHER R. Assistant Professor, Department of Gynecology
and Obstetrics SM
M.D. Loma Linda University SM 2008
FILIPPOV, VALERI. Assistant Research Professor, Department of Basic
Sciences SM
Ph.D. Institute of Cytology and Genetics, Nivosibirsk, Russia 1993
FILIPPOVA, MARIA. Associate Research Professor, Department of Basic
Sciences SM
Ph.D. Institute of Cytology and Genetics, Russia 1997
FILLMAN, MICHAEL J. Associate Professor, Department of Orthodontics
SD
D.D.S. Loma Linda University SD 1974
M.P.H. Loma Linda University PH 1974
M.S. Loma Linda University GS 1984
FINNIE, SONJA F. Assistant Professor, Department of Orthodontics SD
D.D.S. Loma Linda University SD 1998
M.S. Loma Linda University SD 2000
FIREK, ANTHONY F. Assistant Professor, Department of Medicine SM
M.D. University of Hawaii 1984
FISCHER, DAN E. Adjunct Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 1974
FISCHER, SCOTT P. Assistant Clinical Professor, Orthopedic Surgery SM
M.D. University of Wisconsin, Madison 1981
FISHER, FRANZ P. Assistant Professor, Department of Medicine MS
M.D. Loma Linda University SM 1984
FISHER, KENDRA L. Assistant Professor, Department of Radiology SM
and Department of Basic Sciences SM
M.D. University of Calgary 1989
FISHER, LORRAINE WHEATON. Instructor, Department of Nutrition and
Dietetics AH
M.P.H. Loma Linda University SH 1981
M.S. Loma Linda University GS 1983
FISHER, ROSS. Assistant Professor, Department of Pediatrics SM
M.D. McGill University, Montreal, Canada 1988
FITZGERALD, GARRY J. Assistant Professor, School of Public Health PH
M.D. Autonomous University of Guadalajara, Mexico 1973
FITZPATRICK, MICHAEL J. Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1987
FITZPATRICK, SOFIA I. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1998
M.S. Loma Linda University GS 2000
FLANERY, ANDREW S. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Kansas 2012
FLEMING, ELAINE. Assistant Clinical Professor, School of Public Health
PH
M.P.H. Loma Linda University PH 1975
FLETCHER, HANSEL M. Professor, Department of Basic Sciences SM and
Department of Periodontics SD; and Member FGS
Ph.D. Temple University, Philadelphia, Pennsylvania 1990
FLORES, CHRISTOPHER V. Assistant Clinical Professor, Department of
Family Medicine SM
M.D. University of California, Irvine 1990
FLORES, DANIEL ALEXANDER. Assistant Professor, Department of
Orthodontics SD
D.D.S. Loma Linda University SD 1982
M.S. Loma Linda University GS 1988
FLORES, LISA D. Assistant Professor, Department of Family Medicine SM
M.D. Loma Linda University SM 1998
Loma Linda University 2019-2020 591
FLORES, MARIO M. Assistant Professor, Department of Periodontics SD
D.D.S. University of Mexico, Puebla State, Mexico 1977
FLORIDIA, ROSARIO. Assistant Professor, Department of Cardiothoracic
Surgery SM
M.D. University of Colorado 1997
FLOWERS, CALVIN J. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 1992
FLYNN, PATRICIA. Assistant Professor, Department of Psychology BH
Ph.D. Loma Linda University ST 2005
M.P.H. Loma Linda University PH 2008
FOGEL, TRAVIS G. Assistant Professor, Department of Physical Medicine
and Rehabilitation SM and Department of Psychology BH
Ph.D. Michigan State University at East Lansing 1999
FOMENKO, OLHA. Assistant Professor, Department of Medicine SM
M.D. Vinnica Medical University, Ukraine 2001
FONG, MATTHEW B. Assistant Professor, Department of Pediatrics SM
M.D. Saint Louis University School of Medicine 2008
FOO, RON S. Assistant Clinical Professor, Department of Psychiatry SM
and Department of Physician Assistant Sciences AH
M.D. Loma Linda University SM 1998
FORDE, RONALD E. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1983
M.S.D. Loma Linda University SD 2011
FORLAND, STEVEN C. Assistant Professor, Department of Medicine SM;
Associate Professor, Department of Pharmacy Practice SP
Pharm.D. University of California, San Francisco 1974
FORRESTER, BONNIE JO. Associate Professor, Department of Physical
Therapy AH
D.P.T.Sc. Loma Linda University AH 2002
FORRESTER, TERRENCE J. Emeritus Associate Professor, Department of
Social Work and Social Ecology BH
M.S.W. University of Louisville, KY 1979
FOSTER, GLENN L. Emeritus Professor, Department of Medicine SM
M.D. College of Medical Evangelists 1957
FOWLER, KENNETH A. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1984
FRADIN-READ, DOMINIQUE. Assistant Clinical Professor, Department of
Preventive Medicine SM
M.D. Free University of Brussels, Belgium 1980
FRANCO, DANIEL. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Autonomous University of Guadalajara, Mexico 1979
FRASER, GARY E. Professor, School of Public Health PH, Department of
Medicine SM and Department of Preventive Medicine SM; and Member
FGS
M.B.Ch.B. University of Otago, New Zealand 1969
Ph.D. University of Auckland, New Zealand 1978
M.P.H. University of Minnesota, Twin Cities 1980
FRAUSTO, TERESA. Assistant Professor, Department of Psychiatry SM
M.D. University of Illinois 1991
FREEMAN, KIMBERLY R. Professor, Department of Social Work and Social
Ecology BH
Ph.D. Loma Linda University GS 1999
FREI, KAREN P. Assistant Professor, Department of Neurology SM
M.D. Thomas Jefferson University, Pennsylvania 1992
FREIER RANDALL, MARY-CATHERIN. Professor, Department of Pediatrics
SM and School of Public Health PH
Ph.D. University of Health Sciences, Chicago Medical School 1989
FRENCH, KATTY JOY FENTON. Emerita Associate Professor, School of
Nursing SN
Ph.D. University of California, Riverside 1988
FRIDEY, JOY L. Assistant Clinical Professor, Department of Pathology and
Human Anatomy SM
M.D. Medical College of Pennsylvania 1982
FRIEDMAN, GERALD S. Assistant Clinical Professor, Department of
Medicine SM
M.D. University of Miami 1966
FRIEDRICHSEN, ERIC J. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1987
FRIESEN, DEBRA K. Assistant Professor, Department of Dental Hygiene
SD
B.S. Loma Linda University SD 1993
M.S. Loma Linda University SBH 2012
FRITZ, HELMUTH F. Adjunct Assistant Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1973
FRITZ, ROBERT L. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University 1975
FRIVOLD, GEIR PAUL. Assistant Professor, Department of Medicine SM
M.D., M.P.H. Loma Linda University SM, PH 1981
FRYKMAN, ERIC K. Assistant Clinical Professor,Department of Preventive
Medicine SM and School of Public Health PH
M.D. Loma Linda SM 1996
M.P.H. Loma Linda University PH 1999
FRYKMAN, GARY K. Clinical Professor, Department of Orthopedic Surgery
SM
M.D. Loma Linda University SM 1965
FUENTES, J. PAUL. Assistant Professor, Department of Periodontics SD
D.D.S. University of California, Los Angeles 1981
FUENTES-DELGADO, JANICE R. Assistant Professor, Department of
Neurology SM
M.D. Universidad Autónoma de Guadalajara 2008
FUNKHOUSER, LAURA S. Assistant Clinical Professor of Pediatrics SM
M.D. Eastern Virginia Medical School 1978
M.P.H. Johns Hopkins University 1984
592 Faculty
FURUTAN, NAVID P. Assistant Clinical Professor, School of Nursing SN
M.D. University of Virginia School of Medicine 1987
GABRIEL, ALLEN. Adjunct Professor, Department of Plastic and
Reconstructive Surgery SM
M.D. University of Nevada School of Medicine 2001
GABRIEL, EDWARD. Assistant Clinical Professor, Department of Radiology
SM
M.D. UHS/Chicago Medical School 1987
GAEDE, DONN P. Assistant Clinical Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2010
GAIKWAD, SHUBHANGI N. Assistant Professor, Department of Emergency
Medicine SM
M.B.B.S. University of Pune, India 2002
GAJIC, DRAGANA. Assistant Clinical Professor, Department of Social
Work and Social Ecology BH
M.S.W. California State University, San Bernardino 2006
M.B.A. University of Redlands 2009
GALANG-FEATHER, NERISSA V. Adjunct Assistant Professor, Department
of Psychiatry SM
M.D. University of the Philippines 1981
GALARNYK, IHOR A. Associate Clinical Professor, Department of
Psychiatry SM
M.D. McGill University, Montreal, Canada 1982
GALARZA, STEVEN F. Adjunct Assistant Professor, Department of
Psychiatry SM
D.O. Western University of Health Sciences 2001
GALAT, DANIEL D. Assistant Professor, Department of Orthopedic Surgery
SM
M.D. Ohio State University 2002
GALURA, JOSEPH P. Assistant Professor, Department of Anesthesiology
SM
D.O. Arizona College of Osteopathic Medicine 2004
GAMBOA-MALDONADO, THELMA. Assistant Clinical Professor, School of
Public Health PH
Dr.P.H. Loma Linda University PH 2011
GANEY, MICHAEL E. Assistant Professor, Department of Surgery SM
M.D. Albany Medical College, New York 2000
GANG, GINA R. Assistant Professor, Department of Physical Therapy AH
D.P.T. Loma Linda University AH 2015
GANO, DAVID L. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1993
GARBACEA, ANTOANELA. Assistant Professor, Department of Restorative
Dentistry SD
D.D.S. University of Medicine and Pharmacy, Romania 1998
M.S.D. Loma Linda University SD 2012
GARBEROGLIO, CARLOS A. Professor, Department of Surgery SM and
Department of Basic Sciences SM
M.D. National University of Rosario, Argentina 1973
GARBEROGLIO, MARIA C. Assistant Professor, Department of Pediatrics
SM
M.D. National University of Rosario, Argentina 1974
GARCIA, AMY B. Instructor, School of Nursing SN
D.N.P. Loma Linda University SN 2019
GARCIA, A. KEYLA. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2006
GARCIA, GABRIELA ELIZABETH. Assistant Professor, Department of
Orthodontics SD
D.D.S. Universidad Nacional Autónoma de Honduras, Honduras 1998
M.S. Loma Linda University GS 2005
GARCIA, HENRY ALBERT. Assistant Professor, Department of Physical
Therapy AH
M.P.T. Loma Linda University AH 1990
GARDINER, GEOFFREY A., SR. Emeritus Professor, Department of
Radiology SM
M.D. College of Medical Evangelists 1949
GARDNER, BENJAMIN D. Associate Clinical Professor, Department of
Earth and Biological Sciences SM
Ph.D. Michigan State University 1998
M.P.H. Johns Hopkins University 2008
GARDNER, VANCE O. Associate Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Washington University in St. Louis 1980
GARG, SHIVALI G. Assistant Professor, Department of Periodontics SD
D.M.D. Boston University 2012
M.S. Loma Linda University SD 2015
GARRISON, ROGER C. Assistant Professor, Department of Medicine SM
D.O. Oklahoma State University, College of Osteopathic Medicine 1999
GASHUGI, LEONARD K. Professor, School of Public Health PH
Ph.D. Boston University 1992
GATLING, JASON W. Associate Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 2002
GATTO, NICOLE M. Adjunct Associate Professor, School of Public Health
PH
Ph.D. University of Southern California 2008
GAZZANIGA, DAVID S. Assistant Clinical Professor, Orthopedic Surgery
SM
M.D. Dartmouth 1995
GELDWERT, DARON. Assistant Clinical Professor, Department of Plastic
and Reconstructive Surgery SM
M.D. Tel Aviv University, Israel 2000
GELLER, ARNOLD Z. Associate Clinical Professor, Department of
Radiology SM
M.D. State University of New York, College of Medicine 1955
GENTRY, DAVID W. Assistant Professor, Department of Radiology SM;
Assistant Clinical Professor, Department of Radiation Technology AH
M.D. University of Tennessee Graduate School of Medicine 2003
Loma Linda University 2019-2020 593
GERARD, SEVAN D. Clinical Instructor, Department of Cardiopulmonary
Sciences AH
B.S. Loma Linda University AH 2012
GERARDO, MELISSA D. Instructor, Department of Periodontics SD
B.S. Loma Linda University SD 2012
GERLING, WILLIAM L. Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 1976
GERMAIN, CHERYL A. Assistant Professor, Department of Pathology and
Human Anatomy SM
M.H.S. Quinnipiac University, Connecticut 1995
GERONA, ALMA. Assistant Professor, Department of Medicine SM
M.D. Xavier University 1999
GESLANI, BEVAN A. Assistant Professor, Department of Medicine SM
M.D. Far Eastern University, Philippines 1981
GESLANI, VAN F. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2008
GHARIBVAND, LIDA. Assistant Professor, Department of Allied Health
Studies AH; and Member FGS
Ph.D. Loma Linda University PH 2016
GHAZAL, ELIZABETH A. Associate Professor, Department of
Anesthesiology SM and Department of Basic Sciences SM
M.D. Loma Linda University SM 1990
GHAZAL, RONNY G. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1987
GHEBREMEDHIN, ABIEL. Associate Professor, Department of Radiation
Medicine SM
Ph.D. Baylor University, Texas 1995
GHEEN, KRYSTAL S. Clinical Instructor, School of Public Health PH
M.P.H. Loma Linda University PH 2009
GHEEN, P. CORY. Assistant Professor, Department of Nutrition and
Dietetics AH
M.S. Loma Linda University AH 2013
GIACOPUZZI, GUY G. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1980
GIANG, DANIEL W. Professor, Department of Neurology SM and
Department of Medical Education SM
M.D. Loma Linda University SM 1983
GIBSON, DESMOND D. Assistant Clinical Professor, Department of
Dermatology SM
M.D. Loma Linda University SM 1978
GIBSON, L. JAMES, JR. Adjunct Associate Professor, Department of Earth
and Biological Sciences SM
Ph.D. Loma Linda University GS 1984
GIEBEL, ARTHUR W. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1991
GIEBEL, HERBERT N. Assistant Professor, Department of Family Medicine
SM and School of Public Health PH; Assistant Clinical Professor,
Department of Preventive Medicine SM
M.D. Loma Linda University SM 1988
GIEM, PAUL A. Adjunct Assistant Professor of Emergency Medicine SM
M.D. Loma Linda University SM 1977
GIERZ, MONIKA S. Associate Clinical Professor, Department of Psychiatry
SM
M.D. Medical School University of Wuerzburg, Germany 1978
GIL, LAURA. Instructor, School of Nursing SN
B.S. Loma Linda University SN 2013
GILBERT, BRADLEY PAUL. Assistant Clinical Professor, School of Public
Health PH
M.D. University of California, San Diego 1983
GILBERT, MONIQUE. Instructor, Department of Clinical Laboratory Science
AH
B.S. Loma Linda University AH 1989
GILEWSKI, MICHAEL J. Associate Professor, Department of Physical
Medicine and Rehabilitation SM and Department of Psychology BH
Ph.D. University of Southern California, Los Angeles 1983
GILL, LEIA D. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 2005
GILLESPIE, TIMOTHY J. Assistant Clinical Professor, School of Public
Health PH
D.Min. George Fox University 2011
GIMBEL, HOWARD V. Professor, Department of Ophthalmology SM
M.P.H. Loma Linda University PH 1978
M.D. Loma Linda University SM 1960
GIORDANO, EUGENIA. Assistant Clinical Professor, School of Public
Health PH
M.D. La Plata National University, Argentina 1985
M.P.H. Loma Linda University PH 2000
GIORDANO, OSCAR. Associate Clinical Professor, School of Public Health
PH
M.D. La Plata National University, Argentina 1978
M.P.H. Loma Linda University PH 2000
GIRGUIS, MARK S. Assistant Professor, Department of Radiology SM
M.D. Cairo University School of Medicine 1981
GIRI, PARESH C. Assistant Professor, Department of Medicine SM
M.B.B.S. Tribhuvan University Teaching Hospital, Nepal 2000
GLAVAZ, GERALD A. Assistant Professor, Department of Physician
Assistant Sciences AH
M.P.A. University of Nebraska 2003
GLEASON, PETER C. Adjunct Assistant Professor, School of Public Health
PH
Ph.D. Loma Linda University BH 2011
GOBBLE, CLAIR-ALYCE R. Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 2012
594 Faculty
GOBBLE, TIMOTHY R. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2012
GOBER-PARK, CARLA GAYLE. Assistant Professor, School of Religion SR
Ph.D. Emory University 2008
GODFREY, THOMAS E. Emeritus Associate Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1957
M.S. University of Minnesota 1961
GOFF, DONNA A. Assistant Professor, Department of Pediatrics SM
M.D. Albany Medical College, New York 2003
GOLD, JUNE-ANNE. Associate Professor, Department of Pediatrics SM
and Department of Basic Sciences SM
M.B.B.S. St. Bartholomew's and the Royal London School of Medicine
1996
GOLD, PHILIP MICHAEL. Professor, Department of Medicine SM
M.D. University of California, Los Angeles 1962
GOLDEN, GARY J. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1977
GOLDSTEIN, MITCHELL R. Professor, Department of Pediatrics SM
M.D. University of Miami 1988
GOLKAR, LINDA. Assistant Professor, Department of Dermatology SM
M.D. University of Southern California 1993
GOLLIN, YVONNE G. Assistant Clinical Professor, Department of
Gynecology and Obstetrics SM
M.D. University of California, San Francisco 1987
GOLTZ-NEAL, KANDI S. Instructor, Department of Dental Hygiene SD
B.S. Loma Linda University SD 2000
GOMES, MARSHALL E. Assistant Professor, Department of Endodontics
SD
D.D.S. Loma Linda University SD 1985
GOMEZ, NEPHTALI R. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 2004
GONGOL, BRENDAN R. Assistant Professor, Department of
Cardiopulmonary Sciences AH
Ph.D. University of California, Riverside 2013
GONZAGA, ALMA ALMARIO. Assistant Professor, Department of Medicine
SM
M.D. Far Eastern University, Philippines 1979
GONZALES, JASMINE C. Clinical Instructor, Department of Periodontics
SD
B.S. Loma Linda University SD 2015
GONZALEZ, MARK A. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. Midwestern University of Chicago College of Pharmacy 1998
GOODACRE, BRIAN J. Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2013
GOODACRE, CHARLES J. Distinguished Professor, Department of
Restorative Dentistry SD; and Member FGS
D.D.S. Loma Linda University SD 1971
M.S.D. Indiana University 1974
GOODWIN, H. THOMAS. Adjunct Professor, Department of Earth and
Biological Sciences PH
Ph.D. University of Kansas 1990
GORDON, BRENT. Associate Professor, Department of Pediatrics SM
M.D. The Chicago Medical School at Rosalind Franklin University 2002
GORENBERG, ALAN E. Assistant Clinical Professor, Department of
Medicine SM
M.D. Loma Linda University SD 1986
GOWDA, NANDINI N. Assistant Professor, Department of Medicine SM
M.B.B.S. University of Mysore, India 1999
GOWDA, PRASHANTH. Assistant Professor, Department of Medicine SM
M.B.B.S. Gilbarga University, India 1996
GOYAL, RAVI. Associate Professor, Department of Basic Sciences SM
Ph.D. University of Mississippi 2007
GRAMES, BARRY S. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1990
GRANDHI, ANUPAMA. Assistant Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. University of Southern California 2006
GRANGAARD, LUELLA MARIE. Clinical Instructor, Department of
Occupational Therapy AH
M.A. University of Puget Sound, Washington 1983
GRANGE, JEFFREY T. Associate Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 1994
GREEK, JAMES O. III. Associate Professor, School of Religion SR; Adjunct
Assistant Professor, Department of Plastic and Reconstructive Surgery
SM
D.Min. Fuller Theological Seminary 1985
GREEN, STEVEN M. Professor, Department of Emergency Medicine SM
and Department of Pediatrics SM
M.D. University of California, San Diego 1985
GREGORIUS, THEODORE K. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 2000
GREGORIUS, WENDY C. Assistant Professor, Division of General Dentistry
SD
D.D.S., M.S.D. Loma Linda University SD 2007, 2011
GRIDLEY, DAILA S. Emerita Professor, Department of Basic Sciences SM
Ph.D. Loma Linda University GS 1978
GRISE, MURLAN E. Adjunct Assistant Professor, Department of Family
Medicine SM
D.O. College of Osteopathic Medicine of the Pacific 1982
GROHAR, ALBIN H. Associate Professor, School of Public Health PH
Ph.D. Andrews University 1989
Loma Linda University 2019-2020 595
GRUBE, MATTHEW ALAN. Assistant Professor, Department of Radiology
SM
M.D. Loma Linda University SM 2007
GRUMET, ROBERT C. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. University of Southern California 2003
GRUMMONS, DUANE CHARLES. Assistant Clinical Professor, Department
of Orthodontics SD
D.D.S. Marquette University, Wisconsin 1970
GUBER, KEVIN M. Adjunct Assistant Professor, Department of Psychiatry
SM
M.D. University of California, San Diego 2006
GUERRERO FERNANDES, ANDRE V. Assistant Professor, Department of
Oral and Maxillofacial Surgery SD
D.D.S. University of California, San Francisco 2009
GUERRERO, JENNIFER LOUISE. Instructor, Department of Health
Informatics and Information Management AH
B.S. Loma Linda University AH 1997
GULDNER, GREGORY T. Associate Professor, Department of Emergency
Medicine SM
M.D. Stanford University 1997
GUNDERSEN, KATHRYN I. Clinical Instructor, Department of Occupational
Therapy AH
M.S. California State University, Los Angeles 1988
GUO, ANDREW H. Assistant Professor, Department of Preventive Medicine
SM
M.D. Howard University College of Medicine, Washington D.C. 2000
M.P.H. Loma Linda University PH 2004
M.B.A. University of Southern California 2006
GUO, EDMUND. Assistant Clinical Professor, Department of Pediatric
Dentistry SD
D.D.S. Loma Linda University SD 2004
GUO, YUJIAN. Assistant Clinical Professor, Department of Neurology SM
M.D. Shanghai Second Medical University 1996
GUPTA, SUBHAS C. Professor, Department of Plastic and Reconstructive
Surgery SM
M.D. McGill University, Montreal, Canada 1992
Ph.D. University of Louisville/Columbia State University 1997
GUPTILL, MINDI J. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 2006
GURULE, DONNA LYNNE. Assistant Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2016
GUSTAFSON, G. ALLEN. Associate Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1970
GUSTAVSSON, LARS G. Assistant Clinical Professor, School of Public
Health PH
M.B.A. Andrews University 1990
GUTHRIE, GEORGE E. Adjunct Assistant Professor, Department of
Preventive Medicine SM
M.D. Loma Linda University SM 1981
GUTIERREZ, RIO T. Instructor, Department of Family Medicine SM
M.S.N. Azusa Pacific University 2015
GYSBERS, ERIN L. Assistant Professor, Department of Physician
Assistant Sciences AH
M.P.A.S. Saint Francis University, Pennsylvania 2007
GYSBERS, JOSHUA T. Instructor, Department of Cardiothoracic Surgery
SM
M.P.A.S. Saint Francis University, Pennsylvania 2007
HAACKE, E. MARK. Adjunct Professor, Department of Radiology SM
Ph.D. University of Toronto, Toronto, Canada 1978
HABER, VIVIANE S. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1985
HACINAS, JOSEPH. Assistant Professor, School of Nursing SN
D.N.P. Loma Linda University SN 2013
HACKETT, NICOLA W. Assistant Clinical Professor, Department of Social
Work and Social Ecology BH
M.S.W. Loma Linda University GS 1998
HADDAD, ELLA HASSO. Associate Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 1978
HADDAD, LARA. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of the Pacific 2010
HADDAD, RAMI. Assistant Professor, Department of Family Medicine SM
D.O. Nova Southeastern University, Florida 2011
HADDOCK, BRYAN LEROY. Assistant Clinical Professor, School of Public
Health PH
Dr.P.H. Loma Linda University PH 1997
HADLEY, ALISE E. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of California, San Francisco 1993
HADLEY, DAVID A. Adjunct Assistant Professor, Department of Urology
SM
M.D. Loma Linda University SM 2005
HADLEY, DEAN A. Assistant Professor, Department of Urology SM
M.D. Loma Linda University SM 1975
HADLEY, H. ROGER. Professor, Department of Urology SM
M.D. Loma Linda University SM 1975
HADLEY, TIFFANY C. Assistant Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 2009
HADLEY, ZACHARY S. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 2006
HAERICH, PAUL E. Professor, Department of Psychology BH
Ph.D. University of Florida 1989
596 Faculty
HAGGLOV, CALVIN G. Assistant Professor, Department of Family Medicine
SM
M.D. University of Manitoba, Winnipeg, Canada 2002
HAHN, HARVEY S. H. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1994
HAIAVY, JACOB. Assistant Clinical Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. New York University, College of Dentistry 1994
M.D. Mt. Sinai School of Medicine, New York 1997
HAIDER, GAYLE L. Instructor, Clinical Laboratory Science AH
B.S. Loma Linda University AH 1980
HALAS-LIANG, MELISSA. Clinical Instructor, Department of Nutrition and
Dietetics AH
M.A. University of Redlands 1994
HALL, DONALD R. Adjunct Assistant Professor, School of Public Health
PH
Dr.P.H. Loma Linda University PH 1978
HALL, SUSAN L. Associate Professor, Department of Medicine SM and
Department of Basic Sciences SM; Assistant Professor, School of Public
Health PH
Ph.D. Loma Linda University GS 1996
M.D. Loma Linda University SM 1998
M.P.H. Loma Linda University PH 2001
HALSTEAD, LINDA G. Assistant Professor, School of Public Health PH
M.A. University of California, Riverside 1979
HALVERSON, BRYAN E. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 2009
HALVERSON, SARA E. Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 2009
HAMADA, DEBRA LYNN. Assistant Professor, Department of Health
Informatics and Information Management AH
A.B. College of St. Scholastica, Minnesota 1984
HAMADA, NORMAN H. Professor, Department of Pharmacy Practice SP
Pharm.D. University of the Pacific 1980
HAMERSLOUGH, RHONDA D. Adjunct Assistant Professor, Department of
Dental Hygiene SD
Ed.D. La Sierra University 2008
HAMMER, JERROLD. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of Southern California 1978
HAMMOND, PAUL G. Associate Clinical Professor, Department of
Medicine SM
M.B.B.S. University of Oxford, England 1970
HAMRA, STEPHEN W. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2010
HAMRA, WILLIAM S. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2010
HAN, LINDA P. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of California, San Francisco 1990
HANCOCK, CHRISTOPHER R. Assistant Clinical Professor, Department of
Radiology SM
M.D. Medical College of Georgia 2002
HANDOJO, TROY. Assistant Professor, Department of Medicine SM
M.D. Thomas Jefferson University, Pennsylvania 2003
HANDYSIDES, ALLAN R. Adjunct Professor, Department of Allied Helath
Studies AH and School of Public Health PH
M.B.Ch.B. University of Edinburgh, United Kingdom 1963
HANDYSIDES, DANIEL G. Assistant Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2010
HANDYSIDES, ROBERT A. Associate Professor, Department of
Endodontics SD; and Member FGS
D.D.S. Loma Linda University SD 1993
HANDYSIDES, SANDRA L. Instructor, School of Public Health PH
M.S. California State University, Long Beach 2011
HANNA, AMGAD. Assistant Professor, Department of Anesthesiology SM
M.D. Ain Shams University, Egypt 1998
HANNA, MARY ADEEB. Assistant Professor, Department of Family
Medicine SM
M.D. Ain Shams University, Egypt
HANSEN, KENT A. Assistant Professor, Department of Dental Education
Services SD
J.D. Willamette University, Oregon 1979
HANSON, LISA. Assistant Professor, School of Nursing SN
B.S.N. University of Oklahoma 2009
HARDER, SHERI L. Assistant Professor, Department of Radiology SM
M.D. University of Saskatchewan, Canada 1994
HARDESTY, JEFFREY STEVEN. Assistant Professor, Department of
Gynecology and Obstetrics SM
M.D. Loma Linda University SM 1980
HARDESTY, ROBERT A. Clinical Professor, Department of Plastic and
Reconstructive Surgery SM
M.D. Loma Linda University SM 1978
HARDIN, STEVEN BARTON. Assistant Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1985
HARDING, GEORGE T. IV. Emeritus Professor, Department of Psychiatry
SM
M.D. Loma Linda University SM 1953
HARMS, LAWRENCE A. Assistant Clinical Professor, Department of
Surgery SM
M.D. Loma Linda University SM 1983
HARRIS, DAVID P. Associate Professor, Department of Health Informatics
and Information Management AH and School of Public Health PH
Ph.D. Claremont Graduate University 1995
Loma Linda University 2019-2020 597
HARRIS, MELVYN LEWIS. Adjunct Assistant Professor, Department of
Emergency Medicine SM
M.D. University of Oklahoma Medical Center 1977
HART, DYNNETTE. Emerita Associate Professor, School of Nursing SN
Dr.P.H. Loma Linda University PH 1994
HART, ELAINE A. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 2000
HART, KENNETH W. Assistant Professor, Department of Preventive
Medicine SM and School of Public Health PH
M.D. Loma Linda University SM 1969
HART, RICHARD H. Professor, School of Public Health PH and Department
of Preventive Medicine SM
Dr.P.H. Johns Hopkins University 1977
M.D. Loma Linda University SM 1970
HARTMAN, RICHARD E. Professor, Department of Psychology BH
Ph.D. Washington University, St. Louis, Missouri 2001
HASANIYA, NAHIDH W. Associate Clinical Professor, Department of
Cardiothoracic Surgery SM
M.D. Kuwait School of Medicine 1987
HASHMI, AIJAZ. Associate Professor, Department of Pediatrics SM
M.D. University of Ottawa, Canada 1989
HASSAN, MOHAMED AMIN. Assistant Professor, Department of
Periodontics SD
B.D.S. Cairo University Dental School, Egypt 1991
M.S. Loma Linda University GS 2004
HASSO, ANTON N. Clinical Professor, Department of Radiology SM
M.D. Loma Linda University SM 1967
HATHOUT, EBA H. Professor, Department of Pediatrics SM
M.D. Faculty of Medicine at Kuwait, State of Kuwait 1985
HATTI, KALPITA. Adjunct Assistant Professor, Department of Medicine
SM
M.B.B.S. University of Maharashtra Health Sciences, India 2008
HATTIS, RONALD P. Associate Professor, Department of Preventive
Medicine SM
M.D. University of California, San Francisco 1968
M.P.H. University of Hawaii 1972
HAUSCHILD, CHRISTOPHER L. Assistant Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of the Pacific 2002
HAVENS, DOUGLAS F. Instructor, Department of Earth and Biological
Sciences SM
M.S. University of California, Riverside 1975
M.A. Loma Linda University SE 1977
HAVILAND, MARK G. Emeritus Professor, Department of Psychiatry SM
Ph.D. University of Northern Colorado 1979
HAWKINS, ROBERT A. Associate Professor, Department of Medicine SM
M.D. University of Colorado 1977
HAWY, EMAN. Assistant Professor, Department of Ophthalmology SM
M.B.B.Ch. Ain Shams University, Egypt 2007
HAYASAKA, RUBY A. Adjunct Instructor, Department of Nutrition and
Dietetics AH
M.S. Loma Linda University GS 1971
M.A. University of Redlands 1986
HAYATSHAHI, ALIREZA. Associate Professor, Department of Pharmacy
Practice SP and Department of Dental Education Services SD
Pharm.D. Midwestern University, Glendale, Arizona 2003
HAYCOCK, KORBIN H. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 2000
HAYES, WILLIAM K. Professor, Department of Earth and Biological
Sciences SM; and Member FGS
Ph.D. University of Wyoming 1991
HAYNES-LEE, JOAN E. Assistant Professor, Department of Family
Medicine SM
M.D. Howard University, Washington D.C. 1994
HAYTON, AMY C. Assistant Professor, Department of Medicine SM
M.D., M.P.H. Loma Linda University SM, PH 2004
HAYTON, RYAN. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 2005
HAYTON, SHELLEY L. Assistant Professor, Department of Dental Hygiene
SD
B.S. Loma Linda University SD 1982
M.A. La Sierra University 2010
HAYTON, W. ANDREW. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 2004
HECHT, DAVID A. Assistant Professor, Department of Emergency
Medicine SM and Department of Medicine SM
D.O. Arizona College of Osteopathic Medicine 2000
HEGSTAD, DOUGLAS R. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1980
HEIM, Erin M. Assistant Professor, School of Nursing SN
B.S. Loma Linda University 2009
HEINE, NANCY J. Assistant Professor, Department of Medical Education
SM and Department of Medicine SM
M.Ed. University of Southern California 1996
HEINRICH, CHERRIE A. Adjunct Assistant Professor, Department of
Plastic and Reconstructive Surgery SM
M.D. Loma Linda University SM 2001
HEISKELL, LAWRENCE E. Assistant Clinical Professor, Department of
Surgery SM
M.D. University of Guadalajara, Mexico 1985
HEISLER, WILLIAM HENRY. Emeritus Professor, Department of
Restorative Dentistry SD
D.D.S. Loma Linda University SD 1959
HELLER, AMY L. Instructor, Department of Otolaryngology and Head and
Neck Surgery SM
M.P.A. Loma Linda University 2009
598 Faculty
HENLEY, STEVEN S. Research Professor, Department of Medicine SM
M.S. Southwestern Methodist University. Georgetown, Texas 1985
HENRY-SAVAJOL, OLIVIER. Assistant Clinical Professor, Department of
Restorative Dentistry SD
D.D.S. University of the Mediterranean School of Dentistry, France 2001
HERBER, MARILYN D. Clinical Instructor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1958
HERBER, RAYMOND A. Emeritus Professor, Department of Medicine SM
M.D. Loma Linda University SM 1957
HERFORD ALAN S. Professor, Department of Oral and Maxillofacial
Surgery SD; and Member FGS
D.D.S. Loma Linda University SD 1994
M.D. University of Texas 1997
HERNANDEZ, BARBARA A. Professor, Department of Medical Education
SM; and Member FGS
Ph.D. University of Minnesota, Twin Cities 2003
HERNANDEZ, DELIA D. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of Southern California 1993
HERNANDEZ, RAUL M. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. University of Montemorelos 1985
HERNANDO-RIVERA, INHERLA H. Instructor, Nutrition and Dietetics AH
D.H.Sc. Loma Linda University SH 1987
HERRICK, KEVIN RAY. Assistant Clinical Professor, Department of Family
Medicine SM
Ph.D. University of Davis 1992
M.D. University of Colorado 1998
HERRING, R. PATRICIA. Professor, School of Public Health PH
Ph.D. Texas Woman's University 1992
HERRMAN, JAN M. Assistant Clinical Professor, Department of Medicine
SM
M.D. Louisiana State University 1980
HERRMANN, E. CLIFFORD. Emeritus Associate Professor, Department of
Biochemistry and Microbiology SM
Ph.D. Virginia Polytechnic Institute 1970
HERRMANN, MARILYN MURDOCH. Emerita Dean, School of Nursing SN
Ph.D. Claremont Graduate University 1992
HERRMANN, PAUL C. Associate Professor, Department of Pathology and
Human Anatomy SM and Department of Clinical Laboratory Science AH
Ph.D. Stanford University 1996
M.D. Loma Linda University SM 2000
HERZBERGER, KATHY A. Instructor, Department of Medical Education SM
and Department of Medicine SM
M.S. Loma Linda University SN 2015
HESKEY, CELINE E. Assistant Professor, School of Public Health PH; and
Member FGS
Dr.P.H. Loma Linda University PH 2014
HESSELTINE, ANDREW W. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1997
HESSINGER, DAVID A. Professor, Department of Basic Sciences SM
Ph.D. University of Miami at Coral Gables 1970
HEUNG, YVONNE J. Instructor, Department of Family Medicine SM and
Department of Medicine SM
M.D. Albany Medical College 2011
HEUSTIS, DARRYL G. Professor, Department of Pathology and Human
Anatomy SM and Department of Clinical Laboratory Science AH
M.D. Loma Linda University SM 1973
HEWES, GORDON E. Adjunct Assistant Professor, School of Public Health
PH
M.B.A. University of La Verne, Los Angeles, California 1992
HEWES, JOSEPH E. Instructor, Department of Radiation Technology AH
M.B.A. Loma Linda University PH 2016
HEWITT, LIANE HINAZUMI. Associate Professor, Department of
Occupational Therapy AH; Assistant Professor, School of Public Health
PH; and Member FGS
Dr.P.H. Loma Linda University PH 2007
HEYWOOD, J. THOMAS. Clinical Professor, Department of Medicine SM
M.D. University of California, San Diego 1980
HICKS, JAMES B. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Meharry Medical College, Philadelphia, Pennsylvania 1980
HIGHTON, LISA R. Assistant Professor, SN
M.S. Loma Linda University SN 2014
HILGERS, JAMES J. Associate Professor, Department of Orthodontics SD
D.D.S. Loyola University Chicago Dental School 1969
M.S. Northwestern University 1971
HILL, MICHAEL E. Associate Professor, Department of Plastic and
Reconstructive Surgery SM
M.D. University of Virginia 1985
HILLIARD, ANTHONY A. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 2002
HINKLEMAN, LORRAINE L. Assistant Clinical Professor, School of Public
Health PH
Dr.P.H. Loma Linda University PH 1990
HINSHAW, DAVID B., JR. Professor, Department of Radiology SM
M.D. Loma Linda University SM 1971
HINSHAW, DAVID B., SR. Emeritus Professor, Department of Surgery SM
M.D. Loma Linda University SM 1947
HINTON, SHAWN J. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Howard University, Washington D.C. 1986
HIROKANE, JANE M. Assistant Professor, Department of Dermatology SM
M.D. Loma Linda University SM 1990
HISADA, PAUL A. Assistant Professor, School of Public Health PH
Loma Linda University 2019-2020 599
M.Ed. University of Hawaii, Manoa 1988
HLINE, SU SU. Assistant Clinical Professor, Department of Medicine SM
M.B.B.S. University of Medicine, 1, Yangon Myanmar 1987
HO, ANDREW T. Assistant Clinical Professor, Department of Medicine SM
M.D. University of California, San Diego 1999
HO, DENNIS. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 2001
HO, RAYNOLD, Instructor, Department of Radiation Technology AH
B.S. Pacific Union College 2004
HOAG, E. PATRICK. Associate Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1973
M.S. University of Southern California 1975
HOANG, PHUONG THAO T. Assistant Professor, Department of Pediatrics
SM
M.D. University of Medicine of Ho Chi Minh City, Vietnam 1993
HOANG, QUOC HOA. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of Southern California 2004
HOANG, THANH X. Assistant Professor, Department of Medicine SM
M.D. St. George's University School of Medicine, Grenada 1999
HODGKIN, GEORGIA W. Professor, Department of Nutrition and Dietetics
AH
Ed.D. Loma Linda University SE 1991
HODGKINS, BRIAN D. Associate Clinical Professor, Department of
Pharmacy Practice SP
Pharm.D. University of Southern California 1988
HODGKINS, MARIE E. Assistant Clinical Professor, School of Nursing SN
M.B.A. University of La Verne, Los Angeles, California 1991
HOFFMAN, WILLIAM C. Assistant Clinical Professor, School of Public
Health PH
M.P.H. Loma Linda University PH 1995
HOFFMANN, OLIVER C. Associate Professor, Department of Periodontics
SD
D.D.S. University of Wunborg, Germany 1997
M.S. Loma Linda University SD 2003
HOFMEISTER, ELIZABETH M. Adjunct Associate Professor, Department
of Ophthalmology SM
M.D. Uniformed Services University, Bethesda, Maryland 1993
HOHENSEE, NATALIE C. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 2008
HOLL, DOUGLAS B. Assistant Clinical Instructor, Department of
Psychiatry SM
M.D. Loma Linda University SM 2006
HOLLOWAY, GRANT L. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1987
HOLMAN, CHARLES MICHEAL. Assistant Professor, Department of
Endodontics SD
D.D.S. Loma Linda University SD 1963
HOLMES, TROY ANDREW. Assistant Professor, School of Public Health
PH
M.H.A. Chapman University, Orange County, California 1991
HOLSHOUSER, BARBARA A. Professor, Department of Radiology SM and
Department of Basic Sciences SM
Ph.D. Loma Linda University GS 1983
HOLTHOUSE, MARK E. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 1990
HOM, STEVE M. Assistant Professor, Department of Radiology SM
M.D. Keck School of Medicine, University of Southern California 2005
HOPKINS, GAIL E. Instructor, Department of Orthopedic Surgery SM
M.D. University of Alabama 1997
HOPKINS, GARY L. Adjunct Associate Professor, School of Public Health
PH
M.D. Universidad Autonoma de Guadalajara, Mexico 1975
Dr.P.H. Loma Linda University PH 1997
HOPP, JOYCE WILSON. Dean Emerita, School of Allied Health Professions
AH; Distinguished Emerita Professor, School of Allied Health Professions
AH and School of Public Health PH
Ph.D. University of Southern California 1974
HOPPER, ANDREW O. Professor, Department of Pediatrics SM
M.D. University of Texas Medical School, San Antonio 1977
HORRICKS, JUSTIN E. Assistant Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 2005
HORSTMANN, JONATHAN WILLIAM. Assistant Clinical Professor,
Department of Family Medicine SM
M.D. Washington University, St. Louis, Missouri 1977
HOUCHIN, KENNETH W. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1985
HOUCK, LAURA K. Assistant Clinical Professor, Department of Physician
Assistant Sciences AH
M.P.A. Loma Linda University 2007
HOWARD, FRANK D. Assistant Professor, Department of Medicine SM
Ph.D. Stanford University 1981
M.D. Harvard Medical School 1985
HOXIE, RUSSELL EVAN, JR. Associate Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1988
HOYLE, JERRY D. Associate Clinical Professor, Department of Psychiatry
SM
Ph.D. California School of Professional Psychology 1980
HSU, JEFFREY H. Assistant Clinical Professor, Department of
Cardiothoracic Surgery SM
600 Faculty
M.D. New York Medical College 1997
HSU, JULIEANN A. Instructor, Department of Anesthesiology SM
M.S.N. Azusa Pacific University 2000
HSUEH, CHUNG-TSEN. Professor, Department of Medicine SM
M.D. Taipei Medical College, Taiwan 1986
Ph.D. State University, New York 1993
HTOY, SALLY L. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of the Pacific 1997
HU, BRIAN R. Assistant Professor, Department of Urology SM
M.D. University of California, Davis 2007
HU, CHARLES K. C. Adjunct Assistant Professor, Department of Surgery
SM
M.D. Wayne State University, Michigan 1998
HU, XIANG-QUN. Assistant Research Professor, Department of Basic
Sciences SM
Ph.D. Iowa State University 1994
HUANG, JAMES JUE-TE. Assistant Professor, Department of Medicine SM
M.D. Boston University Medical School 1990
HUANG, JOYCE. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 2001
HUANG, LEI. Assistant Research Professor, Department of Neurosurgery
SM and Department of Basic Sciences SM
M.D., M.S. Chongqing Medical University 1996, 1999
HUANG, LYNN L. Assistant Professor, Department of Ophthalmology SM
M.D. University of California, Los Angeles 2007
HUARINGA, ARMANDO J. Professor, Department of Medicine SM
M.D. National Major University of San Marcos, Peru 1979
HUBBARD, IONELA O. Assistant Clinical Professor, Department of
Preventive Medicine SM
M.D. School of Medicine and Pharmacology, Romania 1982
HUDSON, BEVERLY K. Instructor, Department of Gynecology and
Obstetrics SM
M.S.N. University of Texas, El Paso 1984
HUENERGARDT, DOUGLAS W. Professor, Department of Counseling and
Family Science BH; and Member FGS
Ph.D. Northwestern University, Illinois 1967
HUERTA, GLORIA. Assistant Professor, School of Nursing SN
D.N.P. Western University of Health Sciences, California 2013
HUFFAKER, GARY G. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1973
HUFFAKER, SUSAN MATTOON. Assistant Professor, Department of
Physical Therapy AH
D.P.T. Loma Linda University AH 2006
HUGHES, W. WILLIAM III. Emeritus Dean, School of Pharmacy SP
Ph.D. Loma Linda University GS 1978
HUH, AMY J. H. Instructor, Department of Pediatric Dentistry SD
D.M.D. Western University of Health Sciences 2017
HUI, JENNIFER I. Assistant Professor, Department of Ophthalmology SM
M.D. University of California, San Francisco 2002
HUI, NOEL T. C. Assistant Professor, Department of Urology SM
M.D. National Defense Medical Center, Taipei, Taiwan 1970
HUNG, YUAN-LUNG. Assistant Professor, Department of Endodontics SD
D.M.D. Centro Escolar University, Philippines 1998
HUNT, ENACIO G. Assistant Professor, Department of Medicine SM
M.D. State University of New York, Downstate 1984
HUNTER, RICHARD K. Assistant Professor, Department of Periodontics
SD
D.D.S. Creighton University 2012
M.S.D. Loma Linda University SD 2015
HUNTSMAN, MARY ANN. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of Southern California 1983
HUSSAIN, FARABI M. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 1994
HUTCHINS, BRIAN C. Assistant Clinical Professor, Department of
Pathology and Human Anatomy SM
M.D. Loma Linda University SM 2008
HWANG, JASON S. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2008
HYDER, SHAZIA. Assistant Clinical Professor, Department of Medicine SM
M.B.B.S. University of South Hampton UK 1997
HYUN, CHRISTINE. Assistant Professor, Department of Radiology SM
M.D. Keck School of Medicine, University of Southern California 2006
IBARRA, RALPH. Instructor, Department of Orthotics and Prosthetics AH
M.B.A. Western Governors University 2015
IHDE, JANET K. Associate Clinical Professor, Department of Surgery SM
M.D. Loma Linda University SM 1977
ILANO, EARL P. Assistant Professor, Department of Medicine SM
M.D. De La Salle University, Philippines 2006
IM, SUNGGEUN SAMUEL. Assistant Professor, Department of Surgery SM
M.D. Pusan National University, Korea 1965
IM, TED T. Assistant Clinical Professor, Dental Education Services SD
D.D.S. Loma Linda University SD 1993
INCEOGLU, SERKAN. Assistant Research Professor, Department of
Orthopedic Surgery SM
Ph.D. Cleveland State University 2004
INFANTE, SERGIO. Assistant Professor, Department of Medicine SM
M.D. El Bosque University, Bogota, Colombia 1997
ING, JEFFREY J. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1992
ING, MICHAEL B. Associate Professor, Department of Medicine SM
Loma Linda University 2019-2020 601
M.D. Loma Linda University SM 1990
INGERSOLL, LEE R. Associate Professor, Department of Endodontics SD
D.D.S. Loma Linda University SD 1970
M.S. Loma Linda University GS 1974
INGRAM, KATHIE M. Assistant Professor, School of Nursing SN
M.S. Loma Linda University GS 1970
INJETI, PRAVEEN. Clinical Instructor, Department of Occupational
Therapy AH
B.S. Loma Linda University AH 1998
INMAN, JARED C. Associate Professor, Department of Otolaryngology
and Head and Neck Surgery SM
M.D. Loma Linda University SM 2004
IORIO, MICHAEL F. Assistant Professor, Department of Radiation
Technology AH
Ph.D. Azusa Pacific University, California 2019
ISAAC, GEORGE M. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1989
ISAEFF, DALE M. Professor, Department of Medicine SM
M.D. Loma Linda University SM 1965
ISAEFF, WAYNE B. Associate Professor, Department of Ophthalmology
SM
M.D. Loma Linda University SM 1962
ISHIKAWA, EMILY. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of California, San Francisco 2001
ISHINO, RISA. Assistant Clinical Professor, Department of Psychiatry SM
and Department of Experiential and Continuing Education SP
Pharm.D. California State University, Los Angeles 2007
ISMAIL, MOHAMED H. Assistant Clinical Professor, Department of
Medicine SM and Department of Preventive Medicine SM
M.B.B.Ch. Cairo University Faculty of Medicine, Egypt 1999
M.P.H. Loma Linda University PH 2006
ISSA, RAMON A. Assistant Professor, Department of Family Medicine SM
M.D. Loma Linda University SM 2001
IWAKI, YUICHI. Adjunct Professor, Department of Pathology and Human
Anatomy SM
Ph.D. Sapporo Medical School, Sapporo, Japan 1984
M.D. Sapporo Medical School, Sapporo, Japan 1975
IZVERNARI, MARTHA. Assistant Clinical Professor, Department of
Physician Assistant Sciences AH
B.S. University of Southern California 1996
IZVERNARI. PAULA M. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 2011
JABOLA, B. RODNEY. Instructor, Department of Radiation Medicine SM
M.D. Loma Linda University SM 1980
JACELDO-SIEGL, KAREN. Associate Professor, School of Public Health
PH; and Member FGS
Dr.P.H. Loma Linda University PH 2003
JACKSON, CHRISTIAN. Assistant Professor, Department of Medicine SM,
Department of Basic Sciences SM, and School of Public Health PH
M.D. University of Chicago 1999
JACKSON, CRAIG R. Associate Professor, Department of Allied Health
Studies AH andDepartment of Social Work and Social Ecology BH
J.D. Western State University College of Law, Fullerton, California 1993
JACKSON, G. VICTORIA. Assistant Professor, Department of Social Work
and Social Ecology BH
M.S.W. University of Michigan 1972
Ed.D La Sierra University 2012
JACOB, SHARON E. Professor, Department of Dermatology SM
M.D. Temple University 2000
JACOBS, MURRAY K. Assistant Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Baylor College of Dentistry, Dallas, Texas 1976
JACOBS, RANDOLPH J. Assistant Clinical Professor, Department of
Physician Assistant Sciences AH
M.D. University of Southern California 1986
JACOBSON, ALAN K. Assistant Professor, Department of Medicine SM
and Department of Basic Sciences SM
M.D. Loma Linda University SM 1981
JACOBSON, BRENNA L. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 2000
JACOBSON, HAROLD L. Assistant Professor, Department of Endodontics
SD
D.D.S. University of the Pacific 1980
JACOBSON, J. PAUL. Assistant Professor, Department of Radiology SM
and Department of Basic Sciences SM
M.D. University of California School of Medicine 1997
JACOBSON, JOHN D. Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1970
JAHNG, ALEXANDER W. Assistant Professor, Department of Medicine SM,
M.D. University of California, Irvine 2006
JAIN, GINEE. Assistant Professor, Division of General Dentistry SD
D.M.D., M.P.H. Boston University 2016, 2014
JAIPAUL, NAVIN. Associate Professor, Department of Medicine SM
M.D. University of Iowa 2000
JAISWAL, BHAVINI J. Assistant Clinical Professor, Department of
Medicine SM
M.D. Ross University, Portsmouth, Dominica West Indies 2004
JAMES, SIGRID. Adjunct Professor, Department of Social Work and Social
Ecology BH
Ph.D. University of Southern California 2003
JAMES, WESLEY P. Assistant Clinical Professor, School of Public Health
PH
M.P.H. Loma Linda University PH 1995
JANG, G. DAVID. Emeritus Professor, Department of Medicine SM
602 Faculty
M.D. Korea University College of Medicine 1965
JAVAHERIAN-DYSINGER, HEATHER A. Associate Professor, Department
of Occupational Therapy AH; and Member FGS
O.T.D. Creighton University, Omaha, Nebraska 2004
JAVOR, GEORGE T. Emeritus Research Professor, Department of
Biochemistry and Microbiology SM
Ph.D. Columbia University 1967
JAWOR, RONALD WALTER. Assistant Professor, Department of
Orthodontics SD
D.D.S. Loyola University, Chicago 1969
JEIROUDI, M. TOUFIC. Professor, Department of Orthodontics
D.D.S. University of Damascus, Syria 1978
JEKKI, BALSAM F. Associate Professor, Division of General Dentistry SD
B.D.S. Baghdad University, Iraq 1994
JEKKI, RAMI R. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2006
JENG, LEO C. Assistant Professor, Department of Pediatrics SM
M.D. New York Medical College 2000
JENKINS, LOUIS E. Emeritus Professor, Department of Psychology BH
Ph.D. Pennsylvania State University 1973
JENNINGS-NUNEZ, CHASITY D. Assistant Clinical Professor, Department
of Gynecology and Obstetrics SM
M.D. Harvard Medical School 1995
JIFFRY, KATHY. Assistant Professor, Department of Pediatrics SM
M.D. University of Colombo, Sri Lanka 1980
JIH, WILLIAM W. Assistant Professor, Department of Family Medicine SM
M.D. Albany Medical College, New York 1999
JIMENEZ, PETER N. Lecturer, Department of Pediatric Dentistry SD
D.D.S. Loma Linda University SD 2000
JIN, RAMI. Assistant Clinical Professor, Department of Experiential and
Continuing Education SP
Pharm.D. University of Southern California 2005
JINAMORNPHONGS, SUCHAYA. Assistant Professor, Department of
Medicine SM
M.D. St. George's University School of Medicine, Grenada 1999
JO, DAVID JAEKWAN. Assistant Professor, Department of Orthodontics
SD
D.D.S. Loma Linda University SD 1982
M.S. Loma Linda University GS 1985
JOB, ALLEN J. Lecturer, Department of Pediatric Dentistry SD
D.D.S. Loma Linda University SD 2003
JOB, JAYAKARAN S. Professor, School of Public Health PH, Department
of Medicine SM, and Department of Preventive Medicine SM; and Member
FGS
M.D. Christian Medical College, India 1982
Dr.P.H. Johns Hopkins Hospital 1990
JOBE, CHRISTOPHER MALLORY. Professor, Department of Orthopedic
Surgery SM and Department of Anesthesiology SM
M.D. Baylor College of Medicine, Texas 1975
JOE, VICTOR C. Assistant Professor, Department of Surgery SM
M.D. Medical College of Virginia 1995
JOHNA, SAMIR D. Clinical Professor, Department of Surgery SM
M.D. University of Baghdad, Iraq 1983
JOHNS, LORETTA B. Associate Professor, Department of Medical
Education SM
Ph.D. University of Maryland 1986
JOHNSON, CAMERON J. Assistant Professor, Department of Psychiatry
SM
M.D. Loma Linda University SM 1989
JOHNSON, EBENEZER. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1988
JOHNSON, ERIC G. Professor, Department of Physical Therapy AH; and
Member FGS
D.P.T.Sc. Loma Linda University AH 2001
JOHNSON, MARK S. Associate Professor, Department of Basic Sciences
SM; and Member FGS
Ph.D. University of Utah 1984
JOHNSON, MELANIE D. Assistant Clinical Professor, Department of Social
Work and Social Ecology BH
M.S.W., M.S. Loma Linda University ST 2011
JOHNSON, RONALD B. Assistant Professor, Department of Gynecology
and Obstetrics SM
M.D. Loma Linda University SM 1984
JOHNSON, SAMANTHA J. Instructor, Department of Urology SM
M.S. Loma Linda University SN 2009
JOHNSON, SUSIE M. Instructor, Department of Clinical Laboratory
Science AH
B.S. Loma Linda University AH 1981
JOHNSON, WALTER D. Clinical Professor, Department of Neurosurgery SM
M.D. Loma Linda University SM 1983
JOHNSTON, CHRISTIAN W. Assistant Professor, School of Public Health
PH
J.D. Pepperdine University School of Law 1995
JOHNSTON, ZINA A. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2000
JONES DEBAY, KATHERINE D. Assistant Professor, School of Public
Health PH
M.S.P.H. University of California, Los Angeles 1972
JONES, PATRICIA SADIE. Distinguished Emerita Professor, School of
Nursing SN
Ph.D. George Peabody College 1977
JONES-OYEFESO, VANESSA. Assistant Professor, School of Nursing SN
Dr.P.H. Loma Linda University PH 2009
JOSEPH, THERESA M. Assistant Professor, Department of Physical
Therapy AH
Loma Linda University 2019-2020 603
D.P.T. Loma Linda University AH 2013
JOVANOVIC, ALEKSANDER S. Assistant Clinical Professor, Department of
Restorative Dentistry SD
Drs. University of Amsterdam 1986
M.S. University of California, Los Angeles 1993
JUHL, LYNDA M. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1984
JUMA, HAITHAM J. Associate Professor, Department of Preventive
Medicine SM; Assistant Professor, School of Public Health PH
M.B.Ch.B. University of Baghdad, Iraq 1978
M.P.H. Loma Linda University PH 2011
JUN, ALLISON J. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of California, San Francisco 2002
JUNCAJ, JENNY. Assistant Professor, Division of General Dentistry SD
D.D.S. University of Detroit, Mercy 2001
JUNG, EUNJUNG J. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2014
JUNG, HELEN H. Assistant Clinical Professor, School of Public Health PH
Dr.P.H. University of California, Los Angeles 2012
JUNG, TIMOTHY T. K. Clinical Professor, Department of Otolaryngology
and Head and Neck Surgery SM
M.D. Loma Linda University SM 1974
JUTZY, KENNETH ROY. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1977
KAFROUNI, GEORGE I. Assistant Professor, Department of Cardiothoracic
Surgery SM
M.D. Loma Linda University SM 1961
KAIGLE, ALLIE. Assistant Clinical Professor, Department of Psychiatry SM
Pharm.D. Massachusetts College of Pharmacy 2013
KAIRIS, LISA A. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. University of Illinois at Chicago 1996
KAISER, CAMERON D. Assistant Clinical Professor, Department of
Preventive Medicine SM
M.D. Loma Linda University SM 2003
KALBERMATTER, OLGA R. Instructor, Department of Pediatrics SM
M.S. Loma Linda University GS 1995
KALRA, TEJINDER M. Associate Professor, Department of Medicine SM
M.D. Postgraduate Institute of Medical Education and Research, India
1971
KAN, JOSEPH YUN KWONG. Professor, Department of Restorative
Dentistry SD
D.D.S. Loma Linda University SD 1990
M.S. Loma Linda University GS 1999
KANG, ILHO. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2002
KANG, JOSEPH I. Assistant Professor, Department of Radiation Medicine
SM
M.D., Ph.D. Loma Linda University SM 2008
KAO ANDERSON, CECILIA C. Assistant Professor, Department of Pediatric
Dentistry SD
D.D.S. University of California, San Francisco 2001
KARAGYOZYAN, DANIELA S. Assistant Professor, Department of
Anesthesiology SM
M.D. I.P. Pavlov Higher Medical Institute, New York 1989
KARDASINSKI, DANIEL S. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 1978
KASHANI, S. AMIR. Assistant Professor, Department of Medicine SM
M.D. Tehran University of Medical Science, Iran 2000
M.P.H. Loma Linda University PH 2013
KASHNER, T. MICHAEL. Research Professor, Department of Medicine SM
and Department of Basic Sciences SM
Ph.D. University of Michigan 1981
J.D. Oklahoma City University 1987
KATIRAEI, PEJMAN. Assistant Clinical Professor, Department of
Preventive Medicine SM
D.O. Western University of Health Sciences, Pomona, California 2003
KATSAROS, EMMANUEL P. Associate Professor, Department of Medicine
SM
D.O. Midwestern University, Texas 1995
KATTADIYIL, MATHEW THOMAS. Professor, Department of Restorative
Dentistry SD; and Member FGS
B.D.S. College of Dental Surgery at Manipal, India 1990
M.S. Loma Linda University GS 1999
KAUR, MANJU. Instructor, Department of Urology SM
M.S. California State University, Long Beach 2011
KAWAHARA, NANCY E. Associate Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 1982
KAWAYEH, ANAS. Assistant Clinical Professor, Department of Medicine
SM
M.D. University of Aleppo, Syria 2005
KAZANJIAN, KEVORK K. Adjunct Associate Professor, Department of
Surgery SM
M.D. University of California, Los Angeles 2001
KAZI, ASMA M. Assistant Professor, Department of Medicine SM
M.B.B.S. Baqai University, Karachi, Pakistan 1994
KEARBEY, VAUGHN E. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1992
KEARNS-JONES, MARY K. Associate Professor, Department of Pathology
and Human Anatomy SM; and Member FGS
Ph.D. McGill University, Montreal, Canada 1985
KEEFE, KELLY S. Associate Professor, Department of Pathology and
Human Anatomy
M.D. Case Western Reserve University, Cleveland, Ohio 1985
604 Faculty
KEEHBAUCH, JENNIFER. Associate Professor, Department of Family
Medicine SM
M.D. University of Florida 1992
KEJRIWAL, KAMAL. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Sawai-Man-Singh Medical College, India 1995
KELLEY, STEPHEN M. Assistant Professor, Department of Surgery SM
M.D. SUNY Health Sciences Center, Brooklyn, New York 1985
KELLING, JONATHAN G. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 2005
KELLY, JOHN H., JR. Adjunct Assistant Professor, Department of
Preventive Medicine SM
M.P.H. Loma Linda University PH 2002
M.D. Loma Linda University SM 2000
KELLY, THOMAS J. Assistant Professor, Department of Radiology SM
M.D. University of Maryland Medical School 1986
KENNEDY, CASEY M. C. Assistant Clinical Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1990
KENNEDY, WILLIAM A. Associate Professor, Department of Pediatrics SM
M.D. McGill University, Montreal, Quebec 1981
KERR, JAY D. Adjunct Assistant Professor, Department of Family
Medicine SM
M.D. George Washington University 1996
KERSTETTER, GARY A. Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1983
KERSTETTER, JUSTIN C. Associate Professor, Department of Pathology
and Human Anatomy; Assistant Professor, Department of Dermatology
SM
M.D. Loma Linda University SM 2008
KESAVAN, CHANDRASEKHAR. Assistant Research Professor, Department
of Medicine SM
Ph.D. University of Madras Chennai, India 2002
KESSLER, TODD S. Assistant Professor, Department of Medicine SM
M.D. Michigan State College of Human Medicine 1996
KETTERING, JAMES D. Emeritus Professor, Department of Dental
Education Services SD
Ph.D. Loma Linda University GS 1974
KEUSHKERIAN, SIMON M. Assistant Clinical Professor, Department of
Surgery SM
M.D. American University of Beirut, Lebanon 1981
KEVORKIAN, GARY K. Assistant Professor, Department of Orthodontics
SD
D.D.S. Loma Linda University SD 1986
M.S. Loma Linda University GS 1990
KHAN, AQEEL S. Assistant Professor, Department of Emergency Medicine
SM
M.B.B.S. Bahauddin Zakariya University, Pakistan 1986
KHAN, FAISAL A. Associate Clinical Professor, Department of Surgery SM
M.D. University of Southern California 1980
KHAN, SADIA S. Assistant Professor, Department of Medicine
M.D. Vanderbilt University 2009
KHAN, SALMA. Assistant Research Professor, Department of Basic
Sciences SM, Department of Medicine SM, and Department of
Otolarynology and Head and Neck Surgery
Ph.D. Umamoto University School of Medicine, Kumamoto, Japan 2000
KHANOYAN, SIRVARD. Assistant Professor, Department of Family
Medicine SM
M.D. Tufts University, Boston 2001
KHARRAZIAN, DATIS. Associate Clinical Professor, Department of
Preventive Medicine SM
D.C. Southern California University of Health Sciences 1999
D.H.Sc. Nova Southeastern University 2007
KHATAMI, AMIR H. Adjunct Associate Professor, Department of
Restorative Dentistry SD
D.D.S. Azad University, Iran 1996
KHAZAENI, LEILA M. Associate Professor, Department of Ophthalmology
SM
M.D. University of Michigan, Ann Arbor 2000
KHERADPOUR, ALBERT. Associate Professor, Department of Pediatrics
SM
M.D. Tehran University, Iran 1980
KHOCHT, AHMED H. Professor, Department of Periodontics SD; and
Member FGS
M.S.D. Farleigh Dickinson University 1987
D.D.S. Columbia University 1989
KIANG, SHARON C. Instructor, Department of Cardiothoracic Surgery SM
M.D. Vanderbilt University, Tennessee 2005
KIDD, VASCO D. Assistant Clinical Professor, Physician Assistant
Sciences AH
D.H.Sc. A.T. Still University, Arizona School of Health Sciences 2011
KIDDER, MELISSA M. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1994
KIDO, DANIEL K. Professor, Department of Radiology SM and Department
of Basic Sciences SM
M.D. Loma Linda University 1965
KIEF-GARCIA, MONIKA L. Assistant Clinical Professor, Department of
Radiology SM
M.D. Baylor College of Medicine, Houston, Texas 1987
KIERNAN, WILLIAM H. Assistant Professor, Department of Ophthalmology
SM
O.D. Southern California College of Optometry 1981
KIGER, ROBERT D. Clinical Professor, Department of Periodontics SD
D.D.S. Loma Linda University SD 1970
M.S. Oregon Health and Science University 1973
Loma Linda University 2019-2020 605
M.A. Loma Linda University GS 1985
KILLEEN, J. DAVID, JR. Professor, Department of Cardiothoracic Surgery
SM
M.D. Loma Linda University SM 1975
KIM, BIBLIA UNG-KYUNG. Clinical Instructor, School of Public Health PH
M.P.H. Loma Linda University PH 2011
KIM, CHRISTINA K. E. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2004
KIM, DANIEL IL-SUN. Associate Professor, Department of Medicine SM
M.D. Hahnemann University at Philadelphia 1994
KIM, DAVID H. T. Assistant Professor, Department of Medicine SM and
Department of Physical Medicine and Rehabilitation SM
M.D. Loma Linda University SM 1993
KIM, DAVID S. Y. Assistant Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 2003
KIM, DENNIS Y. Assistant Clinical Professor, Department of Medicine SM
M.D. Loma Linda University SM 1997
KIM, ESTHER J. Assistant Professor, Department of Neurosurgery SM
M.D. University of Maryland, Baltimore 2009
KIM, EUGENE S. Associate Professor, Department of Emergency Medicine
SM
M.D. Loma Linda University SM 2011
KIM, EUGINIE. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2013
KIM, GRACE JEE-EUN. Assistant Professor, Department of Emergency
Medicine SM and Department of Pediatrics SM
M.D. Loma Linda University SM 1990
KIM, HAHNS Y. Associate Professor, Department of Plastic and
Reconstructive Surgery SM
M.D. Boston University 2003
KIM, ISAAC K. Assistant Professor, Department of Family Medicine SM
M.D. Texas Tech University 1997
KIM, JEFFREY L. Assistant Professor, Department of Family Medicine SM
M.D. Eastern Virginia Medical School 2008
KIM, JEONG S. Assistant Professor, Division of General Dentistry SD
Ph.D. Yonsei University, South Korea 2000
D.D.S. Loma Linda University SD 2005
KIM, JESSICA JUNG HWA. Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 2005
KIM, JOHN J. Assistant Professor, Department of Medicine SM
M.D. University of Illinois, Chicago 2003
KIM, MARY INYOUNG. Assistant Professor, Department of Physical
Medicine and Rehabilitation SM
M.D. Loma Linda University SM 2006
KIM, MI YE. Assistant Professor, Department of Medicine SM
D.O. Southeastern University of Health Sciences 1990
KIM, OOK. Assistant Clinical Professor, Department of Medicine SM
M.D. Hallym University, South Korea 1989
KIM, PAGGIE. Assistant Professor, Department of Radiology SM
M.D. Loma Linda University SM 2008
KIM, PAUL SEUNG-KI. Assistant Professor, Department of Preventive
Medicine SM and School of Public Health PH
M.D. Loma Linda University SM 2009
M.P.H. Loma Linda University PH 2012
KIM, PAUL SEUNG-KOOK. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1990
KIM, RICHARD SEONG EUI. Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 1983
KIM, SOH YEUN. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2010
KIM, SOO YOUN. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1995
KIM, STEVEN S. Assistant Professor, Department of Emergency Medicine
SM
M.D. Loma Linda University SM 1997
KIM SUNGHEE. Assistant Professor, Department of Family Medicine SM
M.S. Loma Linda University SN 2009
KIM, TOMMY Y.H. Associate Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 1999
KIM, WONHA. Assistant Professor, Department of Pediatrics SM,
Department of Preventive Medicine SM, and School of Public Health PH
M.D. Johns Hopkins University 2008
M.P.H. Johns Hopkins University 2012
KIM, YOON-JEONG J. Associate Professor, Department of Periodontics
SD; and Member FGS
D.D.S. Seoul National University, Republic of Korea 1993
M.S. Loma Linda University SD 2006
KINBACK, KEVIN M. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 1992
KING, HELEN E. Emerita Dean and Emerita Professor, School of Nursing
SN
Ph.D. Boston University Graduate School 1973
KINGSLEY, AILEEN M. Instructor, Department of Orthotics and Prosthetics
AH
M.S.O.P. Loma Linda University AH 2015
KINNEY, JUSTIN M. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. Loma Linda University SP 2014
KINSEY, DAVID J. Assistant Professor, School of Public Health PH
M.A. Wright State University, Ohio 1979
606 Faculty
KIRAZ, ALARIA A. Assistant Clinical Professor, Department of Pharmacy
Practice SP
B.S. University of Iowa 1985
KIRBY, MICHAEL A. Professor, Department of Pathology and Human
Anatomy SM and Department of Basic Sciences SM
Ph.D. University of California, Riverside 1984
KIRK, GERALD A. Associate Professor, Department of Radiology SM
M.D. Loma Linda University SM 1967
KIRK, SHANNON RICHARD. Assistant Professor, Department of Radiology
SM
M.D. Loma Linda University SM 1994
KIRSCH, WOLFF M. Professor, Department of Neurosurgery SM,
Department of Basic Sciences SM; and Member FGS
M.D. Washington University, St. Louis, Missouri 1955
KISINGER, NORIECE R. Instructor, Department of Radiation Technology
AH
B.S. University of Redlands 1989
KLEIN, ROBERT ALLEN. Assistant Clinical Professor, Department of
Neurology SM
M.D. West Virginia University 1972
KLEIN, WALTER F. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2005
KLEINMAN, S. ALEJANDRO. Associate Clinical Professor, Department of
Restorative Dentistry SD
D.D.S. University of Chile 1967
KLOOSTER, MARQUELLE J. Associate Professor, Department of
Pediatrics SM
M.D. Loma Linda University SM 1977
KNECHT, KATHRYN T. Associate Professor, Department of
Pharmaceutical and Administrative Sciences SP
Ph.D. University of North Carolina at Chapel Hill 1990
KNUTSEN, RAYMOND. Associate Professor, School of Public Health PH;
and Member FGS
M.D. University of Oslo, Norway 1972
M.P.H. Loma Linda University PH 1977
KNUTSEN, SYNNOVE. Professor, School of Public Health PH and
Department of Preventive Medicine SM; and Member FGS
Ph.D. University of Torso, Norway 1991
M.P.H. Loma Linda University PH 1977
M.D. University of Oslo, Norway 1972
KO, EDMUND Y. Associate Professor, Department of Urology SM
M.D. Loma Linda University SM 2005
KO, EDWARD S. C. Associate Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1985
KOH, SHAWN S.W. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2008
KOHLTFARBER, HEIDI B. Associate Professor, Department of Radiology
and Imaging Sciences SD
D.D.S. Loma Linda University SD 2003
M.S. University of North Carolina, Chapel Hill 2012
KOKA, SREENIVAS. Clinical Professor, Department of Restorative
Dentistry SD
D.D.S. University of Michigan, Ann Arbor 1989
M.S. University of Michigan, Ann Arbor 1991
Ph.D. University of Nebraska, Omaha 1999
M.B.A. Massachusetts Institute of Technology 2013
KONG, YUTHANA, Instructor, Department of Neurosurgery SM
M.P.H. University of California, Los Angeles 2000
M.S. Philadelphia College of Osteopathic Medicine 2007
KONO, GREGORY M. Assistant Clinical Professor, School of Public Health
PH
M.H.A. Loma Linda University PH 1998
KOOL, RITESH. Assistant Professor, Department of Psychiatry SM
M.D. Creighton University, Nebraska 2005
KOPILOFF, GEORGE. Assistant Professor, Department of Psychiatry SM
M.D. Facultad de Medicina, Montevideo, Uruguay 1969
KORE, ARPUTHARAJ H. Associate Professor, Department of Surgery SM
M.B.B.S. Christian Medical College, India 1979
KORPMAN, RALPH A. Professor, Department of Pathology and Human
Anatomy SM
M.D. Loma Linda University SM 1974
KOSCH, CINDY LODER. Assistant Professor, Department of Nutrition and
Dietetics AH
M.S. Loma Linda University GS 1986
KOSHY, RUBY E. Assistant Professor, Department of Neurology SM
M.D. Kasturba Medical College, India 1996
KOTEIRA, FAHER ELIAS. Assistant Clinical Professor, Department of
Medicine SM
M.D. Medical Academy, Sofia, Bulgaria 1990
KOU, BOND. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. Idaho State University College of Pharmacy 2004
KOUNANG, ROBERTUS HASAN. Assistant Clinical Professor, Department
of Physical Medicine and Rehabilitation SM
M.D. Airlangga University Medical School, Indonesia 1977
KOZMAN, MAHER SHAWKY. Assistant Clinical Professor, Department of
Psychiatry SM
M.B.B.Ch. Ain Shams University School of Medicine, Egypt 1980
KRICK, EDWIN HARRY, SR. Emeritus Associate Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1961
M.P.H. Loma Linda University SH 1971
KRIDER, SUSAN JONES. Assistant Clinical Professor, School of Nursing
SN
M.S. Loma Linda University GS 1983
KRIEGER, ROBERT I. Clinical Professor, School of Public Health PH
Ph.D. Cornell University 1970
Loma Linda University 2019-2020 607
KRISHNA, PRIYA D. Associate Professor, Department of Otolaryngology
and Head and Neck Surgery SM
M.D. University of Missouri, Kansas City 1997
KRISHNAMURTHY, VIDHYA. Assistant Professor, Department of
Pediatrics SM
Ph.D. Loma Linda University SM 2008
KRISHNAN, RAJAGOPAL. Assistant Professor, Department of Medicine
SM
M.B.B.S. Maduvai Medical College, Maduvai, Southern India 1973
KROETZ, ARTHUR W. Associate Professor, Department of Radiation
Technology AH
Ph.D. University of Southern California 1999
KROETZ, JANET M. Assistant Professor, School of Nursing SN
M.N. University of the Pacific 1993
KRONBERG, BENJAMIN P. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 2007
KRONBERG, BETHANY I. Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 2007
KRPALEK, DRAGANA. Assistant Professor, Department of Occupational
Therapy AH; and Member FGS
Ph.D. University of Queensland, Brisbane, Australia 2012
KRUSE, DAVID W. Assistant Clinical Professor, Orthopedic Surgery SM
M.D. University of California, San Diego 2004
KUCK, GLEN ROBERT. Assistant Clinical Professor, Department of
Cardiopulmonary Sciences AH
M.S. University of Southern California 1999
KUGEL, JULIE D. Associate Professor, Department of Occupational
Therapy AH
O.T.D. Loma Linda University AH 2009
KUHN, IRVIN N. Emeritus Professor, Department of Medicine SM
M.D. Loma Linda University SM 1955
KUHN, MICHAEL ALLAN. Associate Professor, Department of Pediatrics
SM
M.D. University of Texas Southwestern Medical School 1988
KUNIHIRA, DANIEL M. Assistant Professor, Department of Periodontics
SD
D.D.S. Loma Linda University SD 1974
KUNIHIRA, RICHARD Y. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1986
KWON, SO RAN. Professor, Department of Dental Education Services SD
D.D.S. Yonsei University, South Korea 1993
M.S. University of Iowa 2011
KYLE, JAMES L. II. Adjunct Assistant Professor, School of Public Health
PH
M.D. University of California, Los Angeles, School of Medicine 1987
LABARTE, THERESA L. Assistant Professor, Department of Neurology SM
D.O. Lake Erie College of Osteopathic Medicine 2010
LABIB, WESSAM. Assistant Professor, Department of Family Medicine
SM; Assistant Clinical Professor School of Nursing SN, Department of
Physician Assistant Sciences AH
M.D. El-Minya University, Egypt 2000
LAIRD, AMY M. Assistant Clinical Professor, Department of Pharmacy
Practice SP
B.S. Purdue University School of Pharmacy 2001
LAKE, MICHELLE. Assistant Professor, School of Public Health PH
M.B.A. University of Phoenix 2002
LALAS, SERAFIN T. Assistant Professor, Department of Psychiatry SM
M.D. Manila Central University, Philippines 2003
LAM, EDUARDO D. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of California, Los Angeles/Charles Drew University 2004
LAM, MARY P. Assistant Professor, Department of Pediatrics SM
M.D. John A. Burns School of Medicine, University of Hawaii 1983
LAMBERTON, HENRY H. Associate Professor, Department of Psychiatry
SM and School of Religion SR
Psy.D. Fuller Theological Seminary 1992
LANDEL, ROBERT F., JR. Adjunct Associate Professor, Department of
Physical Therapy AH
D.P.T. University of Southern California 1996
LANDLESS, PETER N. Adjunct Associate Professor, School of Public
Health PH and Department of Medical Education SM
M.D. University of Witwatersrand, South Africa 1974
LANE, CARTER ALAN. Lecturer, Department of Orthodontics SD
D.D.S. Loma Linda University SD 2000
M.S. Loma Linda University SD 2005
LANG, KEVIN J. Assistant Professor, School of Public Health PH
M.B.A. Loyola University 1987
LANGGA, LEO MAYPA. Clinical Instructor, Department of Cardiopulmonary
Sciences AH
M.B.A. Loma Linda University PH 2007
LANGGA-SHARIFI, EULY MAYPA. Assistant Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1985
LANGLEY, SHAWNA K. Assistant Professor, Department of Dermatology
SM
M.D. Loma Linda SM 2007
LANGRIDGE, WILLIAM H. R. Professor, Department of Basic Sciences SM;
and Member FGS
Ph.D. University of Massachusetts at Amherst 1973
LANGSTON, SABAH M. Adjunct Assistant Professor, School of Nursing
SN
D.O. Western University of Health Sciences, Pomona, California 2007
LANZISERA, PHILIP J. Clinical Professor, Department of Psychology BH
Ph.D. University of Detroit 1975
LAO, WILSON D. Instructor, Department of Medicine SM
608 Faculty
M.D. Southwestern University, Philippines 1984
LaROSE, CONNOR. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. University of Cincinnati 2005
LARSEN, JAMES PETER. Assistant Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1982
LARSEN, RANAE L. Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1982
LARSON, DAVID R. Professor, School of Religion SR
D.Min. Claremont School of Theology
1973
Ph.D. Claremont Graduate University 1982
LARSON, MARC R. Assistant Clinical Professor, Department of
Orthodontics SD
D.D.S. Loma Linda University SD 2000
LASHIER, HARVEY M. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1963
LATOUR, DONN A. Adjunct Assistant Professor, Department of
Dermatology SM
Ph.D. Loma Linda University GS 1990
M.D. Loma Linda University SM 1992
LAU, ALAN C. K. Assistant Professor, Department of Medicine SM
M.B.B.S. University of Hong Kong 1976
LAU, CAROL A. Assistant Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 1979
LAU, CECILIA S. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.B. University of Wisconsin, Madison 1989
LAU, FRANCIS Y. Emeritus Professor, Department of Medicine SM
M.D. College of Medical Evangelists 1947
LAU, KATHLEEN M. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1982
LAU, K. H. WILLIAM. Research Professor, Department of Medicine SM
Ph.D. Iowa State University 1982
LAUER, RYAN E. Associate Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 2003
LAVERY, ADRIAN P. Associate Professor, Department of Pediatrics SM
M.D. Eastern Virginia Medical School 2001
LAVIN WILLIAMS, KARLA. Assistant Professor, Department of Allied
Health Studies AH
Dr.P.H. Loma Linda University 2012
LAWRENCE, LARRY C. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Hahnemann Medical College, Philadelphia, Pennsylvania 1974
LE, COLIN T. Adjunct Assistant Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 1993
LE, HUY X. Assistant Professor, Department of Experiential and
Continuing Education SP
Pharm.D. University of California, San Francisco 1995
LE, KATHRYN M. Assistant Professor, Department of Dental
Anesthesiology SD
D.D.S. University of California, Los Angeles 2006
LEE, ANITA E. Assistant Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 2003
LEE, BRIAN C.M. Clinical Instructor, Department of Oral and Maxillofacial
Surgery SD
D.D.S. University of California, San Francisco 2015
LEE, DANIEL H. Assistant Professor, Department of Pediatric Dentistry SD
D.D.S. Loma Linda University SD 2003
M.P.H. Loma Linda University PH 2000
LEE, DANIEL Y. Assistant Professor, Department of Periodontics SD
D.D.S. Columbia University 1991
LEE, ESTHER CHOUGH. Assistant Professor, Department of Physical
Medicine and Rehabilitation SM
M.D. Loma Linda University SM 1988
LEE, GILBERT H. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 1988
LEE, GRACE J. Assistant Professor, Department of Psychology BH
Ph.D. Fuller Theological Seminary 2009
LEE, HOBART. Assistant Professor, Department of Family Medicine SM
M.D. University of Pennsylvania 2006
LEE, JERRY WINFIELD. Professor, School of Public Health PH
Ph.D. University of North Carolina at Chapel Hill 1976
LEE, KAINI. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. School of Pharmacy 2007
LEE, SANDRA H. Assistant Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 1996
LEE, SCOTT S. Assistant Professor, Department of Periodontics SD
D.D.S. Seoul National University 1994
M.S. Loma Linda University GS 2003
LEE, SCOTT W. Clinical Professor, Department of Medicine SM
M.D. Northwestern University, Illinois 1993
LEE, SEAN S. Professor, Department of Restorative Dentistry SD; and
Member FGS
D.D.S. University of California, Los Angeles 1988
LEE, SHIRLEY ANN. Associate Professor, Department of Dental Hygiene
SD
B.S. Loma Linda University SD 1982
M.S. Loma Linda Univesity IDS 2007
LEE, SONNY C. Associate Professor, Department of Medicine SM and
Department of Pediatrics SM
Loma Linda University 2019-2020 609
M.D. New York Medical College 1999
LEE, STEVE. Assistant Clinical Professor, Department of Medicine SM
D.O. Western University of Health Sciences, Pomona, California 2002
LEE, STEVE C. Associate Professor, Department of Otolaryngology and
Head and Neck Surgery SM; Assistant Professor, Department of Basic
Sciences SM
Ph.D. Loma Linda University GS 2002
M.D. Loma Linda University SM 2003
LEE, TIMOTHY T. Assistant Professor, Department of Psychiatry SM
M.D. Boston University School of Medicine 2006
LEE, TONY B. Assistant Clinical Professor, Department of Family Medicine
SM
M.D. Loma Linda University SM 1995
LEE, YONG-KWON, Adjunct Assistant Professor, Department of Surgery
SM
M.D. University of Buenos Aires 1995
LEEDS, SARA L. Clinical Instructor, Department of Radiation Technology
AH
M.S.R.S. Loma Linda University AH 2012
LEGGITT, VARNER LEROY. Professor, Department of Orthodontics SD and
Department of Earth and Biological Sciences; and Member FGS
D.D.S. Loma Linda University SD 1984
M.S. Loma Linda University GS 1992
Ph.D. Loma Linda University GS 2005
LEMLEY-FULLER, EVAN E. Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2007
LENART, JOHN. Associate Professor, Department of Anesthesiology SM;
Assistant Professor, School of Nursing SN
M.D. Loma Linda University SM 1996
LENNAN, PATRICIA MARY. Associate Professor, Department of Dental
Hygiene SD
B.S. University of Southern California 1981
LENOIR, LETICIA COX. Instructor, Department of Periodontics SD
B.S. Loma Linda University SD 1989
LEON, NELLIE. Assistant Clinical Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2009
LEONG, VALERIE S.L. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 1999
LEPALE, TALOLO T. Assistant Professor, Department of Social Work and
Social Ecology BH
M.S.W. Loma Linda University GS 1999
M.B.A. University of Redlands 2003
LESSARD, GEORGE M. Emeritus Professor, Department of Dental
Education Services SD
Ph.D. University of California, Riverside 1973
LEUNG, DUNCAN. Assistant Clinical Professor, Department of Medicine
SM
M.D. Loma Linda University SM1982
LEUNG, JOANNE H.Y. Assistant Professor, Department of Pediatric
Dentistry SD
D.D.S. University of Southern California 2006
LEUNG, PETER K.Y. Assistantt Professor, Department of Gynecology and
Obstetrics SM
M.D. University of Toledo College of Medicine 2007
LEVINE, PAUL ALLEN. Emeritus Professor, Department of Medicine SM
M.D. Boston University School of Medicine 1968
LEVETEROV, THEODORE. Associate Professor, School of Religion SR
Ph.D. Andrews University 2011
LEW, AVERY M. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California School of Pharmacy 1988
LEWIS, SUSAN K. Clinical Instructor, Department of Nutrition and
Dietetics AH; Assistant Professor, School of Public Health PH
M.P.H. Loma Linda University PH 1983
LEWIS, TERENCE D. Professor, Department of Medicine SM
M.B.B.S. University of Sydney, Australia 1967
LEYMAN, JOHN WILLIAM. Associate Professor, Department of Dental
Anesthesiology SD
D.D.S. University of the Pacific 1978
LI, ANGELA H. Assistant Professor, School of Religion SR
Ph.D. Claremont School of Theology 2018
LI, HONGZHE. Associate Research Professor, Department of
Otolaryngology and Head and Neck Surgery SM
Ph.D. Arizona State University 2008
LI, JENNIFER N. Assistant Professor, Department of Medicine SM
M.B.B.S. Peking Medical University 1994
LI, YIMING. Distinguished Professor, Department of Restorative Dentistry
SD
D.D.S. Shanghai Second Medical University, China 1977
M.S., Ph.D. Indiana University 1984, 1987
LIANG, REED T. W. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2007
LIAO, KUO-YANG. Adjunct Assistant Professor, Department of Restorative
Dentistry SD
D.D.S. Kaohsiung Medical University School of Dentistry, Taiwan 1994
LIBBY, JAMES A. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1977
LIBBY, WARREN D. Assistant Professor, Department of Orthodontics SD
D.D.S. Loma Linda University SD 2005
M.A. Loma Linda University FR 2006
M.S. Loma Linda University SD 2011
LIM, ALICE M. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of the Pacific 1983
LIN, CATHY C. Assistant Clinical Professor, Department of Pharmacy
Practice SP
610 Faculty
Pharm.D. University of Southern California 2010
LIN, CHRISTINA H. Assistant Professor, Department of Pediatric Dentistry
SD
M.S. University of Maryland 2004
D.D.S. University of Maryland 2001
LIN, NANCY. Assistant Professor, Physical Medicine and Rehabilitation
SM
M.D. New York Medical College 2004
LIN, STEVE G. Assistant Clinical Professor, Department of Ophthalmology
SM
M.D. SUNY Health Science Center, New York 1992
LIN, YUSHIU. Assistant Professor, Department of Pediatrics SM
D.O. A.T. Still University of Health Sciences, Arizona 2013
LINDSEY, VIOLA. Assistant Professor, Department of Social Work and
Social Ecology BH
Ph.D. Loma Linda University ST 2011
LIU, ALLEN K. Assistant Professor, Department of Family Medicine SM
M.D. University of Cincinnati 2003
LIU, ANTONIO K. Assistant Clinical Professor, Department of Neurology
SM
M.D. University of Southern California 1995
LIU, YI. Assistant Professor, Department of Family Medicine SM
Ph.D. Loma Linda University GS 1997
M.D. Shanghai Medical University, China 1985
LLAGUNO, MARIAN C. Assistant Professor, School of Nursing SN
D.N.P. University of San Diego 2012
LLOYD, SUSAN T. Associate Professor, School of Nursing SN; and
Member FGS
Ph.D. University of San Diego 2000
LO, CHIN-YU JEAN. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Iowa Carver College of Medicine 2005
LO, TAKKIN. Adjunct Associate Professor, Department of Medicine SM;
Associate Clinical Professor, Department of Cardiopulmonary Sciences
AH
M.D. Loma Linda University SM 1986
M.P.H. Loma Linda University PH 1987
LOH, MICHELLE H. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1992
LOH, SAMUEL. Clinical Instructor, Department of Anesthesiology SM
M.D. Howard University, Washington D.C. 1971
LOHMAN, EVERETT BERNELL III. Professor, Department of Physical
Therapy AH; and Member FGS
D.Sc. Loma Linda University AH 1998
LOHR, JASON LEE. Assistant Professor, Department of Family Medicine
SM and Department of Preventive Medicine SM
M.D. Loma Linda University SM 2001
LOMARDA, EVELYN B. Assistant Professor, Department of Medicine SM
M.D. Cebu Institute of Medicine, Philippines 1978
LONG, SARAH L. Assistant Professor, Nursing SN
M.S.N. Loma Linda University SN 2006
LONSBURY-MARTIN, BRENDA L. Research Professor, Department of
Otolaryngology and Head and Neck Surgery SM
Ph.D. University of Oregon Medical School 1975
LONSER, ROLAND E. Assistant Professor, Department of Pathology and
Human Anatomy SM
M.D. Loma Linda University SM 1967
LOO, LAWRENCE K. Professor, Department of Medicine SM and
Department of Medical Education SM
M.D. University of California, San Diego 1981
LOPER, NICHOLAS E. Instructor, Department of Anesthesiology SM
M.S.N. University of California, Los Angeles 2015
LOPEZ, DAVID. Associate Professor, Department of Cardiopulmonary
Sciences AH
Ed.D. La Sierra University 2001
LOPEZ, YAMIL. Assistant Professor, Department of Pathology and Human
Anatomy SM
M.D. Loma Linda University SM 2006
LOREDO, LILIA N. Assistant Professor, Department of Radiation Medicine
SM
M.D. Loma Linda University SM 1984
LOSEY, TRAVIS E. Assistant Professor, Department of Neurology SM
M.D. Loma Linda University SM 2002
LOVE, JUSTIN D. Instructor, Department of Dermatology; Assistant
Clinical Professor, Department of Physician Assistant Sciences AH
M.P.A. Loma Linda University AH 2006
LOVELESS, EDNA M. Professor, Department of Dental Education Services
SD
Ph.D. University of Maryland 1969
LOWE, ANDREW G. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of California, San Francisco 1987
LOWE, OARIONA. Assistant Clinical Professor, Department of Pediatric
Dentistry SD
D.D.S. Howard University, Washington D.C. 1981
LOWRY, JEAN B. Emerita Professor, Department of Communication
Sciences and Disorders AH
Ph.D. Kent State University, Ohio 1973
LOZADA, JAIME L. Professor, Department of Restorative Dentistry SD; and
Member FGS
D.D.S. Benemérita Universidad Autonoma de Puebla, Mexico 1982
LUDI, H. DANIEL. Assistant Professor, Department of Surgery SM
M.D. Universidad Nacional de Cordoba, Argentina
LUDWICK, MONICA. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of California, San Francisco 2007
LUI, PAUL D. Associate Professor, Department of Urology SM
M.D. Loma Linda University SM 1984
Loma Linda University 2019-2020 611
LUKE, JANIENE D. Associate Professor, Department of Dermatology SM
M.D. Charles R. Drew University of Medicine and Science/University of
California, Los Angeles 2007
LUM, MICHAEL. Clinical Instructor, Department of Cardiopulmonary
Sciences AH
M.B.A. Loma Linda University PH 2007
LUM, SHARON S. J. Associate Professor, Department of Surgery SM
M.D. Washington University 1992
LUNDGREN, TORD M. Professor, Department of Periodontics SD; and
Member FGS
D.D.S. Umeå University, Sweden 1975
LUO, ZHONGRONG R. Assistant Professor, Department of Pathology and
Human Anatomy SM
Ph.D. Loma Linda University GS 1988
LUO-OWEN, XIAN. Assistant Research Professor, Department of Surgery
SM and Department of Basic Sciences SM
Ph.D. Loma Linda University GS 2004
M.D. Capital University of Medical Sciences 1998
LUTHER, R. DANIEL II. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 1981
LY, ANH M. Clinical Instructor, Department of Radiation Technology AH
M.D. St. George's University School of Medicine, Grenada 1999
MA, QING YI. Assistant Research Professor, Department of Basic
Sciences SM
Ph.D. Loma Linda University SM 2011
MACE, JOHN W. Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1964
MACK, DOUGLAS K. Assistant Clinical Professor, Department of Physical
Medicine and Rehabilitation SM
M.D. University of California, Irvine 1996
MACKENZIE, D. ALLAN. Clinical Professor, Department of Orthopedic
Surgery SM
M.D. McGill University, Montreal, Canada 1964
MACKETT, M. C. THEODORE. Adjunct Professor, Department of Surgery
SM
M.D. Loma Linda University SM 1968
MACKNET, KENNETH D., JR. Assistant Professor, Department of
Dermatology SM
M.D. Loma Linda University SM 1996
MADHAT, FARAH. Assistant Clinical Professor, Department to Pharmacy
Practice SP
Pharm.D. University of Kentucky 2005
MAHDI, TAREK Z. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Academy of Medicine at Sofia, Bulgaria 1983
MAINESS, KAREN JOANNE. Assistant Professor, Department of
Communication Sciences and Disorders AH; and Member FGS
Ph.D. Columbia University 2002
MAKEN, KANWALJEET. Assistant Professor, Department of Medicine SM
M.B.B.S. University College of Medical Sciences, India 1990
M.D. Maulana Azad Medical College, India 1995
MAKKI, ALI. Associate Professor, Department of Oral and Maxillofacial
Surgery SD and Department of Neurology SM
D.M.D. University of Pennsylvania 1997
MALAMUD, ARIEL. Associate Professor, Department of Medicine SM
M.D. Universidad Complutense de Madrid, Spain 1993
MALDONADO, DANIEL C. Assistant Professor, Department of Family
Medicine SM
M.D. Charles R. Drew University of Medicine and Science, California 1999
MALHOTRA, RAM C. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
M.S. State University of New York, Buffalo 1988
MALIK, MASOOD P. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. Idaho State University 1981
M.B.A. University of Phoenix 1997
MALIK, PRIYA. Assistant Clinical Professor, Department of Medicine SM
M.D. University of Madras, India 1988
MALKIN, MATHEW. Assistant Professor, Department of Anesthesiology
SM
M.D. University of Chicago, Pritzker 2005
MAMDANI, NIRAV. Assistant Professor, Department of Medicine SM
M.B.B.S. M.P. Shah Medical College, India 2001
MAMIER, IRIS. Associate Professor, Nursing SN; and Member FGS
Ph.D. Loma Linda University SN 2009
MANCHANDA, RAMESH K. Assistant Professor, Department of Medicine
SM
M.B.B.S. Delhi University, India 1968
MANDAPATI, RAVI. Professor, Department of Medicine and Department of
Pediatrics SM
M.D. Maulana Azad Medical College, New Delhi, India 1985
MANOUCHERI, MANOUCHER. Assistant Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1976
MANSOUR, MARIE C. Assistant Professor, Department of Orthodontics
SD
M.B.A. Nova Southeastern University, Florida 2002
D.M.D. Nova Southeastern University, Florida 2001
MANY, HEATH R. Assistant Professor, Department of Surgery SM
M.D. University of Tennessee Health Science Center, Memphis 2000
MANZANO, MICHAEL. Assistant Clinical Professor, Department of
Radiology SM
M.D. George Washington University 2007
MAO, XIAO WEN. Associate Research Professor, Department of Basic
Sciences SM, Department of Radiation Medicine SM; and Member FGS
M.D. Shanghai Second Medical University, China 1991
M.S. Loma Linda University GS 1995
612 Faculty
MAR, JEFFREY N. Assistant Clinical Professor, Department of Psychiatry
SM
M.D. Dartmouth Medical School, New Hampshire 1999
MARAIS, GARY E. Associate Clinical Professor, Department of Medicine
SM
M.B.Ch.B. Stellenbosch University Medical School, South Africa 1973
MARAIS, H. JOHN. Associate Clinical Professor, Department of Medicine
SM
M.B.Ch.B. Stellenbosch University Medical School, South Africa 1972
MARCKS, KURT O. Assistant Professor, Department of Endodontics SD
D.D.S. Loma Linda University SD 1994
MARIE-MITCHELL, ARIANE. Assistant Professor, Department of
Preventive Medicine SM and School of Public Health PH
Ph.D. University of Southern California 2002
M.D. University of Southern California 2003
M.P.H. University of Rochester 2008
MARLOW, HAROLD J., JR. Assistant Clinical Professor, School of Public
Health PH
Ph.D. Loma Linda University ST 2006
MARONEY, STEPHANIE J. Assistant Professor, Department of Surgery SM
M.D. SUNY Upstate Medical University, New York 2011
MARSA, ROBERT J. Emeritus Associate Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1970
MARSHAK, ARTHUR BOHDAN. Assistant Professor, Department of Allied
Health Studies AH
Ed.D. La Sierra University 2008
MARSHAK, HELEN HOPP. Associate Professor, School of Public Health
PH and Department of Psychology BH
Ph.D. University of Washington 1991
MARTELL, AXA I. Assistant Professor, Department of Medicine SM
M.D. Montemorelos University, Mexico 1989
MARTELL, J LYNN. Assistant Professor, School of Religion SR
D.Min. McCormick Theological Seminary, Chicago, Illinois 1990
MARTELL, J. TODD. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1990
MARTIN, BRADFORD DOUGLAS. Professor, Department of Physical
Therapy AH; and Member FGS
Ph.D. Loma Linda University GS 1984
MARTIN, EDWARD H. Assistant Professor, School of Public Health PH
M.H.A. Loma Linda University PH 2005
MARTIN, GILBERT I. Professor, Department of Pediatrics SM
M.D. State University of New York Downstate Medical Center 1967
MARTIN, GLEN K. Research Professor, Department of Otolaryngology and
Head and Neck Surgery SM
Ph.D. University of Oregon Medical School 1995
MARTIN, LESLIE R. Clinical Professor, Department of Psychology BH and
School of Public Health PH
Ph.D. University of California, Riverside 1996
MARTIN, MARK C. Professor, Department of Plastic and
ReconstructiveSurgery SM
D.M.D. McGill University, Montreal, Canada 2002
M.D. University of Manitoba, Winnipeg, Canada 1996
MARTIN, OSCAR D. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of the Pacific 1992
MARTIN, ROBERT DOUGLAS. Professor, Department of Anesthesiology
SM and School of Nursing SN
M.D. Loma Linda University SM 1976
MARTINEZ, HELEN R. Assistant Professor, Department of Allied Health
Studies AH
M.A.M. University of Redlands 2001
MARTINEZ, JAMES A. Assistant Clinical Professor, School of Public
Health PH
Ed.D. Columbia University, New York 2013
MARTINEZ, YOLANDA J. Instructor, Department of Allied Health Studies
AH
M.A.M. University of Redlands 2016
MARTORELL-BENDEZU, LILY B. Assistant Professor, Department of
Pediatrics SM
M.D. Loma Linda University SM 2001
MASANGCAY, CLARO YAMBAO. Instructor, Department of Clinical
Laboratory Science AH
B.A. University of California, Santa Barbara 1989
MASI, KYLE A. Instructor, Department of Family Medicine SM
M.P.A. Loma Linda University 2015
MASKIEWICZ, RICHARD. Associate Professor, Department of
Pharmaceutical and Administrative Sciences SP
Ph.D. University of California, Santa Barbara 1979
MASKIEWICZ, VICTORIA. Associate Professor, Department of
Pharmaceutical and Administrative Sciences SP
Ph.D. University of California, San Francisco 1989
MASON, DANIELLE M. Assistant Professor, Department of Gynecology
and Obstetrics SM
M.D. Loma Linda University SM 2005
MASON, LINDA JO. Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 1974
MASSAD, JOSEPH J. Adjunct Associate Professor, Department of
Restorative Dentistry SD
D.D.S. Loyola University 1975
MASSEY, EVELYN L. Assistant Professor, Department of Cardiopulmonary
Sciences AH
M.D. Universidad Technologica de Santiago, Dominican Republic 1985
MATA, CRYSTAL. Assistant Professor, Department of Preventive Medicine
SM
Au.D. A.T. Still University of Health Sciences, Missouri 2008
MATA-GREENWOOD, EUGENIA I. Assistant Professor, Department of
Basic Sciences SM and Department of Gynecology and Obstetrics SM
Ph.D. University of Illinois 2000
Loma Linda University 2019-2020 613
Pharm.D. University of Costa Rica 1992
MATAYA, RONALD H. Professor, School of Public Health PH
M.D. West Visayas State University, Philippines 1981
MATEJA, SHARON B. Assistant Clinical Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 1983
MATHEWS, FREDERICK R. Assistant Professor, Department of Oral and
Maxillofacial Surgery SD
M.S. Loma Linda University GS 1987
M.P.H. Loma Linda University PH 1983
D.D.S. Loma Linda University SD 1983
MATHEWS, TIMOTHY A. Adjunct Assistant Professor, Department of
Dental Education Services SD
D.D.S. Loma Linda University SD 2013
MATHUR, MUDIT. Associate Professor, Department of Pediatrics SM
M.B.B.S. University of Delhi, India 1990
MATIKO, JAMES D. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1977
MATIN, AFSANEH. Assistant Professor, Department of Pediatric
Dentistry SD
D.D.S. University of California, Los Angeles 1994
MATTHEWS, VICHUDA LOUSUEBSAKUL. Assistant Clinical Professor,
School of Public Health PH
Dr.P.H. Loma Linda University PH 2001
MATTHEWS, WAYNE R. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. University of the Pacific 1979
MATUS, MICHAEL J. Instructor, Department of Medicine SM
M.D. Loma Linda University SM 2011
M.B.A. Loma Linda University PH 2012
MAURER, J. STEPHEN. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 1991
MAXWELL, ALLISON G. Assistant Professor, Department of Social Work
and Social Ecology BH
M.S.W. Loma Linda University ST 2008
MAZAHERI, ATA. Assistant Professor, Department of Surgery SM
M.D. Royal College of Surgeons in Ireland 2000
MCARTHUR III, CLAIRE L. Associate Professor, Department of Emergency
Medicine and Department of Medicine SM
M.D. University of Florida 1972
MCAULEY, GRANT A. Assistant Professor, Department of Radiation
Medicine SM
Ph.D. Loma Linda University 2010
MCBRIDE J. PETER. Assistant Clinical Professor, Department of
Cardiopulmonary Sciences AH
B.A. University of Phoenix
MCCAFFERY, PATRICK G. Assistant Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1964
MCHAN, KELLY. Assistant Professor, School of Nursing SN
M.P.H. Loma Linda University PH 2002
MCCARTY, KENNETH D. Assistant Clinical Professor, Department of
Family Medicine SM
M.S. Loma Linda University GS 1998
MCCLEARY, KARL J. Professor, School of Public Health PH
Ph.D. University of Alabama at Birmingham 1998
MCCLURE, ERIKA A. Assistant Clinical Professor, Department of
Pediatrics SM
M.D. Loma Linda University SM 2004
MCCLUSKEY, EDWARD A. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1989
MCCONNELL, COURTNEY M. Assistant Professor, Department of
Physician Assistant Sciences AH
M.P.A. Loma Linda University 2014
MCCULLOUGH, WILLIAM M., JR. Assistant Professor, Department of
Gynecology and Obstetrics SM
M.D. Ohio State University 1982
MCDONALD, STEPHEN D. Associate Professor, Department of Medicine
SM
M.D. Loma Linda University SM 2003
MCFIELD MORGAN, EDWARD S, JR. Associate Professor, School of Public
Health PH
Ph.D. Loma Linda University ST 2009
MCGANN, DAVID G. Instructor, Department of Otolaryngology and Head
and Neck Surgery SM
M.S. Colorado State University 1972
MCGHEE, WILLIAM H. Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 1972
MCINDOE, THOMAS WINFIELD. Assistant Clinical Professor, Department
of Orthopedic Surgery SM
M.D. Baylor University, Houston, Texas 1963
MCIVOR, DEBORAH W. Assistant Professor, Department of
Anesthesiology SM
M.D. University of Guadalajara, Mexico 1983
MCLEAN, LANCELOT S. Associate Professor, Department of Dental
Education Services SD
Ph.D. Loma Linda University GS 2008
MCLOUTH, LANA SUE KANACKI. Associate Professor, School of Nursing
SN
Ph.D. University of San Diego 2010
MCMILLAN, JAMES IRA. Associate Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1986
614 Faculty
MCNEILL, JEANINE A. Assistant Clinical Professor, Department of
Radiology SM
M.D. Loma Linda University SM 1983
MCTALLEY, MERIJANE T. Instructor, Department of Nutrition and Dietetics
AH
B.S. California State Polytechnic University, Pomona 1975
MEAD, KELLY. Assistant Clinical Professor, Department of Physician
Assistant Sciences AH
M.S. University of San Diego 2010
MEADOWS, LAVONNE M. Assistant Professor, Department of
Dermatology SM
M.D. Loma Linda University SM 2009
MEDAL, DIANA STEED. Assistant Professor, Department of Health
Informatics and Information Management AH
M.A. California State University, San Bernardino 2001
MEDINA, ERNESTO PAUL SARNO. Assistant Professor, School of Public
Health PH
Dr.P.H. Loma Linda University PH 1993
MEDINA, KERI KUNIYOSHI. Assistant Professor, School of Nursing SN
D.N.S. University of San Diego 1996
MEDLEY-VALENZUELA, MELINDA S. Assistant Clinical Professor,
Department of Experiential and Continuing Education SP
Pharm.D. University of California, San Francisco 1988
MEGLIO, DANIELLE J. Clinical Instructor, Department of Occupational
Therapy AH
A.A. Loma Linda University AH 1993
MEHRFAR, ATOSA. Assistant Clinical Professor, Department of
Endodontics SD
D.D.S. University of Toronto 2010
M.S.D. Loma Linda University SD 2015
MEHTA, NISHANT K. Assistant Professor, Department of Radiology SM
M.D. University of Southern California 2006
MEHTA, SUKH SAMPAT RAJ. Associate Professor, Department of
Medicine SM
M.D. SMS Medical College, India 1968
MEISTER, ROBERT E. Assistant Professor, Department of Orthodontics
SD
M.S. Loma Linda University 1984
D.D.S. Loma Linda University 1978
MEJIA, LEONIDAS V. Instructor, Department of Medicine SM
M.D. Manila Central University, Philippines 1992
MEJIA, MAXIMINO A. Adjunct Associate Research Professor, School of
Public Health PH
Dr.P.H. Loma Linda University PH 2000
MELTZER, ELLIOTT A. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Louisiana State University Medical Center 1979
MENDES, JEANNINE STUART. Assistant Professor, Department of
Physical Therapy AH
M.P.T. Loma Linda University AH 1995
MENDOZA, BRIGIT C. Assistant Professor, Department of Radiation
Technology AH
M.A.M. University of Redlands 2008
MERCADO, HENRY W. Assistant Clinical Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1977
MERKEL, CLIFFORD DARA. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1980
MERRITT, T. ALLEN. Professor, Department of Pediatrics SM and
Department of Cardiopulmonary Sciences AH
M.D. University of Kansas 1972
M.P.A. Portland State University 1999
MESSINA, MARK JOHN. Adjunct Associate Professor, School of Public
Health PH
Ph.D. Michigan State University 1987
MESSINA, MICHAEL J. Clinical Instructor, Department of Dermatology SM
M.D. Northeastern Ohio University 2007
MEYER, BONNIE LEE. Assistant Professor, School of Nursing SN
M.S. Loma Linda University GS 1972
MICHEL, ALAN W. Adjunct Assistant Professor, Department of Medicine
SM
M.D. Montemorelos, Mexico 2001
MICHELOTTI, MARCOS J. Assistant Professor, Department of Surgery SM
M.D. National University of Cordoba School of Medicine, Argentina 1996
MICHELSON, DAVID J. Assistant Professor, Department of Pediatrics SM
and Department of Neurology SM
M.D. University of California, Los Angeles 1998
MIHAS, ATHANASIOS A. Assistant Professor, Department of Psychiatry
SM
M.D. University of Mississippi 1995
MIKHAEL, MAGDI S. Assistant Clinical Professor, Department of
Psychiatry SM
M.B.B.Ch. Ain Shams Medical School, Egypt 1975
MIKHAIL, AMANDA L. Clinical Instructor, Department of Physical Therapy
AH
A.S. Loma Linda University AH 2012
MILES, DUNCAN A. Associate Clinical Professor, Department of Plastic
and Reconstructive Surgery SM
M.D. University of Saskatchewan, Saskatchewan, Canada 1990
MILLER, DANIEL WILLIAM. Professor, Department of Radiation Medicine
SM
Ph.D. North Carolina State University, Raleigh 1971
MILLER, JON M. Assistant Professor, Department of Radiology SM
M.D. Loma Linda University SM 1990
MILLER, KYLE L. Assistant Professor, Department of Experiential and
Continuing Education SP
Pharm.D. University of the Pacific 2005
Loma Linda University 2019-2020 615
MILLER, MEAGAN J. Instructor, Oral and Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 2015
MILLER, M. Jon H. Professor, Department of Radiology SM
M.D. Wayne State University, Detroit Michigan 1968
MILLER, RYAN A. Adjunct Assistant Professor, School of Public Health PH
M.S. George Washington University 2002
MILLER, SCOTT A. Assistant Professor, Department of Family Medicine
SM
M.D. Loma Linda University SM 2001
MILLS, DANIEL C. II. Assistant Clinical Professor, Department of Plastic
and Reconstructive Surgery SM
M.D. Loma Linda University SM 1982
MINYARD-WIDMANN, MICHELLE. Assistant Professor, Department of
Counseling and Family Sciences BH
M.S. University of La Verne, Los Angeles, California 1995
MIRSHAHIDI, HAMID R. Associate Professor, Department of Medicine SM
M.D. Marmara University School of Medicine, Istanbul, Turkey 1992
MIRSHAHIDI, SAIED. Assistant Research Professor, Department of
Medicine SM and Department of Basic Sciences SM
Ph.D. Gazi University, Ankara, Turkey 1997
MIRZA, FARRUKH. Assistant Professor, Department of Pediatrics SM
M.D. Dow Medical College, Pakistan 1989
MITCHELL, GREGORY D. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1984
MITCHELL, ROBERT DAVID. Assistant Professor, Department of
Orthodontics SD
D.D.S. Loma Linda University SD 1978
M.S. Loma Linda University GS 1985
MIYAGI, SHISHIN. Assistant Professor, Department of Family Medicine
SM
M.D. Loma Linda University SM 2010
MLEZIVA, PABLO. Assistant Professor, Department of Physical Therapy
AH
D.P.T. Loma Linda University AH 2007
MOBILIA, ADRIAN. Associate Professor, Department of Periodontics SD
D.D.S. University of Buenos Aires School of Dentistry, Argentina 1991
D.D.S. Loma Linda University SD 2008
MODAD, YVETTE M. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2011
MODESTE, NAOMI NOREEN. Emerita Professor, School of Public Health
PH
Dr.P.H. Loma Linda University PH 1984
MOE, BYRON S. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1964
MOESSER, AARON. Assistant Professor, Department of Occupational
Therapy AH
M.O.T. Loma Linda University AH 2010
MOFFAT, JEFFREY C., JR. Clinical Instructor, Department of Psychiatry
SM
M.D. University of Utah, 2010
MOHAMMADZADEH, ZAHRA. Assistant Professor, Department of
Periodontics SD
M.B.A. Sharif University of Technology, Tehran 2009
D.D.S. Tehran University School of Dentistry 1993
MOHAN, SUBBURAMAN. Research Professor, Department of Medicine
SM, Department of Basic Sciences SM, and Department of Orthopedic
Surgery SM
Ph.D. Bangalore University, India 1978
MOHR, GINA M. J. Assistant Professor, Department of Family Medicine
SM
M.D. Loma Linda University SM 1996
MOHR, LESTER L. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 1966
MOLDOVAN, IOANA. Associate Clinical Professor, Department of
Medicine SM
M.D. University of Medicine and Pharmacy Carol Davila, Romania 1996
MOLINA, ENRIQUE F. Assistant Professor, School of Nursing SN
D.N.A.P. Middle Tennessee School of Anesthesia 2015
MOLINA, GRACIELA O. Instructor, School of Public Health PH
M.A. University of Montemorelos, Mexico 2000
MOLINA, RAFAEL. Assistant Professor, School of Public Health PH
M.Ed. University of Montemorelos, Mexico 1994
MOLINE, MARY VOGEL. Professor, Department of Counseling and Family
Science BH; and Member FGS
Dr.P.H. Loma Linda University PH 1975
Ph.D. Brigham Young University, Utah 1979
MOLKARA, AFSHIN M . Assistant Professor, Department of
Cardiothoracic Surgery SM
M.D. Howard University, Washington D.C. 1996
MONDZELEWSKI, TODD J. Assistant Clinical Professor, Department of
Ophthalmology
M.D. Uniformed Services University of the Health Sciences 2003
MONTALBAN, ENOCH S. Clinical Instructor, Department of Radiation
Technology AH
B.S.N. Mountain View College, Philippines 2004
MONTGOMERY, SUSANNE B. Professor, Department of Social Work and
Social Ecology BH, Department of Preventive Medicine SM, School of
Public Health PH; and Member FGS
Ph.D. University of Michigan 1987
MONTGOMERY, TATE A. Adjunct Assistant Professor, Department of
Dental Education Services SD
D.D.S. Loma Linda University SD 2008
MOOR, MICHAEL GLENN. Instructor, Department of Orthotics and
Prosthetics AH
B.S. University of Washington, Seattle 1984
MOORADIAN, RYAN D. Assistant Professor, Department of Pediatrics SM
616 Faculty
M.D. Chicago Medical School 2009
MOORE, KATHLEEN LOU. Assistant Professor, Department of Dental
Education Services SD
M.H.I.S. Loma Linda University AH 1999
MOORES, DONALD C. Associate Professor, Department of Surgery SM
and Department of Pediatrics SM
M.D. Loma Linda University SM 1987
MOORHEAD, J. DAVID. Adjunct Associate Professor, Department of
Urology SM
M.D. Loma Linda University SM 1973
MORETTA, CARLOS MANUEL. Assistant Professor, Department of Oral
and Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 2001
MORGAN, DOREE L. Assistant Clinical Professor, School of Public Health
PH
M.P.H. Loma Linda University PH 1978
MORGAN, JOHN W. Professor, School of Public Health PH; and Member
FGS
Dr.P.H. Loma Linda University PH 1987
MORGAN, WALTER C. Assistant Clinical Professor, Department of Family
Medicine
M.D. University of Washington 1981
MORIKAWA, WESLEY MIKJO. Assistant Clinical Professor, Department of
Pediatric Dentistry SD
D.D.S. University of Southern California 1981
MORRELL, HOLLY E. Associate Professor, Department of Psychology BH
Ph.D. Texas Technological University 2007
MORRISON, MARTIN J. Assistant Professor, Department of Orthopedic
Surgery SM
M.D. Drexel University College of Medicine, Philadelphia 2007
MORROW, STEVEN GALE. Professor, Department of Endodontics SD
D.D.S. Loma Linda University SD 1960
M.S. Loma Linda University GS 1987
MORTON, KELLY R. Professor, Department of Family Medicine SM,
Department of Psychology BH; and Member FGS
Ph.D. Bowling Green State University, Ohio 1992
MOSES, OLIVIA. Assistant Professor, School of Public Health PH and
Department of Preventive Medicine SM
Dr.P.H. Loma Linda University PH 2005
MOTABAR, ALI. Assistant Professor, Department of Medicine SM
M.D. Tehran Azad University 1997
MOTE, GORDON E. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Ph.D. Century University, Albuquerque 1995
MOTE, RAYLENE L. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of the Pacific 1976
MOUSSAVI, KAYVAN. Assistant Professor, Department of Pharmacy
Practice SP
PharmD. University of California, San Diego 2011
MOYA, MERVIN. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2009
MOYNIHAN, JAMES A. Associate Professor, Department of Emergency
Medicine SM
D.O. Western University of Health Sciences 1996
MUDGE, M. KENNETH. Clinical Professor, Department of Orthopedic
Surgery SM
M.B.Ch.B. University of Birmingham, England 1970
MUKHERJEE, ASHIS. Assistant Clinical Professor, Department of
Medicine SM
M.D. Cornell University Medical College, New York 1985
MULDER, SHANNON M. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1983
MULLA, NEDA F. Associate Professor, Department of Pediatrics SM
M.B.B.S. Kuwait University Health Sciences Center College of Medicine,
Kuwait 1986
MULLIGAN, BETH A. Adjunct Assistant Professor, School of Behavioral
Health BH
B.S. Tufts University, Massachusetts 1979
MUNCE, C. JOHN. Assistant Professor, Department of Endodontics SD
D.D.S. Loma Linda University SD 1978
MUNDALL, JENNIFER L. Assistant Professor, School of Nursing SN
D.N.P. University of South Alabama 2011
MUNDALL, JOEL R. Assistant Professor, Department of Preventive
Medicine SM
M.D. Loma Linda University SM 2006
MUNGUIA, FERNANDO MOISES. Assistant Clinical Professor, Division of
General Dentistry SD
D.D.S. Cayetano Heredia Peruvian University, Peru 1985
MUNIZ TAYLOR, BRENDA. Assistant Clinical Professor, Department of
Health Informatics and Information Management AH
B.S. Loma Linda University AH 1990
MUNOZ, NUMA F. Assistant Professor, Department of Pediatric Dentistry
SD
D.D.S. Loma Linda University SD 1997
MUNSON, LAUREL JONES. Assistant Clinical Professor, Department of
Gynecology and Obstetrics SM
M.D. Loma Linda University SM 1978
MURAD, WADSWORTH H. Assistant Clinical Professor, Department of
Psychiatry SM
D.O. Western University of Health Sciences, Pomona, California 1984
MURDOCH, J. LAMONT. Professor, Department of Medicine SM
M.D. Loma Linda University SM 1963
MURDOCH, WILLIAM GORDON C., JR. Associate Professor, Department of
Psychiatry SM
M.D. Loma Linda University SM 1973
MURPHY, JERONE G. Instructor, Department of Radiation Technology AH
Loma Linda University 2019-2020 617
B.S. Loma Linda University AH 2016
MURRAY, RICK D. Associate Clinical Professor, Department of Gynecology
and Obstetrics SM
M.D. Loma Linda University SM 1975
MURRY, THOMAS. Professor, Otolaryngology and Head and Neck Surgery
SM
Ph.D. University of Florida 1969
NAFTEL, JOHN C. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of California, Los Angeles 1972
NAGARAJ, GAYATHRI. Assistant Professor, Department of Medicine SM
M.D. Bangalore University, India 2001
NAGELHOUT, JOHN J. Adjunct Professor, School of Nursing SN
Ph.D. Wayne State University, Detroit, Michigan 1985
NAKAMURA, JENNIFER G. Assistant Clinical Professor, Department of
Social Work and Social Ecology BH
M.S.W. California State University, Long Beach 2004
NAKAMURA, LANELLE V. Assistant Professor, Department of Pediatrics
SM
M.D. University of Hawaii, John A. Burns School of Medicine 2005
NALIN, RONALD. Adjunct Assistant Professor, Department of Earth and
Biological Sciences SM; and Member FGS
Ph.D. Universita degli Studi de Paduva, Italy 2006
NAM, ENOCH H. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Albert Einstein School of Medicine SM 2007
NAM, GRACE H. Assistant Professor, Department of Pediatrics SM
M.D. University of Wisconsin, Madison 2009
NAMIHAS, IVAN C., JR. Assistant Professor, Department of Radiation
Medicine SM
M.D. Loma Linda University SM 1984
NARULA, MINAKSHI. Assistant Professor, Department of Orthodontics SD
B.D.S. RA Dental College, Calcutta, India 1985
NARVAEZ, JULIO. Adjunct Professor, Department of Ophthalmology SM
M.D. Loma Linda University SM 1992
NASH, DANIEL A. Assistant Professor, Department of Medicine SM
M.D. University of Nevada, Reno 1988
NASIBI, POOYAN. Instructor, Department of Pediatric Dentistry SD
D.D.S. University of Southern California 2013
NASS, SCOTT E. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Charles R. Drew University of Medicine, California 2009
NASSERI-NOORI, KEVIN A. Assistant Professor, Department of
Anesthesiology SM
M.D. University of California, Los Angeles 2007
NATHANIEL, BRANDON L. Assistant Professor, Department of Medicine
SM
M.D. University of California, Davis 2008
NATION, N. JARED. Assistant Professor, Department of Pediatric
Dentistry SD
D.D.S. Loma Linda University SD 2002
NATT, TARANJIT. Assistant Professor, Department of Medicine SM
M.D. Ross University 2006
NAUERTZ, CINDA L. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1999
NAVA, P. BEN, JR. Professor, Department of Pathology and Human
Anatomy SM
Ph.D. Loma Linda University GS 1973
NAYLOR, W. PATRICK. Adjunct Professor, Department of Restorative
Dentistry SD
D.D.S. Georgetown University, Washington D.C. 1978
M.P.H. Harvard University 1981
M.S. Indiana University, Bloomington 1988
NAZARI, MOSTAFA. Adjunct Assistant Professor, Department of
Restorative Dentistry SD
D.D.S. Esfahan University, Iran 1986
M.S. Loma Linda University SD 2009
NDASI, HENRY T. Assistant Professor, Department of Orthopedic Surgery
SM
M.B.B.S. Bayero University, Kano, Nigeria 2002
NEECE, CAMERON L. Associate Professor, Department of Psychology BH
Ph.D. University of California, Los Angeles 2011
NEERGAARD, JAMES O. Assistant Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2006
NEERGAARD, JOYCE B. Assistant Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2005
NEGLIO, MICHAEL J. Assistant Clinical Professor, Department of
Radiology SM
M.D. University Autonomous of Guadalajara, Mexico 1974
NEISH, CHRISTINE GERKEN. Associate Clinical Professor, School of
Public Health, PH; Emerita Associate Professor, School of Nursing SN
Ph.D. Claremont Graduate University 1988
NELSON, ANNA. Assistant Professor, School of Public Health PH;
Assistant Clinical Professor, Department of Cardiopulmonary Sciences
AH
Dr.P.H. Loma Linda University, PH 2014
NELSON, BONNIE ANN. Assistant Professor, Department of Pediatric
Dentistry SD; and Member FGS
D.D.S. Loma Linda University SD 1988
NELSON, BRUCE L. Associate Professor, Department of Medicine SM
M.D. University of Hawaii 1975
NELSON, GREGORY A. Professor, Deparment of Basic Sciences SM and
Department of Radiation Medicine SM
Ph.D. Harvard University 1979
NELSON, JARED M. Clinical instructor, Department of Psychiatry SM
D.O. Touro University Nevada 2010
NELSON, JERALD C. Emeritus Professor, Department of Medicine SM
618 Faculty
M.D. College of Medical Evangelists 1957
NELSON, RICHARD DEANE. Assistant Professor, Department of
Cardiopulmonary Sciences AH
M.D. Angeles University, Philippines 1995
NELSON, SCOTT C. Associate Professor, Department of Orthopedic
Surgery SM
M.D. Loma Linda University SM 1996
NELSON, TODD C. Assistant Professor, Department of Physical Therapy
AH
M.P.T. Loma Linda University AH 1997
M.B.A. Loma Linda University PH 2011
NELSON, W. KENNETH. Assistant Professor, Department of Allied Health
Studies AH
M.D. Ago Medical & Educational Center 1988
NEPOMUCENO-PEREZ, MIA C. Professor, Department of Pathology and
Human Anatomy SM; Associate Professor, Department of Otolaryngology
and Head and Neck Surgery SM
M.D. University of the Philippines 1992
NESPER, TIMOTHY P. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Southern California 1983
NETTEBURG, DANAE. Assistant Professor, Department of Gynecology
and Obstetrics SM
M.D. Loma Linda University SM 2006
NETTEBURG, OLEN A.L. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 2007
NEUENDORFF, HAROLD THOMAS. Clinical Instructor, Department of
Occupational Therapy AH
B.S. Loma Linda University AH 1993
NEUFELD, ROLAND D. W. Associate Professor, Department of
Orthodontics SD
D.D.S. Loma Linda University SD 1974
M.S. Loma Linda University GS 1976
NEUMANN, MONICA M. Associate Professor, Department of
Anesthesiology SM and Department of Basic Sciences SM
M.D. Loma Linda University SM 1974
NEWBOLD, JEAN L. Assistant Clinical Professor, School of Nursing SN
M.S. Loma Linda University GS 1985
NEWTON, STEVEN DOUGLAS. Assistant Clinical Professor, Department of
Physical Therapy AH
D.P.T. Loma Linda University AH 2014
NGAB, TARIK. Assistant Clinical Professor, Department of Medicine SM
M.D. University of Al-Fateh for Medical Sciences, Libya 2005
NGO, EHREN BRENT. Assistant Clinical Professor, School of Public Health
PH and Department of Allied Health Studies AH
M.S. University of Maryland, Baltimore County 1999
NGO, ERIC. Associate Clinical Professor, Department of Preventive
Medicine SM and School of Public Health PH
M.D. Loma Linda University SM 1963
NGO, KHIET DOAN-THANH. Assistant Professor, Department of Medical
Education SM
D.O. Nova Southeastern University College of Osteopathic Medicine,
Beirut, Lebanon 1999
NGO, LAURA H. Assistant Professor, Department of Anesthesiology SM
M.D. University of Copenhagen 2004
NGO, LINDA L. Instructor, Department of Pediatric Dentistry SD
D.D.S. University of Southern California 2009
NGO, PHAT H. Assistant Professor, Department of Medicine SM
M.D. Tufts University, Boston, Massachusetts 2000
NGUYEN, ANDRE. Clinical Instructor, Department of Surgery SM
M.D. Albert Einstein College of Medicine, New York 1998
NGUYEN, ANH N. Clinical Instructor, Department of Oral and Maxillofacial
Surgery SD
D.M.D. A.T. Still University 2013
NGUYEN, GIAO C. Assistant Clinical Professor, Department of Psychiatry
SM
M.D. Tufts University, Boston, Massachusetts 1999
NGUYEN, H. BRYANT. Professor, Department of Medicine SM, Department
of Emergency Medicine SM, Department of Basic Sciences SM, and
Department of Pharmacy Practice SP
M.D. University of California, Irvine 1998
NGUYEN, HIEU T.M. Assistant Professor, Department of Family Medicine
SM
D.O. Western University of Health Sciences, Pomona, California 2001
NGUYEN, HOA T. Assistant Professor, Department of Medicine SM
M.D. University of California, Los Angeles 1999
NGUYEN, KATINA. Clinical Instructor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 2014
NGUYEN, LEE H. Associate Professor, Department of Pharmacy Practice
SP
Pharm.D. University of California, San Francisco 2004
NGUYEN, MIKE C. Assistant Professor, Department of Medicine SM
D.O. Western University of Health Sciences, California 2011
NGUYEN, TEDDY D. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. Loma Linda University SP 2007
NGUYEN, THAO. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Arkansas Medical Sciences 2000
NGUYEN, THUAN HUU. Instructor, Department of Clinical Laboratory
Science AH
M.P.H. Loma Linda University PH 1975
NGUYEN, THUY-HUYNH. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. American University of the Caribbean, Netherlands Antilles 1991
NGUYEN, TRUCLINH T. Assistant Professor, Department of Medicine SM
Loma Linda University 2019-2020 619
D.O. Western University of Health Sciences, Pomona, California 2006
NGUYEN, VAN T.N. Assistant Professor, Department of Family Medicine
SM
D.O. Des Moines University 2011
NGUYEN-STRONGIN, ROSALYNN H. Assistant Professor, Department of
Ophthalmology SM
O.D. Southern California College of Optometry, Fullerton, California 2007
NGUYEN-TRUAX, FAYETTE K. Assistant Professor, School of Nursing SN;
and Member FGS
Ph.D. University of California, Los Angeles 2016
NICK, DOYLE R. Associate Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1978
M.S. Loma Linda University AH 2009
NICK, JAN M. Professor, School of Nursing SN
Ph.D. Texas Women's University 1997
NICK, KEVIN E. Associate Professor, Department of Earth and Biological
Sciences SM; and Member FGS
Ph.D. University of Oklahoma 1990
NICOLAU, YONA. Assistant Professor, Department of Pediatrics SM
M.D. Carola Davila University, Romania 1998
NIEMEYER, MATTHEW S. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1991
NINAN, BARBARA L. Assistant Professor, School of Nursing SN
M.S.N. University of Phoenix 1993
Ed.D. Walden University 2015
NINAN, DANIEL J. Assistant Professor, Department of Dental Education
Services SD
D.D.S. Loma Linda University SD 2009
NIST, LAURA DAWN HENRICHSEN. Associate Professor, Department of
Neurology SM
M.D. Loma Linda University SM 1995
NOBRIGA, CHRISTINA V. Assistant Professor, Department of
Communication Sciences and Disorders AH; and Member FGS
Ph.D. James Madison University 2009
NOOKALA, PRASHANTH K. Assistant Professor, Department of Radiation
Medicine SM
M.S. Louisiana State University 2005
NOORVASH, SHAHAB. Assistant Professor, Department of Endodontics
SD
D.D.S. Northwestern University, Illinois 1987
NOUR, CHELAN A. Assistant Professor, Department of Anesthesiology SM
M.D. Loyola University Chicago 2007
NOUR, MOHAMED B. Assistant Professor, Department of Anesthesiology
SM
M.D. University of Oklahoma 2007
NOVAL, JERL JEAN. Assistant Professor, Department of Nutrition and
Dietetics AH
Ph.D. Northcentral University 2016
NOVY, BRIAN B. Adjunct Associate Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 2006
NOWRANGI, PUSHPA. Associate Professor, Department of Pediatrics SM
and Department of Medicine SM
M.B.B.S. Darbhanga Medical College, India 1978
NOWRANGI, SUNIL K. Associate Professor, Department of Pediatrics SM
and Department of Medicine SM
M.B.B.S. University of Madras, India 1977
NOZAKI, JAMES K. Assistant Professor, Department of Family Medicine
SM
M.D. Loma Linda University SM 1995
NTAGANDA, EDMOND. Assistant Professor, Department of Surgery SM
M.D. National University of Rwanda 2012
NYIRADY, STEPHEN A. Associate Clinical Professor, Department of Basic
Sciences SM
Ph.D. Loma Linda University GS 1972
OBENAUS, ANDRE. Professor, Department of Basic Sciences SM and
Department of Pediatrics SM; Adjunct Associate Research Professor,
School of Behavioral Health BH
Ph.D. University of British Columbia, Vancouver, Canada 1989
OBERG, KERBY C. Professor, Department of Pathology and Human
Anatomy SM; and Member FGS
M.D. Loma Linda University SM 1991
Ph.D. Loma Linda University GS 1989
O'BOSHY, KAREN R. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 2007
O'CALLAGHAN, THOMAS A. Associate Professor, Department of Surgery
SM; Associate Professor, Department of Basic Sciences SM
M.B.B.S. National University of Ireland 1968
OCHOA, HUMBERTO R. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Utah 1983
OCHOA, WILLIAM G. Assistant Professor, Department of Medicine SM
M.D. University of Wisconsin 2005
O'CONNOR, JENNIFER M. Assistant Professor, Department of Surgery SM
M.D. Drexel University, Pennsylvania 2006
O'CONNOR, ZACHARY J. Assistant Professor, Department of Surgery SM
M.D. Drexel University, Pennsylvania 2006
ODA, KEIJI. Assistant Professor, School of Public Health PH
M.P.H. Loma Linda University PH 2006
ODABASHIAN, NISHAN M. Adjunct Assistant Professor, Department of
Endodontics SD
D.M.D. Tufts University School of Dental Medicine, Boston, Masachusetts
1991
OH, JISOO. Assistant Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2006
OH, SANG-DUK. Assistant Professor, Department of Periodontics SD
D.D.S. Kyungpook National University, South Korea 1981
620 Faculty
OH, YOUNG-HYUN. Adjunct Associate Professor, Department of
Ophthalmology SM
M.D. University of Michigan 1986
OHANIAN, EDMOND K. Assistant Clinical Professor, Department of
Medicine SM
D.O. Western University of Health Sciences 2011
OJANO, MAC-REY L. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1997
OKADA, GEOFFREY TOSHIO. Assistant Professor, Department of
Endodontics SD
D.D.S. Loyola University 1983
OKUMURA, WESLEY KENT. Assistant Professor, Department of Pediatric
Dentistry SD
D.D.S. Loma Linda University SD 1994
OLAFSSON, SNORRI. Adjunct Associate Professor, Department of
Medicine SM
M.D. University of Iceland 1978
OLEK, MICHAEL J. Associate Professor, Department of Neurology SM
D.O. Philadelphia College of Osteopathic Medicine 1989
OLIVO, RICARDO L. Assistant Professor, Department of Neurology SM
M.D. Universidad de Guadalajara 2015
OLOO, WINETTA BAKER. Associate Professor, Department of Counseling
and Family Science BH; and Member FGS
Ph.D. Loma Linda University ST 2006
OLSON, GREGORY W. Associate Professor, Department of Orthodontics
SD; and Member FGS
D.D.S., M.S. Loma Linda University SD 1996, 2011
OLSON, JENNIFER A. Assistant Clinical Professor, School of Nursing SN
M.S. California State University, Fullerton 2014
OMAN, MATTHEW J. Assistant Professor, Department of Medicine SM
M.D. University of Utah 2007
OMAR, SAMAH I. Associate Professor, Department of Pediatric Dentistry
SD; and Member FGS
D.D.S. Loma Linda University SD 2007
OMS, CATHERINE JOY D. Assistant Professor, Department of Physician
Assistant Sciences AH
M.P.A. Loma Linda University AH 2007
ORLICH, MICHEAL J. Assistant Professor, Department of Preventive
Medicine SM and School of Public Health PH
M.D. University of Michigan 2001
ORR, BARBARA J. Associate Clinical Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 1970
ORR, ROBERT D. Professor, Medical Education SM
M.D. McGill University, Montreal, Quebec, Canada 1966
ORTIZ, LARRY. Professor, Department of Social Work and Social Ecology
BH; and Member FGS
Ph.D. State University of New York, Buffalo 1987
OSBORNE, JOHN E. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 1979
OSHIRO, BRYAN T. Associate Professor, Department of Gynecology and
Obstetrics SM, School of Public Health PH; and Member FGS
M.D. Loma Linda University SM 1985
OSORIO, CAROLINA. Assistant Professor, Department of Psychiatry SM
M.D. Universidad Libre, Cali, Colombia 2001
OSUR, MICHAEL. Assistant Clinical Professor, Department of
Cardiopulmonary Sciences AH
M.B.A. University of Phoenix 1998
OTSUKA, KIMBERLY N. Assistant Professor, Department of Pediatrics SM
M.D. University of Hawaii, Manoa 1998
OTSUKA, TAKAHIRO. Assistant Professor, Department of Medicine SM
M.D. University of Yamanashi, Japan 1987
OWEN, JASON E. Adjunct Associate Professor, Department of Psychology
BH
Ph.D. University of Alabama, Birmingham 2003
OYAMA, KOTARO. Adjunct Assistant Professor, Department of Restorative
Dentistry SD
D.D.S. Nippon Dental University, Japan 1997
OYOYO, UDOCHUKWU E. Assistant Professor, Department of Dental
Education Services SD and Department of Radiology SM
MILS University of Pittsburgh 2000
M.P.H. Loma Linda University PH 2008
PACE, MICHAEL R. Clinical Instructor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. University of California, Los Angeles 2014
PADILLA, GERALDINE V. Adjunct Professor, School of Nursing SN
Ph.D. University of California, Los Angeles 1971
PADILLA, RACHEL A. Assistant Clinical Professor, Division of
Interdisciplinary Studies BH
M.S. Loma Linda University ST 2011
PAI, RAMDAS G. Professor, Department of Medicine SM
M.D. Kasturba Medical College, Manipal, India
PAI, SHANTHARAM R. Assistant Clinical Professor, Department of Family
Medicine SM
M.B.B.S. University of Mysore, India 1981
PAI, SUDHA M. Associate Professor, Department of Medicine SM
M.B.B.S. University of Mysore, India 1979
PAIK, JACQUELINE M. Assistant Professor, School of Nursing SN
M.S. University of Phoenix 2004
PAIK, SUN H. Adjunct Associate Professor, School of Public Health PH
Ph.D. University of Maryland 1997
PALADAR, ELDE MEL B. Assistant Professor, Department of Clinical
Laboratory Science AH
M.S. University of the Philippines, Manila 2005
PALAFOX, DESIREE L. Instructor, Department of Clinical Laboratory
Science AH
Loma Linda University 2019-2020 621
B.S. Loma Linda University FGS 2006
PALISOC, ALMA M. Associate Professor, Department of Preventive
Medicine SM
M.D. Far Eastern University, Philippines 2001
PALMER, DENNIS D. Associate Professor, Department of Medicine SM
D.O. Kansas City University of Medicine and Biosciences 1976
PALMER, ERIK G. Assistant Clinical Professor, Department of Family
Medicine SM
D.O. Western University of Health Sciences, Pomona, California 1995
PALMER, LINDA MARGARET. Clinical Instructor, Department of Health
Informatics and Information Management AH
B.S. Loma Linda University AH 1979
PANDEY, NEHA. Assistant Professor, Department of Medicine SM
M.B.B.S. PTJNM Medical Colle, Raipur, India 2000
PANDIT, DIPIKA R. Assistant Professor, Department of Preventive
Medicine SM and Department of Family Medicine SM
M.D. Loma Linda University SM 2009
M.P.H. Loma Linda University PH 2013
PANDIT, IVY C. Assistant Professor, Department of Medicine SM
M.B.B.S. Christian Medical College and Hospital, India 1978
PAPPAS, JAMES M. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1985
PAQUIN, YVETTE M. Assistant Clinical Professor, Department of
Occupational Therapy AH
O.T.D. Loma Linda University 2014
PARBOUNI, KRISTINE A. Assistant Professor, Department of Pharmacy
Practice SM
PharmD. University of Maryland, Baltimore 2005
PAREDES, ALFREDO R. Adjunct Assistant Professor, Division of General
Dentistry SD
D.D.S. University of California, Los Angeles 2008
PARK ALICE S. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. University of Texas, Southwestern Medical Center 2002
PARK, PETER S. Assistant Professor, Department of Dental
Anesthesiology SD
D.D.S. Loma Linda University SD 2013
PARKER, RICHARD L. Associate Clinical Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1968
M.S. Medical College of Georgia 1977
PARMENTER, NANCIE. Assistant Professor, School of Nursing SN
M.S.N. University of Portland 1981
PARSI, MANOOCHEHR G. Associate Professor, Department of
Periodontics SD
D.M.D. Shiraz University, Iran 1979
PARSLEY, MARTIE E. Assistant Professor, Department of Medical
Education SM
Ph.D. Ohio State University School of Journalism 1998
PASCA, IOANA. Assistant Professor, Department of Anesthesiology SM
M.D. University of Arkansas for Medical Sciences 2010
PASCAL, JEFFERY H. Assistant Clinical Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2016
PASCUZZI, NINA M. Assistant Clinical Professor, Division of General
Dentistry SD
D.D.S. Columbia University 2004
PATEL, HITEN. Clinical Instructor, Department of Physician Assistant
Sciences AH
Pharm.D. University of California, San Francisco 2001
PATEL, JIGNASA G. Assistant Professor, Department of Neurology SM
M.D. New York University School of Medicine 2004
PATEL, MATILAL C. Assistant Professor, Department of Orthopedic
Surgery SM
M.B.B.S. MS University at Baroda, India 1966
PATEL, SAYJAL J. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Thomas Jefferson University, Philadelphia 1997
PATEL, SHEELA T. Assistant Professor, Department of Cardiothoracic
Surgery SM
M.D. Tulane University School of Medicine, New Orleans 1991
PATTERSON, STEPHEN C. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of California, Irvine 1999
PATTON, WILLIAM C. Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1969
PATUSZYNSKI, MARK. Assistant Professor, Department of Medicine SM
M.D. University of Illinois, Chicago 1999
PATYAL, BALDEV RAJ. Associate Professor, Department of Radiation
Medicine SM
Ph.D. Washington State University 1988
PAULIEN, JON. Professor, School of Religion SR
Ph.D. Andrews University 1987
PAVLOVICH, SHARON L. Assistant Professor, Department of Occupational
Therapy AH
M.A.M University of Redlands 2010
PAXMAN, JEFFREY S. Clinical Instructor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 2015
PAYNE, KIMBERLY J. Assistant Professor, Department of Pathology
and Human Anatomy SM, Department of Pediatrics SM, Department of
Medicine SM; and Member FGS
Ph.D. University of Oklahoma Health Sciences Center 1998
PEAN, CARL F. Adjunct Assistant Professor, Department of Family
Medicine SM
M.D. Universidad Eugenio Maria de Hostos, Dominican Republic 1987
622 Faculty
PEARCE, DANIEL. Associate Clinical Professor, Department of Medicine
SM
D.O. College of Osteopathic Medicine and Surgery, Iowa 1980
PEARCE, WILLIAM. Professor, Department of Basic Sciences SM; and
Member FGS
Ph.D. University of Michigan 1979
PECAUT, MICHAEL JAMES. Research Professor, Department of Basic
Sciences SM; Associate Research Professor, Department of Radiation
Medicine SM; and Member FGS
Ph.D. University of Colorado, Boulder 1999
PENA, ALEJANDRO. Adjunct Assistant Professor, Department of Dental
Educational Services SD
D.D.S. University of California, San Francisco 1982
PENG, WEI-PING PENNY. Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 1999
PENNIECOOK, TRICIA Y. Adjunct Assistant Professor, School of Public
Health PH; Assistant Professor, Department of Preventive Medicine SM
M.P.H. University of Montemorelos, Mexico 1996
M.D. University of Montemorelos, Mexico 1994
PEREA, SAMANTHA E. Assistant Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 2004
PEREAU, MELISSA J. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 2004
PEREIRA, VALERIA R. S. Assistant Professor, Department of Pediatric
Dentistry SD
D.D.S. Universidade Federal de Santa Catarina, Brazil 1985
PEREYRA-SUAREZ, ROBERT. Assistant Professor, Department of
Cardiothoracic Surgery SM
M.D. Loma Linda University SM 1976
PERLICK, TIMOTHY J. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of the Pacific 1995
PERRY, CHRISTOPHER C. Assistant Professor, Department of Basic
Sciences SM Department of Pharmaceutical and Administrative Sciences
SP; and Member FGS
Ph.D. University of Liverpool, England, UK 1999
PERRY, EDWARD T. Assistant Professor. Department of Family Medicine
SM
M.D. Loma Linda University SM 2012
PERSICHINO, JON G. Associate Professor, Department of Medicine SM
D.O. Western University of Health Sciences, Pomona, California 2003
PESAVENTO, RICHARD D. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. University of California, Irvine 1980
PETERS, DONALD L.Emeritus Professor, Department of Endodontics SD
D.D.S. Loma Linda University SD 1961
PETERS, JUDITH MILLER. Associate Professor, School of Nursing SN
Ed.D. Loma Linda University SE 1968
PETERS, WARREN R. Associate Professor, Department of Preventive
Medicine SM; Assistant Professor, School of Public Health PH
M.D. Loma Linda University SM 1969
PETERSEN, ANNE BERIT. Assistant Professor, School of Nursing SN; and
Member FGS
M.P.H. Loma Linda University PH 2006
Ph.D. University of California, San Francisco 2015
PETERSEN, DARRELL K. Instructor, Department of Pathology and Human
Anatomy SM
Dr.P.H. Loma Linda University PH 2016
PETERSEN, DENISE K. Assistant Clinical Professor, School of Nursing SN
M.S.N. Grand Valley State University, Michigan 1999
PETERSEN, ERIK J. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Medical College of Virginia 2003
PETERSON, DONALD I. Emeritus Professor, Department of Neurology SM
M.D. College of Medical Evangelists 1947
PETERSON, GORDON WILLARD. Professor, Department of Neurology SM
and Department of Physical Medicine and Rehabilitation SM
M.D. Loma Linda University SM 1974
PETERSON, JOHN ERIC, JR. Emeritus Professor, Department of Pediatric
Dentistry SD
D.D.S. Loma Linda University SD 1970
PETTI, GEORGE HYACINTH, JR. Professor, Department of Otolaryngology
and Head and Neck Surgery SM
M.D. Loma Linda University SM 1962
PEVERINI, RICARDO L. Associate Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1984
PFEIFFER MOSLEY, TERESE R. Instructor, Department of Radiation
Technology AH
M.A. Fresno Pacific University 2011
PHAM, PETER H. Assistant Professor, Department of Radiology SM and
Department of Basic Sciences SM
M.D. University of California, Los Angeles 2006
PHAN, SON. Assistant Professor, Department of Radiology SM
M.D. Univrsity of Vermont 2003
PHATAK, ANITA V. Assistant Professor, Department of Medicine SM
M.D. University of California, Los Angeles 2011
PHATAK, PRASHANT V. Assistant Professor, Department of Medicine SM
M.D. University of California, Los Angeles School of Medicine 1999
PHILLIPS, LISA. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 1993
PHILLIPS, RAYLENE M. Associate Professor, Department of Pediatrics
SM
M.D. University of California, Davis School of Medicine 2005
PHILLIPS, SUZANNE E. Assistant Professor, Department of Earth and
Biological Sciences SM; and Associate Member FGS
Loma Linda University 2019-2020 623
Ph.D. Loma Linda University GS 2003
PHIPATANAKUL, WESLEY P. Professor, Department of Orthopedic Surgery
SM
M.D. Loma Linda University SM 1998
PIEDRA, ISABELLA. Assistant Professor, Department of Pediatric
Dentistry SD
D.D.S. Universidad del Valle, Columbia 1990
PIERSON, CRYSTAL A. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 2005
PIERSON, KENNETH D. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University, SD 2000
PINDER, JAMES. Associate Professor, Department of Pharmaceutical and
Administrative Sciences SP
J.D. William Howard Taft University, California 2008
PLANTAK, ZDRAVKO. Professor, School of Religion SR
Ph.D. King's College, University of London, United Kingdom 1994
POHOST, GERALD M. Professor, Department of Medicine SM
M.D. University of Maryland 1967
POLLARD, PRUDENCE E. Associate Clinical Professor, School of Public
Health PH
Ph.D. Western Michigan University 1993
POLYCARPE, MARTINE Y. Adjunct Assistant Professor, School of Public
Health PH
M.P.H. Loma Linda University PH 2001
POOMPRAKOBSRI, KIDDEE. Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 2012
PORTER, CORWIN. Assistant Clinical Professor, School of Public Health
PH
M.P.H. Loma Linda University PH 2000
PORTNOFF, LUIZA. Clinical Instructor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 2014
POTHIER, PATRICIA KATHLEEN. Amerita Associate Professor, School of
Nursing SN
Ph.D. University of San Diego 2001
POTTS, MICHAEL L. Adjunct Assistant Professor, Department of
Restorative Dentistry SD
D.D.S. Loma Linda University SD 1975
POWELL, STEVEN R. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1987
POWER, GORDON G. Professor, Department of Basic Sciences SM and
Department of Gynecology and Obstetrics SM
M.D. University of Pennsylvania School of Medicine 1961
PRATTE, JOHN E. Assistant Clinical Professor, Department of
Endodontics SD
D.D.S. University of Southern California 1987
PRENDERGAST, THOMAS J. Associate Clinical Professor, School of
Public Health PH
M.S. University of North Carolina 1972
M.D. Washington University School of Medicine 1966
PRESTON, WILLIAM. Associate Professor, Department of Radiation
Medicine SM
Ed.D. University of Rochester, New York 1974
PRIESTER, TIFFANY C. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2004
PRIETTO, CARLOS A. Clinical Professor, Department of Orthopedic
Surgery
M.D. University of California, Los Angeles 1973
PRIETTO, MIGUEL P. Assistant Clinical Professor, Department of
Orthopedic Surgery
M.D. University of California, Irvine 1978
PROCHAZKA, ERNEST J. Associate Clinical Professor, Department of
Preventive Medicine SM
M.D. University of Vienna, Austria 1983
PROCTOR, GEORGE JASON. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. University of Virginia 1993
PROUSSAEFS, PERIKLIS THEODORE. Associate Clinical Professor,
Department of Restorative Dentistry SD
D.D.S. University of Athens School of Dentistry, Greece 1993
PRZEKOP, ALLISON A. Assistant Professor, Department of Pediatrics SM
D.O. Western University of Health Sciences, California 1999
PUDER, DAVID J. Assistant Professor, Department of Psychiatry SM and
Department of Medicine SM
M.D. Loma Linda University SM 2010
PUERTO, SOFIA. Assistant Clinical Professor, School of Nursing SN
Ph.D. Columbia Pacific University 1993
PUESCHEL ROBIN. Assistant Professor, School of Nursing SN
D.N.P. Brandman University, California 2014
PULIDO, EMMELINE R. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1988
PUNJABI, ANIL P. Associate Clinical Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. University of Southern California 1990
M.D. Case Western Reserve University 1993
PURI, NISHANT. Adjunct Assistant Professor, Department of Medicine SM
M.B.B.S. Government Medical College, India 2003
PURSLEY, DONALD G. Adjunct Associate Professor, School of Public
Health PH
D.B.A. George Washington University, Washington D.C. 1978
PURUSHOTHAM, WINOLA R. Assistant Professor, Department of
Medicine SM
M.D. Loma Linda University SM 2003
PUVVULA, LAKSHMI K. Assistant Professor, Department of Medicine SM
624 Faculty
M.B.B.S. Guntur Medical College, India 1987
PYKE, JANELLE. Assistant Professor, School of Public Health PH
M.A. Loma Linda University SE 1986
QI, CHRISTINA H. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 2010
QIN, HAIXIA. Associate Professor, Department of Medicine SM
B.M. Xi'an Jiaotong University, China 2001
Ph.D. Medical College of Georgia 2010
QIN, XUE ZHONG. Associate Research Professor, Department of Medicine
SM and Department of Basic Sciences SM
Ph.D. West Virginia University 1992
QIU, HONGYU. Associate Professor, Department of Basic Sciences SM;
and Member FGS
Ph.D. Huazhong University of Science and Technology, China 2001
M.D. Tongji Medical University, China 1986
QUIGLEY, JEFFREY E. Instructor, Department of Surgery SM
D.O. Western University of Health Sciences, California 2011
QUIGLEY, ROBERT L. Assistant Professor, Department of Family Medicine
SM
M.D. Loma Linda University SM 1974
QUIJANO, CAROLYN R. T. Clinical Instructor, Department of Nutrition and
Dietetics AH
M.S. Loma Linda University AH 2011
QURESHI, SONEA I. Assistant Professor, Department of Pediatrics SM
M.B.B.S. King Edward Medical University, Pakistan 1995
RACINE, JUDY K. Instructor, Department of Orthopedic Surgery SM
M.S.N. Azusa Pacific University 2000
RACKAUSKAS, GULNARA. Assistant Professor, Department of Medicine
SM
M.D. Kaunas University of Medicine, Lithuania 1986
RADOVICH, PATRICIA ANN. Assistant Clinical Professor, School of
Nursing SN
M.S.N California State University, Long Beach 1995
RAGHAVAN, MURLI. Assistant Professor, Department of Medicine SM
M.B.B.S. Armed Forces Medical College, Pune, India 1975
RAGHAVAN, RAVI. Professor, Department of Pathology and Human
Anatomy SM
M.B.B.S. University of Calicut, India 1980
M.D. University of Madras 1987
RAHMAN, MAISARA I. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. American University of the Caribbean 2005
RAIS, SHIRLEY MARIE. Associate Professor, University Libraries
M.L.S. San Jose State University 1992
RAISZADEH, MOUSSA. Assistant Professor, Department of Radiology SM
Pharm.D. University of Tabriz, Iran 1971
RAJARAM, SUJATHA. Associate Professor, School of Public Health PH;
and Member FGS
Ph.D. Purdue University, Indiana 1993
RAKOSKI, DOUGLAS R. Assistant Professor, Department of Occupational
Therapy AH
O.T.D. Creighton University, Nebraska 2014
RAMAL, EDELWEISS R. Emerita Associate Professor, School of Nursing
SN; and Member FGS
Ph.D. Andrews University 2002
RAMBHAROSE, JOHN ANTHONY. Assistant Clinical Professor,
Department of Medicine SM
M.D. Loma Linda University SM 1989
RAMIREZ, DANNY M. Assitant Clinical Professor, Division of General
Dentistry SD
D.D.S. University of California, San Francisco 2008
RAMSINGH, DAVINDER. Associate Professor, Department of
Anesthesiology SM
M.D. Augusta University 2006
RANDALL, FRANK. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 2008
RANDHAWA, MANJIT S. Assistant Clinical Professor, School of Public
Health PH; Assistant Professor, Department of Preventive Medicine SM
M.D. University of Szeged, Hungary 2006
M.P.H. Loma Linda University PH 2013
RANZOLIN, LEO S. JR. Professor, School of Religion SR; and Member FGS
Th.D. Boston University 2001
RAO, RAVINDRA. Professor, Department of Pediatrics SM
M.B.B.S. Karnataka University MR Medical College, India 1975
RASI, ALFREDO. Associate Professor, Department of Cardiothoracic
Surgery SM
M.D. Buenos Aires Medical School, Argentina 1961
RASKIN, ELIZABETH R. Assistant Professor, Department of Surgery SM
M.D. University of Nevada, Reno 2002
RATY, LAURA. Instructor, School of Nursing SN
B.S. Loma Linda University SN 2007
RAU, THOMAS J. Assistant Professor, Department of Radiology SM
M.D. Rosalind Franklin University of Medicine and Science, Illinois 2007
RAUSER, MICHAEL EDWARD. Associate Professor, Department of
Ophthalmology SM
M.D. University of Maryland 1990
RAVAL, RONAK N. Assistant Professor, Department of Anesthesiology SM
M.D. New York Medical College 2009
RAWLAND, ALLAN G. Associate Clinical Professor, Department of Social
Work and Social Ecology BH
M.S.W. California State University, Sacramento, California 1971
RAWSON, RICHARD L. Assistant Clinical Professor, School of Public
Health PH
M.B.A. California State University, Bakersfield 1990
RAY, ANDREA O. Associate Professor, Department of Plastic and
Reconstructive Surgery SM
Loma Linda University 2019-2020 625
M.D. Hahnemann School of Medicine, Philadelphia, Pennsylvania 1994
RAZA, ANWAR S. Professor, Department of Pathology and Human
Anatomy SM
M.B.B.S. SIND Medical College, Pakistan 1983
RAZZOUK, ANEES J. Professor, Department of Cardiothoracic Surgery SM
and Department of Pediatrics SM
M.D. Loma Linda University SM 1982
REA, BRENDA L. Assistant Professor, Department of Family Medicine,
Department of Preventive Medicine SM, and School of Public Health PH
Dr.P.H. Loma Linda University PH 2003
M.D. Loma Linda Universith SM 2011
REA, RONALD MILTON. Assistant Professor, Department of Physical
Therapy AH
D.Sc.P.T. Andrews University 2011
REDDY, H. RAJENDER. Assistant Clinical Professor, Department of
Medicine SM
M.B.B.S. Osmania University, India 1981
REDDY, VENKATARAMANA. Assistant Clinical Professor, Department of
Medicine SM
M.D. Andhra University Medical College 1997
REESE, LEROY A. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1972
REEVES, CLIFTON D. Professor, Department of Surgery SM
M.D. Loma Linda University SM 1960
REEVES, MARK E. Professor, Department of Surgery SM, Department of
Medicine SM, and Department of Basic Sciences SM
M.D. Loma Linda University SM 1992
Ph.D. University of California, Los Angeles 1990
REEVES, MICHELLE E. Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 1986
REIBLING, E. Ellen. Associate Professor, Department of Emergency
Medicine SM and Department of Basic Sciences SM
Ph.D. University of California, Irvine 2004
REID, ERIC W. Assistant Professor, Department of Communication
Sciences and Disorders AH
M.S. Loma Linda University AH 2012
REINSMA, KATHRYN R. Adjunct Assistant Professor, School of Public
Health PH
Dr.P.H. Loma Linda University PH 2012
REISCHE, SUSAN E. Assistant Assistant Professor, School of Public
Health PH
Dr.P.H. Loma Linda University PH 1989
REISWIG, PHILIP H. Associate Professor, Department of Orthopedic
Surgery SM
M.D. Loma Linda University SM 1961
RETAMOZO, BONNIE J. Assistant Professor, Department of Endodontics
SD
D.D.S. Loma Linda University SD 2005
REYES-PADILLA, RUTH D. Clinical Instructor, Department of Radiation
Technology AH
M.S. Loma Linda University AH 2016
REYNOLDS, LOWELL W. Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 1991
REZNICHENKO, ALEKSANDR A. Adjunct Assistant Professor, Department
of Surgery SM
M.D. Russian State Medical University 1986
RHEE, JOON W. Clinical Instructor, Department of Preventive Medicine
SM; Assistant Professor, School of Public Health PH
M.P.H. Loma Linda University PH 2004
Ph.D. Loma Linda University GS 1998
M.D. Loma Linda University SM 1998
RHINER, MICHELLE I. Assistant Professor, Department of Family
Medicine SM
M.S.N. Azusa Pacific University 1992
RIBINA, MARIA NIEVES G. Instructor, Department of Pathology and
Human Anatomy SM
M.H.S. West Virginia University 2013
RICE, DWIGHT D. Associate Professor, Department of Radiology and
Imaging Sciences SD
D.D.S. Loma Linda University SD 1996
RICE, GAIL TAYLOR. Professor, Department of Allied Health Studies AH
Ed.D. Loma Linda University SE 1983
RICE, T. RICHARD. Professor, School of Religion SR; and Member FGS
Ph.D. University of Chicago Divinity School 1974
RICHARDS, BRANDIE. Assistant Professor, School of Nursing SN
M.S. Loma Linda University SN 2015
RICHARDS, DOUGLAS C. Assistant Clinical Professor, Department of
Preventive Medicine SM and School of Public Health PH
M.D. Oral Roberts University , Oklahoma 1989
RICHARDS, SUSAN CLONINGER. Associate Professor, Department of Oral
and Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 1984
RICHARDSON, PAUL L. Associate Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1972
M.S.Ed. University of Southern California 1974
RIDING, JAMES MATTHEW, Instructor, Department of Clinical Laboratory
Science AH
B.S. University of Utah 1989
RIEDEL, BARTH B. Assistant Professor, Department of Orthopedic Surgery
SM
M.D. Loma Linda University SM 2005
RIESEN, SHARON K. Associate Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1982
RIESENMAN, JOHN P. Associate Clinical Professor, Department of
Psychiatry SM
626 Faculty
M.D. Loma Linda University SM 1981
RIGSBY, RHODES LANE. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1987
RIPLEY, KAREN. Assistant Professor, School of Nursing SN
M.S. Loma Linda University SN 2006
RIPPETOE, JAMES B. Instructor, Department of Radiation Technology AH
M.A.M. University of Redlands 2009
RIPPLE, WILLIAM J. Adjunct Professor, School of Public Health PH
Ph.D. Oregon State University 1984
RITCHIE, GLEN C. Instructor, Department of Anesthesiology SM
M.S. Loma Linda University SN 2014
RITER, HOLLI C. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1998
RIVERA, GERARD-BANJOE. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. Loma Linda University SP 2011
RIVERA, JORGE L. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 1979
RIZKALLA, SUZANNE S. Assistant Clinical Professor, Department of
Medicine SM
M.D. Ain Shams University, Egypt 1985
ROATH, RODNEY MARK. Instructor, Department of Clinical Laboratory
Science AH
M.B.A. California State University, San Bernardino 1991
Ph.D. Claremont Graduate University 2017
ROBERTS, DOUGLASS B. Emeritus Professor, Department of Restorative
Dentistry SD
D.D.S. Loma Linda University SD 1966
M.S. Loma Linda University GS 1976
ROBERTS, LISA R. Associate Professor, School of Nursing SN, School of
Behavioral Health BH; and Member FGS
Dr.P.H. Loma Linda University PH 2011
ROBERTS, RANDALL LEE. Professor, School of Religion SR
D.Min. Fuller Theological Seminary 1996
ROBERTS, WILBUR EUGENE. Adjunct Professor, Department of
Orthodontics SD
Ph.D. University of Utah School of Medicine 1969
D.D.S. Creighton University School of Dentistry 1967
ROBINSON, MAGDA L. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Universidad de Montemorelos, Mexico 1973
ROBLES, ANTONIO E. Professor, Department of Surgery SM
M.D. Buenos Aires University, Argentina 1972
ROCHE, SUSAN. Associate Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 1993
M.S. University of California, Los Angeles 1997
RODDY, SARAH M. Associate Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1980
RODRIGUEZ SANCHES, JORGE J. Visiting Professor, Department of
Psychiatry SM
M.D. Universidad de Camagüey 1972
Ph.D. Universidad de La Habana 1990
ROE, PHILLIP. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2003
ROESE, HEATHER A. Assistant Professor, Department of Occupational
Therapy AH
O.T.D. Loma Linda University AH 2014
ROFAEL, RAFIK R. Assistant Professor, Division of General Dentistry SD
D.D.S. Cairo University Dental School 1971
ROGERS, MARK. Clinical Instructor, Department of Cardiopulmonary
Sciences AH
B.S. Loma Linda University AH 1988
ROGERS, REBECCA L. Assistant Professor, School of Nursing SN
D.N.P. Samuel Merritt University, California 2017
ROGERS, THOMAS CHARLES. Professor, Department of Dental Education
Services SD
D.D.S. Loma Linda University SD 1983
ROGGENKAMP, CLYDE L. Associate Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 1970
M.S.D. Indiana University 1973
M.P.H. Loma Linda University PH 2005
ROJAS, HEATHER L. Associate Professor, Department of Pathology and
Human Anatomy SM
M.D. Loma Linda University SM 2003
ROLAND, DAVID DARYL. Assistant Professor, Department of Endodontics
SD
D.D.S. Loma Linda University SD 1978
M.S. Loma Linda University GS 2003
ROMAN, MAHER ABDELSAYED. Assistant Professor, Department of
Medicine SM
M.D. Cairo University, Egypt 1984
ROMANO, THOMAS J. Assistant Professor, Department of Medicine SM
M.D. Yale University 1973
ROOS, PHILIP J. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1976
ROQUIZ, DANIEL A. Adjunct Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 2011
ROSARIO, CAROLAN R. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1988
ROSENFELD, JEFFREY. Professor, Department of Neurology SM
Ph.D. University of Connecticut 1983
M.D. University of Maryland 1990
ROSENQUIST, ROBERT C., JR. Assistant Clinical Professor, Department of
Ophthalmology SM
Loma Linda University 2019-2020 627
M.D. Loma Linda University SM 1977
ROSS, TERI HAINES. Instructor, Department of Clinical Laboratory
Science AH
M.S. Loma Linda University IDS 2007
ROSTAMIAN, SHARIS N. Assistant Professor, Department of Pediatrics
SM
Psy.D. Loma Linda University ST 2010
ROTH, ARIEL A. Adjunct Professor, Department of Earth and Biological
Sciences SM
Ph.D. University of Michigan 1955
ROTH, PATRICIA J. Assistant Clinical Professor, Department of Psychiatry
SM
Ph.D. Trinity School of Graduate Studies, British Columbia 2000
ROTH, WILLIAM G. Associate Professor, Department of Psychiatry SM
Psy.D. Biola University, Los Angeles, California 1986
ROUSE, GLENN ALLEN. Associate Professor, Department of Radiology
SM and Department of Radiation Technology AH
M.D. Loma Linda University SM 1976
ROUSE, TERRI LYNNE. Assistant Professor, Department of Health
Informatics and Information Management AH
M.A.M. University of Redlands 2011
ROW, PAUL K. Adjunct AssistaProfessor, Department of Ophthalmology
SM
M.D. Loma Linda University SM 1999
ROWSELL, EDWARD H. Assistant Professor, Department of Pathology and
Human Anatomy SM and Department of Clinical Laboratory Science AH
M.D., Ph.D. Loma Linda University SM, GS 1994
RUBINSTEIN, RICHARD A. Adjunct Associate Professor, Department of
Endodontics SD
D.D.S., M.S. University of Michigan 1971, 1973
RUCKLE, HERBERT C. Professor, Department of Urology SM
M.D. Loma Linda University SM 1986
RUDA, JOSEPH F. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. Autonomous University of Guadalajara 1971
RUDOMETKIN, NATHAN J. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 2001
RUDOY, ELENA M. Assistant Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 2007
RUIZ, CYNTHIA CHAVEZ. Assistant Clinical Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1981
RUNDLE, CHARLES H. Associate Research Professor, Department of
Medicine SM
Ph.D. University of Alabama 1996
RUNGCHARASSAENG, KITICHAI. Professor, Department of Orthodontics
SD; and Member FGS
D.D.S. Chulalongkorn University, Thailand 1991
M.S. Loma Linda University GS, SD 1998, 2006
RUSCH, ROY M. Assistant Clinical Professor, Department of Orthopedic
Surgery SM
M.D. Loma Linda University SM 1965
RUTEBUKA, OBED BASHORA. Assistant Professor, School of Public
Health PH
Ph.D. Loma Linda University GS 1996
RYNEARSON, R. DAVID. Associate Professor, Department of Orthodontics
SD
D.D.S. Loma Linda University SD 1971
M.S. Loma Linda University GS 1987
SAATY, HANS P. Assistant Professor, Department of Radiology SM
M.D. Loma Linda University SM 1982
SABATÉ, JOAN. Professor, School of Public Health PH, Department of
Medicine SM; and Member FGS
M.D. Universitat Autònoma de Barcelona, Catalonia 1978
Dr.P.H. Loma Linda University PH 1989
SABSOOK, CRISTINA. Assistant Clinical Professor, Department of Social
Work and Social Ecology BH
M.S.W. California State University, San Bernardino 2010
SACAY, GERGETTE D. Instructor, Department of Medicine SM
M.S. Loma Linda University SN 2011
SADANAND, VENKATRAMAN. Associate Professor, Department of
Neurosurgery SM
M.D. University of Toronto 1997
SADJADI, SEYED-ALI. Associate Professor, Department of Medicine SM
M.D. University of Tehran Medical School, Iran 1972
SAHASRANAM, PREM. Assistant Clinical Professor, Department of
Medicine SM
M.B.B.S. Madras Medical College 1999
SAHAY, LEENA. Assistant Professor, Department of Medicine SM
M.B.B.S. University of Delhi, India 1993
SAHEBA, NEETA C. Assistant Clinical Professor, Department of Psychiatry
SM
M.D. Grant Medical School, Bombay, India 1982
SAHL, ERIK F. Assistant Professor, Department of Periodontics SD; and
Member FGS
D.D.S. Loma Linda University SD 2006
M.S.D. Loma Linda University SD 2011
SAHNEY, SHOBHA. Associate Professor, Department of Pediatrics SM
M.B.B.S. Lady Hardinge Medical College of Delhi University, India 1969
SAINI, ARVIND. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. University of Pennsylvania 2005
M.B.A. University of Pennsylvania 2005
SAKALA, ELMAR P. Professor, Department of Gynecology and Obstetrics
SM
M.D. Loma Linda University SM 1973
SAKR, ANTOINE. Assistant Professor, Department of Medicine SM
628 Faculty
M.D. Lebanese University 2000
SALAMAT, AREZOU. Assistant Professor, Department of Occupational
Therapy AH
M.O.T. Pacific University, Oregon 2000
SALARY-MITCHELL, TISHA L. Assistant Professor, Department of
Medicine SM
M.D. Loma Linda University SM 2001
SALVADOR, HERMINIA S. Associate Clinical Professor, Department of
Gynecology and Obstetrics SM
M.D. Far Eastern University, Philippines 1961
SAMARDZIJA, MICHAEL R. Assistant Professor, Department of Basic
Sciences SM
Ph.D. Loma Linda University GS 1994
J.D. University of San Diego, California 2001
SANCHEZ-KAZI, CHERYL. Associate Professor, Department of Pediatrics
SM
M.D. University of the Philippines 1986
SANDBERG, LAWRENCE. Clinical Research Professor, Department of
Pathology and Human Anatomy SM, Department of Basic Sciences SM,
and Department of Medicine SM
Ph.D. University of Oregon School of Health Sciences 1966
SANDE LOPEZ, LINETTE M. Assistant Professor, Department of Pediatrics
SM
M.D. University of Puerto Rico School of Medicine 2005
SANDY, GISELLA L. Adjunct Assistant Professor, Department of Surgery
SM
M.D. Loma Linda University SM 1998
SANFORD, MICHAEL A. Assistant Clinical Professor, Department of
Urology SM
M.D. New York Medical College 1994
B.S. Loma Linda University AH 1983
SANTANA, RUBEN R. Clinical Instructor, Department of Restorative
Dentistry SD
D.D.S. Loma Linda University SD 2002
D.M.D. University of the Philippines, Philippines 1985
SANTOS, EDRIEL. Clinical Instructor, School of Public Health PH
B.S. Universidade Adventista de Sao Paulo, Brazil 1995
SARLATI, FATANEH F. Assistant Professor, Department of Radiology SM
M.D. Shahid Beheshti University of Medical Sciences, Iran 1992
SARPY, NANCY LOUISE. Assistant Professor, School of Nursing SN
M.S. Loma Linda University GS 1993
SAUKEL, G. WILLIAM. Associate Professor, Department of Pathology and
Human Anatomy SM
M.D. Medical University of South Carolina 1980
SAUNDERS, DAVID A. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2006
SAUNDERS, GREGORY E. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 1985
M.P.H. Loma Linda University PH 2005
SAVORY, MARY ANN. Instructor, Department of Emergency Medicine SM
M.S. Loma Linda University GS 1985
SAWYER MACKNET, DANIELLE C.A. Assistant Clinical Professor,
Department of Gynecology and Obstetrics SM
M.D. Loma Linda University SM 2003
SCARIATI, PAULA D. Associate Clinical Professor, Department of
Preventive Medicine SM
D.O. New York College of Osteopathic Medicine 1989
SCHAEPPER, JOHANNES. Assistant Professor, Department of Orthotics
and Prosthetics AH
M.Div. Andrews University 1983
SCHARF, KEITH. Assistant Professor, Department of Surgery SM; and
Member FGS
D.O. Lake Erie College of Osteopathic Medicine 2005
SCHARF, SHIVANI R. Assistant Professor, Department of Medicine SM
D.O. Lake Erie College of Osteopathic Medicine 2005
SCHARFFENBERG, JOHN A. Adjunct Professor, School of Public Health
PH
M.D. Loma Linda University SM 1948
SCHATZSCHNEIDER, MEGAN M. Assistant Clinical Professor, School of
Nursing SN
M.S. Loma Linda University SN 2013
SCHERER, MICHAEL D. Assistant Clinical Professor, Division of General
Dentistry SD
D.M.D. Nova Southeastern University, Florida 2007
M.S. Ohio State University 2012
SCHERGER, JOSEPH E. Clinical Professor, Department of Family Medicine
SM
M.D. University of California, Los Angeles 1975
M.P.H. University of Washington 1978
SCHILL-DEPEW, AMY E. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2004
SCHILLING, KRISTEN A. Assistant Professor, School of Nursing SN
D.N.P. Loma Linda University SN 2018
SCHLAERTH, KATHERINE R. Clinical Instructor, Department of Physician
Assistant Sciences AH
M.D. State University of New York Health Sciences, Buffalo 1968
SCHOENE, HERMAN R. Associate Clinical Professor, Department of
Orthopedic Surgery SM
M.D. University of Buffalo, New York 1956
SCHUBERT, CHRISTIANE C. Assistant Professor, Department of Medical
Education SM, Department of Social Work and Social Ecology BH; and
Member FGS
Ph.D. Loma Linda University 2008
SCHUBERT, KEITH E. Adjunct Professor, Department of Basic Sciences
SM
Ph.D. University of California, Santa Barbara 2003
SCHUH, HOLLY B. Instructor, School of Public Health PH
M.P.H. Loma Linda University PH 2011
Loma Linda University 2019-2020 629
SCHULTE, REINHARD W. Professor, Department of Basic Sciences SM;
Associate Professor, Department of Radiation Technology AH
M.D. Cologne University, Germany 1984
SCHULTZ, GERALD. Associate Clinical Professor, Department of
Ophthalmology SM
M.D. New York Medical College 1963
SCHWAB, ERNEST ROE III. Associate Professor, Department of Allied
Health Studies AH
Ph.D. Loma Linda University GS 1989
SCHWAB, PATTY. Assistant Professor, School of Nursing SN
B.S. Loma Linda University 2007
SCHWARTZ, BRIAN P. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1989
SCHWARTZ, LYNDETTA R. Assistant Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1982
SCOTT, LOREEN KAY. Clinical Instructor, Department of Cardiopulmonary
Sciences AH
B.A. California State University, San Bernardino 1996
SEALY, DIADREY-ANNE T. Adjunct Assistant Professor, School of Public
Health PH
Ph.D. University of Georgia 2012
SEATON RIBADU, NICHOLA, Assistant Professor, Counseling and Family
Science BH
D.M.F.T. Loma Linda University BH 2008
SEAVEY, TIMOTHY. Assistant Professor, Department of Radiation
Technology AH
M.A.M. University of Redlands 2010
SEHEULT, CRAIG A. Clinical Instructor, Department of Medicine SM
M.D. Loma Linda University SM 2009
SEHEULT, ROGER D. Assistant Clinical Professor, Department of Medicine
SM and Department of Physician Assistant Sciences AH
M.D. Loma Linda University SM 2000
SEHGAL, GURMEET K. Instructor, University Libraries
M.L.S. Texas Women's University 2005
SEIBERLING, KRISTIN A. Associate Professor, Department of
Otolaryngology and Head and Neck Surgery SM and Department of Basic
Sciences SM
M.D. Northwestern University, Illinois 2002
SELIM, KHALED. Associate Professor, Department of Medicine SM
M.B.Ch.B. Cairo University 1978
SELLAS, JAMES P. Assistant Clinical Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 1983
SELLECK, EMILIE CHANG. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 2009
SENTHIL, MAHESWARI. Associate Professor, Department of Surgery SM
M.D. Madurai Medical College 1998
SERABYN, CYNTHIA L. Assistant Professor, Department of Medicine SM
D.O. College of Osteopathic Medicine of the Pacific 1991
SERRAO, STEVE. Instructor, Department of Medicine SM
M.B.B.S. Manipal University, India 2002
M.P.H. Loma Linda University PH 2004
SETON, GILLIAN LEE. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 2008
SEVANESIAN, DEZIREH. Adjunct Assistant Professor, Department of
Dental Anesthesiology SD
D.D.S. Herman Ostrow School of Dentistry, University of Southern
California 2008
SHABAHANG, SHAHROKH. Associate Clinical Professor, Department of
Endodontics SD
D.D.S. University of the Pacific 1987
M.S. Loma Linda University GS 1997
Ph.D. Loma Linda University GS 2002
SHAFFER, AUDREY JEANNE. Assistant Clinical Professor, Department of
Health Informatics and Information Management AH
M.A. Central Michigan University 1982
SHAH, AALOK D. Assistant Clinical Professor, Department of Physician
Assistant Sciences AH
M.D. Northwestern University, Illinois 2002
SHAH, HUMA I. Adjunct Assistant Professor, School of Public PH
Dr.P.H. Loma Linda University PH 2011
SHAH, MANOJKUMAR C. Associate Professor, Department of Pediatrics
SM
M.B.B.S. University of Baroda, India 1978
SHAH, NITIN. Professor, Department of Anesthesiology SM
M.D. Baroda Medical College 1979
SHAH, PRAFUL C. Assistant Clinical Professor, Department of Pediatrics
SM
M.B.B.S. Grant Medical College, India 1976
SHAIN, LINDA J. Instructor, Department of Clinical Laboratory Science AH
B.S. Loma Linda University AH 1981
SHAKESPEARE, BRENT E. Assistant Clinical Professor, Department of
Restorative Dentistry SD
D.D.S. Loma Linda University SD 1988
SHAKHMALIAN, EDWIN. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of the Pacific 2003
SHANKEL, TAMARA MICHELLE. Associate Professor, Department of
Pediatrics SM Department of Medicine SM, and Department of Medical
Education SM
M.D. Loma Linda University SM 1988
SHANNON, KEVIN C. Associate Professor, Department of Family Medicine
SM and Department of Preventive Medicine SM
M.D. University of Illinois College of Medicine 1985
SHAREEF, TAHSEEN N. Assistant Clinical Professor, Department of
Medicine SM
630 Faculty
M.D. Medical College of Pennsylvania 1993
SHARIP, AKBAR. Associate Professor, Department of Preventive Medicine
SM and School of Public Health PH
M.P.H. University of California, Los Angeles 2003
M.D. Xian Medical University, China 1995
SHARKEY, JEANNINE. Adjunct Assistant Professor, School of Nursing SN
M.S.N. California State University, Long Beach 1995
SHARMA, ASHISH P. Clinical Instructor, Department of Oral and
Maxillofacial Surgery SD
B.D.S. Christian Dental College, India 2003
M.S.D. Loma Linda University SD 2014
SHARMA-ARORA, AKANKSHI A. Adjunct Assistant Professor, School of
Public Health PH
M.H.A. Loma Linda University PH 1998
SHARP, BRIAN D. Assistant Professor, Department of Communication
Sciences and Disorders AH
Ph.D. Loma Linda University AH 2013
SHARP, LORRA M. Assistant Clinical Professor, Department of Orthopedic
Surgery SM
M.D. University of Southern California 2005
SHATTUCK, O. HOWARD. Instructor, Department of Cardiothoracic
Surgery SM
B.S. The Johns Hopkins University 1977
SHAVALIAN, BEHNAM. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. Temple University, Pennsylvania 2010
SHAVLIK, DAVID JOSEPH. Assistant Professor, School of Public Health
PH
M.S.P.H. Loma Linda University PH 1997
SHAW, KATHRYN J. Assistant Clinical Professor, Department of
Gynecology and Obstetrics SM
M.D. University of Southern California 1983
SHEDD, JOANNA. Assistant Professor, School of Nursing SN
M.S. Loma Linda University SN 2013
SHELDON, RICHARD L. Clinical Professor, Department of Medicine SM
M.D. Loma Linda University SM 1968
SHELIM, CHEARY. Assistant Professor, School of Nursing SN
D.N.P. Loma Linda University SN 2018
SHEN, WEI. Associate Professor, Department of Medicine SM
M.D. Suzhou Medical College, China 1985
M.S. Suzhou Medical College, China 1988
SHENG, MATILDA. Associate Research Professor, Department of
Medicine SM and Department of Basic Sciences SM
Ph.D. Virginia Polytechnic Institute and State University 1996
SHAPARD, MICHAEL F. Assistant Clinical Professor, Department of
Orthpedic Surgery SM
M.D. University of California, Los Angeles 1996
SHEPHERD, MICHAEL D. Assistant Assistant Professor, Department of
Family Medicine SM
M.D. Loma Linda University SM 1980
SHERIDAN, ALLAN. Assistant Professor, Department of Orthodontics SD
D.D.S. Case Western Reserve University, Cleveland, Ohio 1964
M.S. Case Western Reserve University 1968
SHERIDAN, FRANK P. Assistant Clinical Professor, Department of
Pathology and Human Anatomy SM
M.B.Ch.B. University College at Dublin, Ireland 1971
SHERMAN, MARK D. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Albert Einstein Medical College 1985
SHERWIN, THOMAS S. Associate Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 1989
SHETH, RITA. Associate Professor, Department of Pediatrics SM
M.D. Bombay University, Mumbai, India 1991
SHI, VICTOR WEI DONG. Assistant Professor, Department of Radiology
SM
M.D. Drexel University 2007
SHI, WEI-XING. Professor, Department of Pharmaceutical and
Administrative Sciences SP, Department of Basic Sciences SM; and
Member FGS
Ph.D. Yale University School of Medicine 1990
SHIE, JOHN M. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Ohio State University 1983
SHIFFLER, PARKER D. Clinical Instructor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. University of California, Los Angeles 2013
SHIH, GARY W. Assistant Professor, Department of Anesthesiology SM
M.D. Chicago Medical School 2007
SHIMABUKURO, KOZUE. Assistant Professor, Department of Pediatrics
SM
M.D. Loma Linda University SM 2006
SHIN, DONGSOO. Assistant Professor, Department of Surgery SM
M.D. Kyungpook National University, Korea 1965
SHIU, WILFRED W. Assistant Clinical Professor, Department of Preventive
Medicine SM
M.D. Loma Linda University SM 1990
M.P.H. Loma Linda University SH 1994
SHOOK, JAMES E. Associate Professor, Department of Orthopedic
Surgery SM
M.D. Loma Linda University SM 1977
SHRADER, JOHN A. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1979
SHU, STANFORD K. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1992
SIAPCO, GINA S. Associate Professor, School of Public Health PH
Dr.P.H. Loma Linda University PH 2004
SICCAMA, MELISSA D. Assistant Professor, Department of Pediatrics SM
Loma Linda University 2019-2020 631
M.D. Loma Linda University SM 2004
SIDDIGHI, SAM. Associate Professor, Department of Gynecology and
Obstetrics SM; Assistant Professor, Department of Basic Sciences SM
M.D. New York Medical College 2001
SIDDIQUI, DANISH S. Assistant Professor, Department of Medicine SM
M.B.B.S. Maharashtra University of Health Sciences, India 1995
SIDHAR, RAMAN M. Assistant Professor, Department of Medicine SM
M.D. Academy of Medicine in Lublin 2000
SIEGERT, SCOTT W. Assistant Clinical Professor, Department of Pharmacy
Practice SP
M.B.A. University of Illinois, Chicago 2006
Pharm.D. De Paul University, Chicago 2010
SILBERSTEIN, JEANNE F. Assistant Clinical Professor, School of Public
Health PH
M.S. University of Hawaii 1984
SILER, SHAUNNA. Assistant Professor, School of Nursing, SN
Ph.D. Loma Linda University SN 2017
SILSTON, STEPHEN MICHAEL. Assistant Professor, Department of
Periodontics SD
D.D.S. Indiana University 1971
M.Sc.D. Boston University 1973
SILVA, VASTHI VIVIAN. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1979
SILVESTRIN, TORY L. Associate Professor, Department of Endodontics SD
D.D.S. University of Washington, Seattle 2012
SILVET, HELME. Assistant Professor, Department of Medicine SM
M.D. Tartu University, Estonia 1993
SIMENTAL, ALFRED A., JR. Professor, Department of Otolaryngology and
Head and Neck Surgery SM
M.D. Loma Linda University SM 1995
SIMENTAL, DENNIS A. Assistant Clinical Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 2009
SIMMS, PAUL B. Adjunct Assistant Professor, School of Public Health PH
M.P.H. University of Michigan 1993
SIMON, LAUREN MERYL. Associate Professor, Department of Family
Medicine SM
M.D. Hahnemann University, Philadelphia 1990
SIMON-FAYARD, ELBA E. S. Professor, Department of Pediatrics SM
M.D. Buenos Aires Medical School, Argentina 1979
SIMPSON, CHERYL J. Professor, Department of Counseling and Family
Science BH
Ph.D. University of Oregon 1980
SINCLAIR, RYAN G. Assistant Professor, School of Public Health PH
Ph.D. Tulane University, New Orleans 2006
SINGH, HARPREET. Adjunct Associate Professor, School of Nursing SN
M.D. JMF ACPM Medical School, India 2002
SINGH, PRAMIL. Associate Professor, School of Public Health PH; and
Member FGS
Dr.P.H. Loma Linda University PH 1999
SINGHVI, AJEET RAJ. Assistant Clinical Professor, Department of
Medicine SM
M.B.B.S. SMS Medical School, University of Rajasthan, Rajasthan 1973
SIRNA, FRANCIS. Clinical Instructor, Department of Physician Assistant
Sciences AH
B.S. Medical College of Georgia 1986
SIVANANDAM, AMBIKA. Assistant Professor, Department of Medicine SM
M.B.B.S. Madras Medical College, India 1983
SKORETZ, LYNNETTA E. S. Assistant Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1995
SKUBIC, JOHN W. Assistant Clinical Professor, Department of Orthopedic
Surgery SM
M.D. University of California, Los Angeles 1980
SLAGTER, KRISTEN. Assistant Clinical Professor, Department of Social
Work and Social Ecology BH
M.S.W. Loma Linda University GS 2002
SLATER, JAMES B. Adjunct Assistant Professor, Department of Radiology
SM
Ph.D. University of Southern California 1983
SLATER, JERRY D. Professor, Department of Radiation Medicine SM and
Department of Basic Sciences SM
M.D. Loma Linda University SM 1982
SLATER, LEE J. Lecturer, Department of Oral and Maxillofacial Surgery SD
M.S. Indiana University 1982
D.D.S. University of California, Los Angeles 1975
SLJUKA, KATHERINE E. Clinical Instructor, Department of Preventive
Medicine SM
M.D. Loma Linda University SM 2000
SLOAN, MELINDA E. Instructor, Department of Anesthesiology SM
M.S.N. University of California, Los Angeles 2011
SLOOP, R. RICHARD. Adjunct Associate Professor, Department of
Neurology SM
M.D. Loma Linda University SM 1986
SMITH, BRUCE E. Assistant Clinical Professor, School of Public Health PH
M.P.H. Loma Linda University PH 1992
M.D. University of Texas Health Science Center 1975
SMITH, DELIGHT S. Assistant Professor, Department of Dental Hygiene
SD
B.S. Dental Hygiene SD 1999
SMITH, DOUGLAS C. Emeritus Professor, Department of Radiology SM
M.D. Loma Linda University SM 1966
SMITH, DUSTIN DAVID. Professor, Department of Emergency Medicine
SM; Associate Professor, Department of Basic Sciences SM
M.D. Texas Technical University Health Sciences Center 1998
632 Faculty
SMITH, JASON C. Associate Professor, Department of Radiology SM;
Assistant Professor, Department of Basic Sciences SM
M.D. Loma Linda University SM 1996
SMITH, JODI O. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1994
SMITH, ROBERT T. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1981
SMITH, ROBIN D. Assistant Clinical Professor, School of Public Health PH;
Assistant Professor, Department of Preventive Medicine SM
Ph.D. University of Texas, Austin 2000
SMITH, SCOTT C. Adjunct Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 2009
SNIDER, DOUGLAS H. Adjunct Assistant Professor, Department of
Endodontics SD
D.D.S. Loma Linda University SD 1983
SODERBLOM, ROBERT E. Associate Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1963
SOEPRONO, FRED F. Associate Professor, Department of Dermatology SM
M.D. Loma Linda University SM 1973
SOLAROGLU, IHSAN. Adjunct Research Professor, Basic Sciences SM
M.D. Eskieshir Osmangazi University, Turkey 1996
SOLOMON, NAVEENRAJ L. Associate Professor, Department of Surgery
SM
M.D. Loma Linda University SM 2003
SOLOMON, TABITHA E. Assistant Professor, Department of Pediatrics SM
M.P.H. Mercer University, Georgia 2005
M.D. PSG Institute of Medical Sciences and Research, India 2001
SONG, HAE-YOUNG A. Assistant Professor, Department of Medicine SM
M.D. University of Washington, Seattle 1997
SONG, KI (KEITH) Y. Assistant Clinical Professor, Department of Dental
Educational Services SD
D.D.S. Loma Linda University SD 1990
SONNE, JANET L. Adjunct Professor, Department of Psychology BH
Ph.D. University of California, Los Angeles 1981
SORAJJAKOOL, SIROJ. Professor, School of Religion SR; Adjunct
Professor, Department of Counseling and Family Science BH; and
Member FGS
Ph.D. Claremont School of Theology 1999
SORIANO CASTELL, SALVADOR S. Associate Professor, Department of
Pathology and Human Anatomy SM and Department of Basic Sciences
SM; Member FGS
Ph.D. University of Glasgow, UK 1994
SORRELS, RONALD L. Assistant Professor, Division of General Dentistry
SD
D.D.S. Loma Linda University SD 1973
SOTO-WEGNER, UBALDO A. Assistant Research Professor, Department of
Basic Sciences SM; and Member FGS
Ph.D. Catholic University of Chile 1994
SOWERS, LAWRENCE C. Adjunct Professor, Department of Basic
Sciences SM
Ph.D. Duke University, North Carolina 1983
SPEARMAN, CHARLES B. Assistant Clinical Professor, Department of
Cardiopulmonary Sciences AH
M.S. University of Southern California 1994
SPENCER-HWANG, RHONDA K. Assistant Professor, School of Public
Health PH
Dr.P.H. Loma Linda University 2009
SPECHT, N. LENNARD. Assistant Professor, Department of Medicine SM
and Department of Cardiopulmonary Sciences AH
M.D. Loma Linda University SM 1983
SPENCER-HWANG, RHONDA K. Associate Professor, School of Public
Health PH
Dr.P.H. Loma Linda University PH 2009
SPENCER-SAFIER, MICHELLE M. Assistant Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of Michigan 1995
SPENCER-SMITH, E. LAURENCE. Assistant Clinical Professor, Department
of Gynecology and Obstetrics SM
M.D. Loma Linda University SM 1982
SPRENGEL, JEAN E. Assistant Clinical Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1981
SRIKUREJA, DANIEL P. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 2010
SRIKUREJA, WICHIT. Adjunct Assistant Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1997
SRINIVASAN, B. DOBLI. Adjunct Associate Professor, Department of
Ophthalmology SM
M.D. Columbia University 1967
SRISKANDARAJAH, MALATHY. Assistant Professor, Department of
Medicine SM
M.D. University of Colombo, Sri Lanka 1979
STAACK, ANDREA. Associate Professor, Department of Urology SM
M.D. Humboldt University Charite, Berlin, Germany 1999
STACEY, D. GRAHAM CHARLES. Associate Professor, Department of
Dental Education Services SD
Ph.D. Loma Linda University GS 1999
STANDISH, TIMOTHY G. Adjunct Associate Professor, Department of
Earth and Biological Sciences SM
Ph.D. George Mason University 1994
STAPLES-EVANS, HELEN MURIEL. Assistant Professor, School of Nursing
SN
M.S. Loma Linda University GS 1984
Loma Linda University 2019-2020 633
ST. CLAIR, JENNIFER C. Assistant Professor, Department of
Communication Sciences and Disorders AH
M.S. Loma Linda University GS 1999
STEELE, ROBERT C. Associate Professor, Department of Emergency
Medicine SM
M.D. Wayne State University, Michigan 1996
STEFFES, BRUCE C. Associate Professor, Department of Surgery SM
M.D. University of Michigan, Ann Arbor 1976
STEINMANN, JOHN C. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
D.O. College of Osteopathic Medicine of the Pacific 1986
STEPHAN, RYAN E. Assistant Professor, Department of Health
Informatics and Information Management
B.S. Loma Linda University AH 2015
STEPHANOS, SELAM. Assistant Professor, School of Nursing SN
B.S. Oakwood University, Alabama 1993
M.P.H. Loma Linda University PH 1997
STEPHENS, JONELLE A. Emerita Professor, Department of Dental Hygiene
SD
Ed.S. Loma Linda University SE 1982
STEPIEN, BETTY. Assistant Professor, Department of Medicine SM
M.D. University of California, Los Angeles Medical School 1999
STEVENS, WESLEY T. Assistant Professor, Department of Pathology and
Human Anatomy SM
M.D. Loma Linda University SM 2000
STEWART, CHARLES EUGENE III. Associate Professor, Department of
Otolaryngology and Head and Neck Surgery SM
M.D. Loma Linda University SM 1970
STEWART, STEVEN C. Clinical Professor, Department of Urology SM
M.D. Loma Linda University SM 1971
STEWART, SYLVIA DIANNE. Assistant Professor, School of Nursing SN
Ph.D. Claremont Graduate School 1993
STIER, GARY R. Professor, Department of Anesthesiology SM and
Department of Medicine SM
M.D. Loma Linda University SM 1983
STINNETT, RANDY M. Assistant Professor, Department of Family
Medicine SM
Psy.D. Loma Linda University ST 2010
STOLETNIY, LISET N. Associate Professor, Department of Medicine SM
M.D. Facultad de Medicina Montevideo, Uruguay 1985
STORFJELL, JUDITH L. Adjunct Professor, School of Nursing SN
Ph.D. University of Michigan 1987
STOTTLEMYER, DEBRA D. Associate Clinical Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1986
STRAND, PETER F. Assistant Professor, Department of Orthodontics SD
D.D.S. University of California, Los Angeles 1972
STREELMAN, MATTHEW T. Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 2011
STRILAEFF, DYONNE R. Instructor, Department of Dental Hygiene SD
B.S. Loma Linda University SD 2004
STRINGER, DALE E. Professor, Department of Oral and Maxillofacial
Surgery SD
D.D.S. University of Iowa 1972
STROMBERG, ANN H. Clinical Professor, School of Public Health PH
Ph.D. Cornell University, New York 1980
M.P.H. Loma Linda University PH 2005
STRONG, DONNA DEE. Research Professor, Department of Medicine SM
and Department of Basic Sciences SM
Ph.D. University of California, Los Angeles 1977
STRONG, RICHARD MERLE. Associate Professor, Department of Medicine
SM
M.D. University of California, Irvine 1975
STRUM, SCOTT RUSSELL. Associate Professor, Department of Physical
Medicine and Rehabilitation SM
M.D. Loma Linda University SM 1990
STRUTZ, JUDITH M. Associate Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1985
STUDER, KAREN R. Assistant Professor, Department of Preventive
Medicine SM and School of Public Health PH
M.D. Loma Linda University SM 2010
STULTZ, DAVID B. Assistant Professor, Department of Medicine SM
M.D. University of Cincinnati College of Medicine 2000
SU, JUI-MIN. Assistant Professor, Department of Restorative Dentistry SD
M.S. University of Texas Health Sciences Center, Houston 2001
D.D.S. National Yang-Ming University, Taiwan 1996
SU-ERICKSON, DIANA B. Clinical Instructor, Department of Occupational
Therapy AH
B.S. Loma Linda University AH 1978
SULAIMAN SHAMMO, RAGHAD J. Assistant Professor, Division of
General Dentistry SD
B.D.S. Baghdad University, Iraq 1999
SULZLE, HOWARD W. Assistant Professor, Department of Physical
Therapy AH
Ed.D. La Sierra University 1994
SUN, CHAO HUANG. Assistant Clinical Professor, Department of Medicine
SM
M.D. Kaohsuing Medical College, Taiwan 1979
SUN, CHRISTINE H. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2005
SUN, JENNY C. Assistant Professor, Division of General Dentistry SD
D.D.S. University of California, Los Angeles 1985
SUN, RICHARD S. Associate Professor, Department of Basic Sciences
SM; Assistant Professor, Radiation Medicine SM and Department of
Pharmaceutical and Administrative Sciences SP
Ph.D. National Yang-Ming University, Taiwan 2002
634 Faculty
SUPRONO, MONTRY S. Assistant Professor, Department of Restorative
Dentistry SD
D.D.S., M.S.D. Loma Linda University SD 2007, 2011
SUTERWALA, BATUL T. Assistant Professor, Department of Pediatrics SM
M.B.B.S. Maharashtra University of Health Sciences, India 2003
SUTHAR, MUKESH B. Assistant Professor, Department of Ophthalmology
SM
M.D. University of Southern California 1993
SUTJITA, MADE. Associate Professor, Department of Medicine SM
M.D. University of Udayana, Indonesia 1980
SUTTON, ANTHONY C. Assistant Professor, Department of Physician
Assistant Sciences AH
M.S.M. Western Michigan University 2009
SUTTON, MARK S. Assistant Professor, Department of Family Medicine
SM
M.D. Loma Linda University SM 1990
SWABB, RICHARD JOHN. Assistant Professor, Department of Medicine
SM
M.D. College of Medicine and Dentistry at New Jersey 1978
SWEN, R. WESLEY. Assistant Professor, Department of Physical Therapy
AH
D.P.T. Loma Linda University AH 2004
SWENSON, TERRY R. Assistant Professor, School of Religion SR
D.Min. George Fox University Evangelical Seminary 2009
SYED, HASAN M. Associate Professor, Department of Orthopedic Surgery
SM
M.D. University of California, Los Angeles 2004
SYKES, SHANE W. Adjunct Assistant Professor, Dental Education
Services SD
D.M.D. University of Kentucky 2006
SYMS, JAMES M. Assistant Professor, Department of Physical Therapy
AH
D.Sc. Loma Linda University AH 2008
SY-MUNOZ, JENNY T. Associate Professor, Division of General Dentistry
SD
D.D.S. Indiana University School of Dentistry 1989
TABIBIAN, BENJAMIN. Assistant Professor, Department of Medicine SM
D.O. Touro University, Nevada 2010
TABISULA, BRADEN MICHAEL B. Assistant Professor, Department of
Health Informatics and Information Management AH
M.B.A. University of Redlands 2012
TABO, MANABU. Adjunct Assistant Professor, Department of Restorative
Dentistry SD
B.D.S. Nippon Dental University, Japan 2004
TABON, PATRICK K. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. Washington State University 2012
TABRIZIANI, HOSSEIN. Assistant Professor, Department of Medicine SM
M.D. Iran University of Medical Sciences 1995
TABUENCA, ARNOLD D. Professor, Department of Surgery SM
M.D. Rosario National University, Argentina 1981
TAGGE, DERYA U. Associate Professor, Department of Surgery SM
M.D. University of Michigan 1987
TAGGE, EDWARD P. Professor, Department of Surgery SM and School of
Behavioral Health BH
M.D. Loyola-Strizh Medical School, Chicago, Illinois 1982
TAMARES, SHANALEE G. Assistant Professor, University Libraries
M.L.S. California State University, San Jose, California
TAMAYOSE, TERI S. Adjunct Assistant Professor, School of Public Health
PH
Ed.D. Pepperdine University 2003
TAMBUNAN, DANIEL J. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1992
TAMESIS, RICHARD R. Associate Professor, Department of
Ophthalmology SM
M.D. University of the Philippines, 1983
TAN, CATHERINE A. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1992
TAN, DANIEL E., JR. Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1975
TAN, GORDON L. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2011
TAN, LAREN D. Assistant Professor, Department of Medicine SM;
Assistant Clinical Professor, Department of Cariopulmonary Sciences AH
M.D. Loma Linda University SM 2009
TAN, LIONEL G. Assistant Professor, Department of Medicine SM
M.D. University of Illinois, Chicago 2007
TAN, MATTHEW S. C. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 1969
TAN, ROBERT. Assistant Professor, Department of Experiential and
Continuing Education SP
Pharm.D. University of the Pacific, Stockton 1998
TAN, SHIRLEY L. Assistant Professor, Department of Anesthesiology SM
M.D. Loma Linda University SM 1971
TAN, SHIRLEY M. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1988
TANAKA, MASAJI. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. Western University of Health Sciences, Pomona, California 2006
TANG, HONG-MING. Assistant Clinical Professor, Department of
Endodontics SD
D.D.S. Yang-Ming University 1985
TANG, JIPING. Professor, Department of Basic Sciences SM; and Member
FGS
M.D. Chongqing University of Medical Science, China 1988
TANG, THU T. Assistant Professor, Department of Radiology SM
Loma Linda University 2019-2020 635
M.D. Loma Linda University SM 1994
TANG, XIAOLEI. Assistant Research Professor, Department of Medicine
SM and Department of Basic Sciences SM
Ph.D. University of Arizona 1997
M.D. Wannan Medical College 1983
TANGUNAN-HADLEY, KIMBERLY D. Clinical Instructor, Department of
Dental Hygiene SD
B.S. Loma Linda University SD 2007
TARIN, LUCILA. Assistant Professor, Department of Family Medicine SM
M.D. Medical College of Wisconsin 2000
TARR, JOHN D.F. Clinical Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 1955
TARVER, CHRISTOPHER C. Assistant Professor, Department of Physical
Medicine and Rehabilitation SM
M.D. Texas A & M University Health Science Center 2012
TASSONE, HEATHER M. Assistant Professor, Department of Emergency
Medicine SM
D.O. Western University of Health Sciences, Pomona, California 2003
TATARYN, RODERICK W. Lecturer, Department of Endodontics SD
D.D.S. Loma Linda University SD 1989
M.S. Loma LInda University GS 1994
TAVAKOLI-AHMADY, HAMIDEH. Assistant Clinical Professor, Department
of Experiential and Continuing Education SP
Pharm.D. Western University of Health Sciences, Pomona, California 2000
TAVARES, MARGARET A. Clinical Instructor, Clinical Laboratory Science
AH
B.S. University of Notre Dame, Indiana 1982
TAYLOR, BARRY L. Emeritus Professor, Department of Basic Sciences SM
Ph.D. Case Western Reserve University, Cleveland, Ohio 1973
TAYLOR, BERNARD A. Clinical Professor, School of Religion SR
Ph.D. Hebrew Union College 1989
TAYLOR, DAVID L. JR Emeritus Professor, School of Religion SR
D.Min. Vanderbilt University, Tennessee 1977
TAYLOR, DESMYRNA RUTH. Assistant Clinical Professor, Department of
Physical Therapy AH
M.P.T. Loma Linda University AH 1995
TAYLOR, ELIZABETH ANN JOHNSTON. Professor, School of Nursing SN;
and Member FGS
Ph.D. University of Pennsylvania 1992
TAYLOR, GUY D. Assistant Professor, Department of Orthodontics SD
D.D.S. West Virginia University 1967
M.S. Western Virginia University 1971
TAYLOR, L. PARNELL. Associate Professor, Division of General Dentistry
SD
D.D.S. University of Nebraska 1980
TAYLOR, THOMAS W., JR. Instructor, Department of Cardiopulmonary
Sciences AH
B.S. University of Redlands 1993
TAYYARAH, MAJID. Assistant Clinical Professor, Department of
Cardiothoracic Surgery SM
M.D. New York University School of Medicine 1997
TEASLEY, LAURA A. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 2000
TEEL, ROBERT W. Emeritus Professor, Department of Physiology and
Pharmacology SM
Ph.D. Loma Linda University GS 1972
TEICHMAN, SIEGMUND. Professor, Department of Medicine SM
M.D. Loma Linda University SM 1968
TEJADA-DE-RIVERO, DAVID A. Associate Professor, School of Public
Health PH
M.P.H. University of North Carolina 1958
M.D. University of Chile 1956
TELLER, DOUGLAS W. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 1981
TERRILL, JUSTIN K. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2015
TERUYA, THEODORE H. Associate Professor, Department of
Cardiothoracic Surgery SM
M.D. University of Hawaii 1985
TESTERMAN, JOHN K. Associate Clinical Professor, Department of Family
Medicine SM and Department of Psychology BH
M.D. Loma Linda University SM 1980
Ph.D. University of California at Irvine 1971
TESTERMAN, NANCY S. Assistant Professor, School of Nursing SN
M.S. Loma Linda University GS 1971
THAKKER, JAYINI S. Assistant Professor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. University of California, San Francisco 2007
M.D. University of Florida, Gainsville 2011
THELANDER, KEIR J. Assistant Professor, Department of Surgery SM
M.D. Indiana University School of Medicine 1999
THEODORE, SHARON. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. University of California, San Francisco Medical School 2000
THINN, MIE MIE. Assistant Professor, Department of Medicine SM
M.B.B.S. Institute of Medicine, Rangoon, Burma 1994
THIO, HOK-MING. Assistant Clinical Professor, Department of Medicine
SM
M.D. Loma Linda University SM 1993
THOMAS, JASON S. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. American University of the Caribbean 1999
THOMAS, LARRY L. Assistant Clinical Professor, School of Public Health
PH
M.D. Loma Linda University SM 1974
636 Faculty
THOMAS, MARK E. Assistant Professor, Department of Emergency
Medicine SM
D.O. College of Osteopathic Medicine of the Pacific 1989
THOMAS, TAMARA LYNN. Professor, Department of Emergency Medicine
SM, Department of Pediatrics SM, and Department of Medical Education
SM
M.D. Loma Linda University SM 1987
THOMAS, TERESA CASHEEN. Clinical Instructor, Department of Dental
Hygiene SD
B.S. Loma Linda University SD 1995
THOMAS, WILSON G. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 2013
THOMAZIN, GLEN A. Assistant Clinical Professor, Department of
Preventive Medicine SM
D.O. Western University of Health Sciences, Pomona, California 2003
THOMPSON, DAVID CARL. Assistant Professor, Department of Surgery
SM
M.D. University of Pittsburgh 1973
THOMPSON, GARY J. Assistant Professor, Department of Medicine SM
D.O. Western University of Health Sciences, Pomona, California 2001
THOMPSON, KEVIN STUART. Associate Professor, Department of
Pathology and Human Anatomy SM
M.D. Loma Linda University SM 1987
THOMPSON, RALPH J., JR. Emeritus Professor, Department of Surgery
SM
M.D. Loma Linda University SM 1951
THOMPSON, TERESA L. Assistant Professor, Department of
Anesthesiology SM
M.D. Loma Linda University SM 1990
THOMSEN, CALVIN J. Assistant Professor, School of Religion SR and
School of Public Health PH
Ph.D. Loma Linda University FGS 2008
THOMSEN, C. TORBEN. Clinical Professor, School of Public Health PH
Ph.D. Michigan State University 1973
THOMSEN, LANE C. Emeritus Professor, Department of Oral Diagnosis,
Radiology, and Pathology SD
D.D.S. Loma Linda University SD 1965
THORP, ANDREA W. Associate Clinical Professor, Department of
Emergency Medicine SM and Department of Pediatrics SM
M.D. Loma Linda University SM 2001
THORPE, DONNA G. Associate Professor, Department of Allied Health
Studies AH; Assistant Professor, School of Public Health PH; and Member
FGS
Dr.P.H. Loma Linda University PH 2006
TIEU, LINH A. Assistant Professor, Department of Pediatrics SM
D.O. Western University of Health Sciences, Pomona, California 2009
TINSLEY, CYNTHIA H. Assistant Professor, Department of Pediatrics SM
M.D. John A. Burns School of Medicine, Hawaii 1985
TIRTAMAN-SIE, CONNY. Assistant Professor, Department of Medicine SM
M.D. Erasmus University, Netherlands 1985
TITO, DAVID D. Assistant Professor, Department of Emergency Medicine
SM
M.D. University of California, Los Angeles 1991
TIWARI, BHOODEV. Assistant Clinical Professor, Department of Medicine
SM
M.B.B.S. Sardar Patel Medical College, India 1988
TO, DUC COAN. Assistant Professor, Department of Medicine SM
M.D. Albany Medical College 2006
TOHM, DONALD G. Assistant Professor, Department of Ophthalmology
SM
M.D. Loma Linda University SM 1984
TOLEDO, GERARDO A. M. Assistant Clinical Professor, Department of
Endodontics SD
D.D.S. Universidad Nacional de Cordoba, Argentina 1993
M.A. Loma Linda University GS 2002
TOMAZIN, CHAD A. Assistant Professor, Department of Dental
Anesthesiology SD
D.D.S. University of Southern California School of Dentistry 2009
TOMIHAMA, ROGER T. Assistant Professor, Department of Radiology SM
M.D. University of Hawaii at Manoa 2002
TOMLIN, JASON A. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 2000
TONG, KAREN ANGELA. Associate Professor, Department of Radiology
SM and Department of Basic Sciences SM
M.D. University of British Columbia, Canada 1990
TONSTAD, SERENA. Adjunct Professor, School of Public Health PH;
Professor, Department of Preventive Medicine SM
M.D. Loma Linda University SM 1979
Ph.D. University of Oslo, Norway 1990
TONSTAD, SIGVE K. Professor, School of Religion SR; Assistant
Professor, Department of Medicine SM
M.D. Loma Linda University SM 1979
Ph.D. University of St. Andrews 2005
TOOMA, TOM SAEED. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1979
TORABINEJAD, MAHMOUD. Professor, Department of Endodontics SD
D.M.D. Dental School University of Tehran, Iran 1971
M.S.D. University of Washington 1976
Ph.D. University of London, England, UK 1995
TORQUATO, JOHN L. Adjunct Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 1995
TORRALBA, KARINA D. Associate Professor, Department of Medicine SM
M.D. University of Santo Tomas Faculty of Medicine and Surgery 1996
TORRES, ABEL. Professor, Department of Dermatology SM and
Department of Basic Sciences SM; Associate Professor, School of Public
Health PH
Loma Linda University 2019-2020 637
M.D. Mt. Sinai School of Medicine, New York 1979
TORRES, F. JOSE. Assistant Professor, Division of General Dentistry SD
D.D.S. Javieriana University, Colombia 1990
M.S.D. Indiana Univerity 2002
TORRES, SAMUEL E. Assistant Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 1976
TORREY, ROBERT R., JR. Assistant Clinical Professor, Department of
Urology SM
M.D. Loma Linda University SM 1971
TOWNSEND, DENISE J. Assistant Professor, Department of Medicine SM
M.D. University of Florida 1987
TRABIN, JOSHUA M. Assistant Professor, Department of Medicine SM
M.D. University of Miami School of Medicine SM
TRAN, HUYENTRAN N. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. Loma Linda University SP 2010
TRAN, JAMIE H. Assistant Professor, Department of Endodontics SD
D.M.D. University of Pennsylvania 2010
M.S.D. Boston University 2013
TRAN, KENNY T. Adjunct Assistant Professor, Department of Endodontics
SD
D.D.S. University of Missouri, Kansas City 2008
M.S.D. Loma Linda University SD 2012
TRAN, LOUIS P. Assistant Professor, Department of Emergency Medicine
SM
M.D. Loma Linda University SM 1997
TRAPP, LARRY DALE. Associate Professor, Department of Dental
Anesthesiology SD
D.D.S., M.S. University of California, San Francisco 1975
TREIMAN, STEPHEN. Assistant Professor, Department of Pediatrics SM
M.D. University of Texas at Houston Medical School 1997
TRENKLE, DARCY K. Assistant Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 2011
TRICA, LOREDANA E. Instructor, Department of Periodontics SD
B.S. Loma Linda University SD 2009
TRIPLETT, ALICIA M. Assistant Professor, Department of Clinical
Laboratory Science AH
M.A. Central Michigan University 2011
TRIPPON, MYRNA. Assistant Professor, School of Nursing SN
M.S. Loma Linda University SN 2012
TROTT, JAMES R. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1982
M.S. California State Polytechnic University, Pomona 1986
TRUONG, GIANG SINH T. Assistant Professor, Department of Pediatrics
SM
M.D. University of California, Irvine 2006
TRUONG, TRINH. Assistant Professor, Department of Pediatrics SM
M.D. University of Wisconsin 2001
TRUONG, VINCENT V. Assistant Professor, Department of Neurology SM
M.D. Ross University 2004
TRUPP, DIANA L. Assistant Professor, Department of Pediatrics SM
M.D. Loma Linda University SM 1982
TSAI, CHRISTOPHER K.L. Assistant Clinical Professor, Department of
Urology SM
M.D. Loma Linda University SM 1994
TSAI, HSIU-CHIN. Adjunct Assistant Professor, Department of Restorative
Dentistry SD
D.D.S. National Yang Ming University, Taiwan 1985
TSAI, JAMES Y. Assistant Professor, Department of Medicine SM
M.D. St. George University, Grenada 1997
TSAO, BRYAN E. Associate Professor, Department of Neurology SM
M.D. Loma Linda University SM 1996
TSAO, JUNA. Assistant Professor, Department of Preventive Medicine SM
M.D. Loma Linda University SM 1996
TSENG, PHILIP H. Assistant Professor, Department of Neurology SM
M.D. Rosalind Franklin University of Medicine and Science 2009
TUBURAN, SMYRNA P. Adjunct Assistant Professor, Department of
Radiology SM
M.D. Loma Linda University SM 2008
TUDTUD-HANS, LEAH ANGELICA. Associate Professor, Department of
Medicine SM
M.D. University of the Philippines, Philippines 1979
TULLY, RICHARD J. Associate Professor, Department of Radiology SM
M.D. University of Chicago 1968
TURAY, DAVID. Assistant Professor, Department of Surgery SM
M.D. Universidad de Montemorelos, Mexico 1999
TURNER, RODNEY L. Assistant Clinical Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1984
UMEZU, KIYOTAKA. Adjunct Assistant Professor, Department of
Restorative Dentistry SD
D.D.S. Nippon Dental University 1997
UNDERWOOD, MATTHEW B. Assistant Professor, Department of
Emergency Medicine SM
M.D. Loma Linda University SM 1992
UNIAT, JOHN S. Assistant Clinical Professor, Department of Medicine SM
M.D. Loma Linda University SM 1984
UNTERNAEHRER-HAMM, JULIA J. Assistant Professor, Department of
Basic Sciences SM
Ph.D. Yale University 2004
UNWALLA, KHUSHRO B. Assistant Clinical Professor, Department of
Psychiatry SM
M.D. Kasturba Medical College, India 1977
UPPALA, PADMA P. Associate Clinical Professor, School of Public Health
PH; and Associate Research Professor, Department of Surgery SM
638 Faculty
Ph.D. Loma Linda University GS 1991
URBAN, ISTVAN. Adjunct Assistant Professor, Department of Restorative
Dentistry SD
D.M.D. SOTE School of Dentistry, Hungary 1991
M.D. SOTE School of Medicine, Hungary 1996
URBAN, LORI L. Instructor, Department of Family Medicine SM
M.S. Andrews University, Michigan 2004
URSALES, ANNA LEIGH. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2009
VADI, MARISSA G. Assistant Professor, Department of Anesthesiology
SM
M.D. University of California, San Francisco 2007
VALADEZ, BARBARA H. Instructor, Department of Periodontics SD
A.S. Cerritos College 1980
VALENTINI, PASCAL. Adjunct Associate Professor, Department of
Restorative Dentistry SD
D.D.S. University of Paris, France 1981
VALENZUELA, ANTONIO. Assistant Professor, Department of Physical
Therapy AH
Ed.D. Loma Linda University SE 1990
D.P.T. Loma Linda University AH 2008
VALENZUELA, LINDSEY H. Assistant Clinical Professor, Department of
Experiential and Continuing Education SP
Pharm.D. University of Southern California 2006
VALENZUELA, P. ESTHER. Assistant Professor, Department of Dental
Education Services SD
M.B.A. University of Redlands 2001
M.A. La Sierra University 1987
VAN CLEVE, LOIS H. Emerita Professor, School of Nursing SN
Ph.D. Claremont Graduate School 1985
VANDERBEEK, CHRISTOPHER. Clinical Instructor, Oral and Maxillofacial
Surgery SD
D.D.S. Creighton University 2011
VAN DYK, TORI R. Assistant Professor, Department of Psychology BH
Ph.D. University of Nebraska, Lincoln 2016
VANNIX, DAVID L. Assistant Clinical Professor, Department of Surgery SM
M.D. Loma Linda University SM 1986
VAN STRALEN, DAVED W. Assistant Professor, Department of Pediatrics
SM
M.D. University of California, Irvine 1984
VARADARAJAN, PADMINI. Professor, Department of Medicine SM
M.B.B.S. Osmania University 1993
VAUGHAN, DARRELL L. Adjunct Assistant Professor, Department of
Gynecology and Obstetrics SM
M.D. Loma Linda University SM 1973
VAZQUEZ, MARCELO E. Associate Professor, Department of Radiation
Medicine SM, Department of Basic Sciences SM; and Member FGS
M.D., Ph.D. National University of La Plata Medical School 1984, 1990
VEGA, ARTURO R. Assistant Professor, Department of Medicine SM
B.M. Universidad Nacional Mayor de San Marcos 1989
VENDEN, LOUIS. Emeritus Professor, School of Religion SR
Ph.D. Princeton Theological Seminary 1979
VERCIO, CHAD J. Assistant Professor, Department of Pediatrics SM and
Department of Medicine SM
M.D. Loma Linda University SM 2005
VERDE, E. RAY. Associate Professor, Department of Psychiatry SM
M.D. Loma Linda University SM 1988
VERLINDEN, WILLIAM C. Clinical Instructor, Department of Oral and
Maxillofacial Surgery SD
D.D.S. Loma Linda University SD 2015
VERMA, ASHOK K. Associate Clinical Professor, Department of Medicine
SM
M.B.B.S. Medical College Patiala, India 1975
VERMEERSCH, DAVID. Professor, Department of Psychology BH; and
Member FGS
Ph.D. Brigham Young University, Idaho 1998
VICTOR, NOEL S. Assistant Clinical Professor, Department of Surgery SM
M.D. Madras Medical College, India 1989
VIDOR, IRA A. Assistant Clinical Professor, Department of Ophthalmology
SM
M.D. The Chicago Medical School 2003
VIECELLI, RODRIGO F. Associate Professor, Department of Orthodontics
SD; and Member FGS
D.D.S. Universidade Federal de Rio Grande do Sul, Brazil 2000
Ph.D. Indiana University 2009
VILLA, PATRICIA. Assistant Clinical Professor, Department of Social Work
and Social Ecology BH
M.S.W. California State University, Dominguez Hills 2010
VILLALVAZO, HUMBERTO J. Adjunct Assistant Professor, Department of
Family Medicine SM
M.D. Vella Vista Hospital, Puerto Rico 2005
VILLANUEVA, MICHAEL. Clinical Instructor, Department of Physician
Assistant Sciences AH
B.A. Brandeis University, Massachusetts 1994
VIPOND, BERTRAND H. Assistant Clinical Professor, Department of
Medicine SM
M.D. Loma Linda University SM 1982
VIXIE, CURTIS E. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1989
VLKOLINSKY, ROMAN. Assistant Research Professor, Department of
Basic Sciences SM and Department of Radiation Medicine SM
Ph.D. Slovak Academy of Sciences, Republic of Slovak 1999
VOJDANI, ARISTO. Adjunct Associate Professor, Department of
Preventive Medicine SM
Ph.D. Bar-Ilan University, Israel 1976
VOLK, MICHAEL L. Associate Professor, Department of Medicine SM
M.D. University of Rochester 2001
Loma Linda University 2019-2020 639
M.S. University of Michigan, Ann Arbor 2008
VOTH, MARCUS T. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 2001
VU, KENNY D. Assistant Professor, Department of Medicine SM
D.O. Touro University College of Osteopathic Medicine 2003
VU, VY N. Assistant Professor, Department of Radiology SM
M.D. Creighton University 1994
VYHMEISTER, EDWIN E. Emeritus Associate Professor, Department of
Surgery SM
M.D. University of Concepcion, Chile 1963
VYSKOCIL, GINA M. Assistant Professor, Department of Allied Health
Studies AH
M.A. Andrews University 1992
WADHWANI, CHANDUR. Adjunct Assistant Professor, Department of
Restorative Dentistry SD; and Member FGS
B.D.S. University College London, United Kingdom 1986
M.S.D. University of Washington 2004
WAGNER, DAVID K. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Southern California 1986
WAGNER, ROBERT J., JR. Associate Professor, Department of Gynecology
and Obstetrics SM
M.D. Loma Linda University SM 1969
WAI, PHILIP Y. Associate Professor, Department of Surgery 2001
M.D. Georgetown University, DC 2001
WALKER, RANDALL R. Assistant Professor, Department of Counseling
and Family Sciences BH
M.S. California State University, Fullerton 1983
WALL, NATHAN R. Associate Professor, Department of Basic Sciences
SM; Assistant Professor, Department of Radiation Medicine, Department
of Surgery; and Member FGS
Ph.D. Wayne State University, Michigan 2000
WALLACE, DESIREE. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 1996
WALLACE, DESIREE R. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 1996
WALLACE, G. CARLETON. Associate Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1956
WALLEN, JASON M. Assistant Professor, Department of Cardiothoracic
Surgery SM
M.D. McGill University, Montreal, Canada 2001
WALTER, MICHAEL H. Clinical Professor, Department of Medicine SM
M.D. Loma Linda University SM 1973
WALTER, ROBERT D. Associate Professor, Division of General Dentistry
SD; and Associate Member FGS
D.D.S. Loma Linda University SD 1999
M.S.D. University of Washington 2009
WALTERS, E. LEA. Associate Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 1994
WALTERS, JAMES W. Professor, School of Religion SR
Ph.D. Claremont Graduate University 1979
WALTHALL, WILLIAM E. Assistant Clinical Professor, Department of
Physical Therapy AH
M.Div. Biola University 1983
WANG, CHARLES. Professor, Department of Basic Sciences SM; and
Member FGS
M.D. Tongji Medical University, China 1983
M.P.H. Tongji Medical University, China 1988
Ph.D. University of Washington, Seattle 1999
WANG, HUGH N. Adjunct Associate Professor, Department of Restorative
Dentistry SD
D.D.S. Indiana University School of Dentistry 1984
WANG, JUN. Professor, Department of Pathology and Human Anatomy
SM
M.D. Wannan Medical College, China 1982
WANG, NING. Associate Professor, Department of Radiation Medicine SM;
Associate Clinical Professor, Department of Radiation Technology AH
Ph.D. Shanghai Institute of Optics and Fine Mechanics 1997
WARD, DAVID C. Adjunct Assistant Professor, Department of Family
Medicine SM
M.D. Loma Linda University SM 2008
WARNER, KIM. Assistant Clinical Professor, Department of Gynecology
and Obstetrics SM
M.D. University of California, Los Angeles 1990
WASHKE, DEBORAH L. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 2002
WASEMILLER, MICHAEL A. Assistant Professor, Department of
Periodontics SD
D.D.S. Loma Linda University SD 2005
WASS, ERIKA N. Assistant Professor, Department of Experiential and
Continuing Education SP
Pharm.D. Belmont University, Tennessee 2012
WAT, LINDA IRENE. Associate Professor, Department of Anesthesiology
SM
M.D. Loma Linda University SM 1982
WAT, PAMELA J. Assistant Professor, Department of Pathology and
Human Anatomy SM and Department of Clinical Laboratory Science AH
M.D. Loma Linda University SM 1986
WATKINS, AI-MAE. Assistant Professor, Department of Gynecology and
Obstetrics SM
M.D. Loma Linda University SM 1993
WATKINS, BARRY E. Associate Professor, Department of Orthopedic
Surgery SM
640 Faculty
M.D. Loma Linda University SM 1993
WATKINS, HUBERT C. Associate Clinical Professor, Department of
Dermatology SM
M.D. Loma Linda University SM 1962
WATKINS, JOHN S. Assistant Clinical Professor, School of Public Health
PH
M.P.H. San Diego State University 1987
WATSON, TIMOTHY D. Assistant Clinical Professor, Department of
Pediatrics SM
M.D. Loma Linda University SM 2000
WATTS, KYLIE J. Associate Professor, Department of Basic Sciences SM;
and Member FGS
Ph.D. University of Sydney, Australia 2001
WEBER, RUTH S. Emerita Associate Professor, School of Nursing SN
Ed.D. Loma Linda University SE 1991
WEI, KAIMIN A. Associate Professor, Department of Gynecology and
Obstetrics SM
Ph.D., M.D. Indiana University 1990
WEISSER, STANLEY C. Associate Clinical Professor, Department of
Pharmacy Practice SP
Pharm.B. University of Connecticut 1963
WEISSMAN, JILL F. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 1989
WEITZEIL, MICHAEL L. Instructor, Department of Pathology and Human
Anatomy SM
M.S. West Virginia University 2015
WELCH, MARK A. Assistant Professor, Department of Medicine SM and
Department of Psychiatry SM
D.O. Western University of Health Science, Pomona, California 2003
WELEBIR, DOUGLAS F. Clinical Instructor, Department of Health
Informatics and Information Management AH
J.D. University of Southern California 1965
WELLER, RYAN M. Assistant Clinical Professor, Department of Dental
Hygiene SD
B.S. Loma Linda University SD 2005
WELLHAUSEN, SYLVIE. Assistant Clinical Professor, Department of
Preventive Medicine SM
D.C. Los Angeles Department of Chiropractic 1989
WENGER, ROGER S. Instructor, Department of Psychiatry SM
Psy.D. Pepperdine University 2003
WENIGER, JENNIFER L. Associate Clinical Professor, Division of
Interdisciplinary Studies BH
Ph.D. California Southern University 2003
WERGEDAL, JON E. Research Professor, Department of Medicine SM and
Department of Basic Sciences SM
Ph.D. University of Wisconsin 1963
WERNER, LEONARD S. Professor, Department of Medicine SM,
Department of Medical Education SM, and Department of Basic Sciences
SM
M.D. University of Oklahoma 1978
WESTERBERG, MARYELLEN. Assistant Clinical Professor, School of
Public Health PH and Department of Nutrition and Dietetics AH
Dr.P.H. Loma Linda University PH 1988
WEYMAR, L. KRISTA J. Assistant Professor, Department of Dental
Education Services SD
M.B.A. University of Redlands 2011
WHANG, STEVE. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of the Pacific 1988
WHEELER, DALE D. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 1975
WHITE, DAWN M. Instructor, Department of Psychiatry SM
M.D. Ohio State University College of Medicine and Public Health 1999
WHITEHOUSE, JERALD WAYNE. Assistant Clinical Professor, School of
Public Health PH
Dr.P.H. Loma Linda University PH 1977
WHITING, LINDA J. Instructor, Department of Nutrition and AH
B.S. Loma Linda University AH 1985
WHITT, COLLEEN A. Associate Professor, Department of Dental Hygiene
SD
M.S. Loma Linda University AH 2010
WHYTE, RICARDO J. Assistant Professor, Department of Psychiatry SM
M.D. University of Connecticut 2004
WIAFE, SETH A. Assistant Professor, School of Public Health PH
M.P.H. Loma Linda University PH 2004
WICK, BRYAN M. Assistant Clinical Professor, Department of Psychiatry
SM
M.D. University of Kansas School of Medicine 2004
WIEG, THOMAS. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1980
WIESSEMAN, GEORGE J. Associate Clinical Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1947
WIETLISBACH, CHRISTINE M. Clinical Instructor, Department of
Occupational Therapy AH
M.P.A. California State University, San Bernardino 2000
WILBER, LORETTA J. Assistant Professor, School of Public Health PH and
Department of Preventive Medicine SM
M.D. Loma Linda University SM 1999
WILD, KATHI. Assistant Professor, School of Nursing SN
M.S. Loma Linda University SN 1979
WILEY, JAMES R. Associate Clinical Professor, Department of Physician
Assistant Sciences AH
Loma Linda University 2019-2020 641
M.S. Loma Linda University AH 2008
WILKINS, KRISTI J. Associate Professor, Department of Dental Hygiene
SD
M.A. Loma Linda University GS 2002
WILKINSON, JOESEPH M. Instructor, School of Nursing SN
B.S. Loma Linda University SN 1983
WILL, BRIAN R. Adjunct Assistant Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1985
WILLIAMS, ANGELA C. Instructor, Department of Medicine SM
M.D. Meharry Medical College, Nashville, Tennessee 2009
WILLIAMS, DAVE A. Assistant Professor, Department of Preventive
Medicine SM; Assistant Clinical Professor, School of Public Health PH
M.P.H. Loma Linda University PH 2000
M.D. Montemorelos University, Mexico 1990
WILLIAMS, LINDA M. Assistant Professor, Department of Pharmaceutical
and Administrative Sciences SP
M.S. Grand Canyon University 2009
WILLIAMS-READE, JACQUELINE M. Associate Professor, Department of
Counseling and Family Science BH; and Associate Member FGS
Ph.D. East Carolina University 2011
WILSON, APRIL E. Assistant Professor, Department of Preventive
Medicine SM and School of Public Health PH
M.D. Loma Linda University SM 2006
WILSON, BRYAN O. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1996
WILSON, CHRISTINE. Assistant Professor, Department of Physical
Therapy AH
D.P.T. Loma Linda University AH 2009
WILSON, CHRISTOPHER G. Associate Professor, Department of Basic
Sciences SM and Department of Pediatrics SM
Ph.D. University of California, Davis 1996
WILSON, DONALD R. Adjunct Assistant Professor, Department of
Pathology and Human Anatomy SM
M.D. University of Sydney, Australia 1960
WILSON, HILARY L. Assistant Professor, Department of Ophthalmology
SM
M.D. University of California, San Francisco 2002
WILSON, SAMUEL G. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 1984
WILSON, SEAN. Associate Professor, Department of Basic Sciences SM,
Department of Medicine SM, and Department of Pharmaceutical and
Administrative Sciences SP
Ph.D. University of California, Davis 1998
WILSON, SHELIA A. Clinical Instructor, Department of Radiation
Technology AH
B.S. University of California, Riverside 1976
WILSON, THADDEUS E. Assistant Professor, Department of Physical
Medicine and Rehabilitation SM
M.D. Loma Linda University SM 2006
WILSON, WILLIAM J. Assistant Clinical Professor, Department of
Physician Assistant Sciences AH
M.D. University of Kansas 2005
M.P.A. Loma Linda University AH 2014
WINDEMUTH, RYAN S. Assistant Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 2001
WINER, MYRON S. Associate Professor, Department of Restorative
Dentistry SD
D.D.S. University of Illinois 1953
WINSLOW, BETTY J. Emerita Professor, School of Nursing SN
Ph.D. University of Colorado Health Sciences Center 1994
WINSLOW, GERALD R. Professor, School of Religion SR and School of
Public Health PH
Ph.D. Graduate Theological Union, Berkeley, California 1979
WINSLOW, SARAH S. L. Adjunct Assistant Professor, Department of
Family Medicine SM
M.D. Loma Linda University SM 2008
M.P.H. Loma Linda University PH 2012
WISE, JAMES R. Associate Professor, Department of Orthodontics SD
D.D.S. Loma Linda University SD 1967
M.S. Loma Linda University GS 1971
WITHERS, SHELLY A. Associate Professor, Department of Dental Hygiene
SD
M.S. Loma Linda University 2007
WITTMAN, MARK. Associate Professor, Department of Anesthesiology
SM
M.D. Northwestern University 1980
WOHLMUTH, CINNA T. Assistant Clinical Professor, Department of
Gynecology and Obstetrics SM
M.D. Loma Linda University SM 1985
WOLDESILASIE, TEWODROS T. Assistant Professor, Department of
Surgery SM
M.D. Addis Ababa University, Ethiopia 2002
WOLF, DAVID L. Associate Professor, Department of Basic Sciences SM
D.V.M. University of California, Davis 1999
Ph.D. Weizmann Institute of Science, Rehovot, Israel 1985
WOLFE, DAVID JACK. Assistant Professor, Department of Endodontics SD
D.D.S. University of California, Los Angeles 1979
WOLFRAM, KLAUS D. Associate Professor, Department of Peridontics SD
D.D.S. Loma Linda University SD 1971
M.S. Loma Linda University GS 1973
WOLFSEN, JAMES L. Assistant Clinical Professor, Department of
Radiology SM
M.D. Loma Linda University SM 1966
WOLGEMUTH, KEITH S. Associate Professor, Department of
Communication Sciences and Disorders AH
642 Faculty
Ph.D. University of Memphis 1995
WOLK, BRIAN J. Assistant Professor, Department of Emergency Medicine
SM
M.D. Tufts University School of Medicine, Massachusetts 2007
WON, JOHN B. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2005
M.S. Loma Linda University SD 2012
WONG, ANDREW S. Assistant Clinical Professor, Department of
Orthopedic Surgery SM
M.D. University of Michigan 2003
WONG, BRIAN A. Assistant Professor, Department of Medicine SM
M.D. Loma Linda University SM 2002
WONG, DAVID T. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 1993
WONG, EDWARD. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of the Pacific 1979
WONG, KELVIN L. Assistant Professor, Department of Emergency
Medicine SM
M.D. University of Pittsburgh 2005
WONG, KENNETH H. Assistant Clinical Professor, Department of
Gynecology and Obstetrics SM
M.D. Washington University, St. Louis 1991
WONG, RAYMOND Y. Associate Professor, Department of Medicine SM
M.D. Loma Linda University SM 1979
WONG, SAMMY S. Assistant Professor, Department of Medicine SM
M.D. Howard University, Washington, D.C. 1997
WONGWORAWAT, M. DANIEL. Professor, Department of Orthopedic
Surgery SM
M.D. Loma Linda University SM 1996
WOO, MICHAEL K. Assistant Professor, Department of Medicine SM
M.D. Albert Einstein College of Medicine, New York 1998
WOOD, BEVERLY PHYLLIS. Professor, Department of Radiology SM;
Adjunct Professor, Department of Basic Sciences SM
M.D. University of Rochester School of Medicine, New York 1965
WOOD, VIRCHEL EDGAR, JR. Emeritus Professor, Department of
Orthopedic Surgery SM
M.D. Loma Linda University SM 1960
WOODSON, ALAN B. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1987
WOODWARD, CLARICE W. Emerita Professor, School of Nursing SN
M.S. University of California, Los Angeles 1963
WOOSLEY, KYNDRA J. Assistant Professor, Department of Nutrition and
Dietetics AH
M.S. Loma Linda University 2011
WREN, DAVID G. Instructor, Department of Health Informatics and
Information Management AH
M.H.A. Loma Linda University PH 1988
WRESCH, ROBERT R. Assistant Professor, Department of Ophthalmology
SM
M.D. Loma Linda University SM 1969
WRIGHT, DOLORES. Professor, School of Nursing SN; and Member FGS
D.N.Sc. Widener University, Pennsylvania 2000
WRIGHT, KENNETH R. Professor, Department of Pathology and Human
Anatomy SM
Ph.D. Loma Linda University GS 1992
WROE, ANDREW. Professor, Department of Radiation Medicine SM
Ph.D. University of Wollongong, Australia 2007
WU, SIDNEY S. C. Assistant Professor, Department of Pediatrics SM and
Department of Medicine SM
M.D. Loma Linda University SM 2000
WU, YEN-YING. Assistant Professor, Department of Radiology SM
M.D. University of Southern California 2006
WURANGIAN-CAAN, NELIA C. Associate Professor, University Libraries
M.L.S. University of Western Ontario, Canada 1981
WYATT, MELVA S. Assistant Professor, Department of Pediatric Dentistry
SD
D.D.S. University of San Carlos de Guatemala Dental School 1985
WYCLIFFE, N. DAN. Associate Professor, Department of Radiology SM
and Department of Basic Sciences SM
M.B.B.S. University of Dhaka, Bangladesh 1972
WYSOCKI, GWENDOLYN A. Assistant Clinical Professor, School of Nursing
SN
M.N. University of California, Los Angeles 1993
XIAO, DALIAO. Professor, Department of Basic Sciences SM
Ph.D. Loma Linda University GS 2004
XING, WEIRONG. Assistant Research Professor, Department of Medicine
SM
Ph.D. McGill University, Quebec, Canada 2002
XU, HELEN X. Associate Professor, Department of Otolaryngology and
Head and Neck Surgery SM
M.D., M.S. Zhejiang University, China 1986, 1991
M.D. Zhejiang University, China 1986
YACOUB, IGNATIUS I. Emeritus Professor, Department of Social Work and
Social Ecology BH
Ph.D. Claremont Graduate School 1976
YAI, JASPER Y. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2009
YAMADA, CHRIS. Assistant Clinical Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 1999
YAMADA, ROBERT K. Assistant Clinical Professor, Department of Family
Medicine SM
M.D. University of California, San Francisco 1985
YAMANISHI, J. FRANK. Assistant Clinical Professor, Department of
Surgery SM
Loma Linda University 2019-2020 643
M.D. Loma Linda University SM 1985
YAMZON, JOCELYN M. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 2004
YANG, GARY Y. Professor, Department of Radiation Medicine SM and
Department of Basic Sciences SM
M.D. The Chicago Medical School 1995
YANG, JOANNA JIEHONG. Assistant Professor, School of Nursing SN
D.N.P. The University of Alabama at Birmingham and Huntsville 2013
YANG, LINDA L. Assistant Professor, Department of Pediatrics SM
M.D. University of California, Irvine 1985
YANG, SEULKI S. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 2012
YANNI, GEORGE S. Associate Professor, Department of Pediatrics SM
M.D. Ain Shams University at Cairo, Egypt 1981
YAP, ADWEN P. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1989
YELLON, STEVEN M. Professor, Department of Basic Sciences SM and
Department of Gynecology and Obstetrics SM
Ph.D. University of Connecticut 1981
YEO, ELIOT M. Assistant Professor, Division of General Dentistry SD
D.D.S. University of Missouri 1987
YEO, INHWAN. Associate Professor, Department of Radiation Medicine
SM; Assistant Clinical Professor, Department of Radiation Technology AH
Ph.D. Georgia Institute of Technology 1996
YI, ALEX C. Assistant Professor, Department of Radiology SM
M.D. Loma Linda University SM 2002
YI, ZANE G. Assistant Professor, School of Religion SR
Ph.D. Fordham University 2013
YOCHIM, JI M. Assistant Professor, Department of Pediatric Dentistry SD
Ph.D. University of Southern California 2003
D.M.D. Nova Southeastern University 2009
YOMTOUBIAN, CARMELA. Assistant Professor, Department of Emergency
Medicine SM
M.D. New York Medical College 2009
YONG, PAMELA A. Instructor, Department of Nutrition and Dietetics AH
M.P.H. Loma Linda University PH 1989
YOO, JANIE H. Assistant Professor, Department of Ophthalmology SM
M.D. Loma Linda University SM 2006
YOO, JIN SUK I. Adjunct Assistant Professor, Department of Dental
Educational Services SD
D.D.S. Loma Linda University SD 2013
YOO, PAUL H. S. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 2008
YOON, STUART S. Adjunct Assistant Professor, Department of Dental
Education Services SD
D.D.S. Loma Linda University SD 1998
YOUNG, LILY L. Clinical Instructor, Department of Physical Therapy AH
M.A. Hong Kong Union College, People's Republic of China 1976
YOUNG, LIONEL W. Professor, Department of Radiology SM and
Department of Pediatrics SM
M.D. Howard University, Washington, D.C. 1957
YOUNG, PETER SIU-YEE. Assistant Professor, Division of General
Dentistry SD
D.D.S. Loma Linda University SD 1988
YOUNG, RICHARD A. Assistant Professor, Division of General Dentistry SD
D.D.S. Loma Linda University SD 1985
YOUNG, TIMOTHY P. Associate Professor, Department of Emergency
Medicine SM
M.D. Loma Linda University SM 2004
YOUNG-SNODGRASS AMY D. Assistant Professor, Department of
Pediatrics SM
M.D. Loma Linda University SM 2001
YOUNGBERG, WESLEY S. Assistant Clinical Professor, School of Public
Health PH and Department of Preventive Medicine SM
Dr.P.H. Loma Linda University PH 1988
YOW, WARREN SHIUWING. Associate Professor, Division of General
Dentistry SD
D.M.D. Washington University 1983
YU, HONGRUN. Assistant Research Professor, Department of Medicine
SM
Ph.D. University of New Hampshire 1992
YU, JACK N. Associate Professor, Department of Family Medicine SM
M.D. Boston University 1984
YU, MINHO. Assistant Professor, Department of Medicine SM
D.O. Western University of Health Sciences, Pomona, California 2004
YUAN, XIANGPENG. Assistant Professor, Department of Otolaryngology
and Head and Neck Surgery SM and Department of Basic Sciences SM
Ph.D. The Fourth Military Medical University, China 1996
YUHAN, ROBERT M. Assistant Clinical Professor, Department of Surgery
SM
M.D. Northwestern University Medical Center, Chicago 1990
YUNE, JUNCHAN J. Assistant Professor, Department of Urology SM
M.D. Seoul National University 2000
YUSUFALY, YASMIN A. Assistant Professor, Department of Medicine SM
M.B.B.S. Dow Medical College, Pakistan 1984
YVANOVICH, ANTHONY R. Assistant Clinical Professor, Department of
Cardiopulmonary Sciences AH
M.P.A. Loma Linda University AH 2006
ZAHEER, SALMAN. Assistant Professor, Department of Cardiothoracic
Surgery SM
M.B.B.S. Aga Khan University, Pakistan
ZAMAN, MANILA. Assistant Clinical Professor, Department of Medicine
SM
644 Faculty
M.D. Medical College of Virginia 1994
ZAMORA, ZELNE LU. Assistant Professor, School of Nursing SN
D.N.P. University of San Diego 2010
ZANE, ERNEST SUI SUNG. Associate Professor, Department of
Ophthalmology SM
M.D. College of Medical Evangelists 1956
ZANE, STEVEN E. Assistant Clinical Professor, Department of
Ophthalmology SM
M.D. Loma Linda University SM 1990
ZAPPIA, JANE NEWMAN. Instructor, Department of Clinical Laboratory
Science AH
B.S. University of Central Florida 1977
ZAWISTOWSKI, DEBRA A. Assistant Professor, Department of Dental
Hygiene SD
B.S. Loma Linda University SD 2005
ZDROJEWSKI, JOHN F. Assistant Clinical Professor, Department of
Dermatology SM
M.D. SUNY Upstate College of Medicine, Syracuse, New York 1973
ZEGAR, ZEGAR Y. Assistant Clinical Professor, Division of General
Dentistry SD
B.D.S. University of Baghdad College of Dentistry 2004
D.D.S. Loma Linda University SD 2013
ZHANG, JOHN H. Professor, Department of Basic Sciences SM,
Department of Anesthesiology SM, Department of Neurosurgery SM, and
School of Nursing SN
Ph.D. University of Alberta, Canada 1992
M.D. Chongqing University of Medical Science, China 1983
ZHANG, LUBO. Professor, Department of Basic Sciences SM; and Member
FGS
Ph.D. Iowa State University 1986
ZHANG, WU. Professor, Department of Dental Education Services SD; and
Member FGS
M.D. Norman Bethane University of Medical Sciences, China 1977
ZHANG, XIAO-BING. Assistant Research Professor, Department of
Medicine SM, Department of Basic Sciences SM; and Member FGS
Ph.D. East China University of Science and Technology 1999
ZHANG, ZHIWEI. Associate Professor, Department of Medicine SM and
Department of Basic Sciences SM
M.D. Sun Yat-Sen University of Medical Sciences, China 1984
ZHAO, XUEREN. Assistant Professor, Department of Radiology SM
M.D. Capital University of Medical Sciences, China 1986
ZHAO, YAN S. Associate Professor, Department of Medicine SM
M.D. Beijing Medical University, China 1993
Ph.D. University of Southern California 2000
ZHONG, ZHE. Assistant Professor, Department of Dental Education
Services SD
B.D.S. Capital Medical University 2005
Ph.D. Peking University 2010
ZIMMERMAN, GRENITH J. Professor, Department of Allied Health Studies
AH, School of Public Health PH; and Member FGS
Ph.D. University of Minnesota 1970
ZIMMERMAN, KIMBERLY R. Assistant Professor, Department of
Emergency Medicine SM and Department of Pediatrics SM
M.D. Bush Medical College, Chicago 1983
ZMAJ, KRISTINE B. Assistant Professor, Department of Surgery SM
M.D. Loma Linda University SM 1998
ZOGRAFOS, KARA N. Adjunct Assistant Professor, School of Public
Health PH
Dr.P.H. Loma Linda University PH 2007
ZOUGH, FARNOOSH. Assistant Professor, Department of Pharmacy
Practice SP
Pharm.D. University of Southern California 2011
ZOUROS, ALEXANDER. Associate Professor, Department of Neurosurgery
SM and Department of Pediatrics SM
M.D. Dalhousie University, Canada 1996
ZUCCARELLI, ANTHONY J. Emeritus Professor, Department of Basic
Sciences SM
Ph.D. California Institute of Technology 1974
ZUCKERMAN, LEE M. Assistant Professor, Department of Orthopedic
Surgery SM
M.D. Albert Einstein College of Medicine 2003
ZUMWALT, JANICE R. Assistant Professor, School of Nursing SN and
School of Public Health PH
M.B.A. La Sierra University 1993
M.S. Loma Linda University SN 1984
ZUPPAN, CRAIG W. Professor, Department of Pathology and Human
Anatomy SM
M.D. Loma Linda University SM 1980
ZUPPAN, KRISTEL J. Assistant Clinical Professor, Department of Physical
Therapy AH
D.P.T. Loma Linda University 2008
Loma Linda University 2019-2020 645
GENERAL INFORMATION
University Board and Administration (p.646)
School Administrations, Committees, and Affiliations (p.648)
Accreditation Status (p.659)
Accrediting and Approving Agencies (p.661)
Alumni Associations (p.664)
To Communicate with LLU (p.665)
646 University Board and Administration
UNIVERSITY BOARD AND ADMINISTRATION
Officers of the University Board of Trustees
Thomas Lemon, M.Div. Chair
Dan Jackson, M.A. Vice Chair
University Board of Trustees
Lisa Beardsley-Hardy
Shirley Chang
Richard Chinnock
Jere Chrispens
Wilfredo Colón
Sheryl Dodds
Steven Filler
Ricardo Graham
Roger Hadley
Wayne Harris
Richard Hart
Douglas Hegstad
Kerry Heinrich
Lars Houmann
Dan Jackson
Mark Johnson
Melissa Kidder
Peter Landless
Robert Lemon
Thomas Lemon
Robert Martin
Patrick Minor
Larry Moore
G. T. Ng
Ricardo Peverini
Juan Prestol-Puesán
Scott Reiner
Hubert Ruckle
Eunmee Shim
Ron Smith
Max Trevino
Eric Tsao
David Williams
Ted Wilson
Roger Woodruff
University Administration
Richard H. Hart, M.D., Dr.P.H. President/CEO
Angela Lalas, M.B.A. CFO
Ronald L. Carter, Ph.D. Provost
Rodney Neal, M.B.A. Sr. Vice President Financial Affairs
David P. Harris, Ph.D. Vice President Information Systems
Karl Haffner, Ph.D. Vice President Student Experience
Craig R. Jackson, J.D., M.S.W. Dean School of Allied Health Professions
Beverly J. Buckles, D.S.W. Dean School of Behavioral Health
Robert A. Handysides, D.D.S. Dean School of Dentistry
Tamara Thomas, M.D. Dean School of Medicine
Elizabeth A. Bossert, Ph.D., RN Dean School of Nursing
Michael D. Hogue, Pharm.D. Dean School of Pharmacy
Loma Linda University 2019-2020 647
Helen Hopp Marshak, Ph.D. Dean School of Public Health
Leo Ranzolin, Jr., Th.D. Interim Dean School of Religion
648 School Administrations, Committees, and Affiliations
School Administrations, Committees,
and Affiliations
Key to codes
AH School of Allied Health Professions
BH School of Behavioral Health
SD School of Dentistry
SM School of Medicine
SN School of Nursing
SP School of Pharmacy
PH School of Public Health
SR School of Religion
FGS Faculty of Graduate Studies
School of Allied Health Professions
Administration—AH
General Administration
CRAIG R. JACKSON, J.D., M.S.W., Dean
JOYCE W. HOPP, Ph.D.,Dean Emerita
LEE BERK, Dr.P.H., Associate Dean, Research
ERNEST SCHWAB, M.S., Ph.D., Associate Dean, Academic Affairs
G. CHARLES DART, JR., M.B.A., Associate Dean, Student Affairs
EVERETT B. LOHMAN, D.Sc., Assistant Dean, Graduate Academic Affairs
ARTHUR W. KROETZ, Ph.D., Assistant Dean, Educational Support Services
KENT CHOW, M.B.A., Assistant Dean, Finance
HELEN R. MARTINEZ WENDTLAND, M.A., Assistant Dean, Admissions
DONNA THORPE, Dr.P.H., Director, School Institutional Research and
Accreditation
KATHERINE DAVIS, M.S., Director, Assessment and Program Review
YOLANDA MARTINEZ, M.A.M., Director, Portfolio
MELISA AREE, M.A., Director, Alumni and Communication
KAREN WESTPHAL, M.A., Director, Student Affairs and Recruitment
GAIL T. RICE, Ed.D., Coordinator, Continuing Education
TIMOTHY SEAVEY, M.A.M., Coordinator, General Education
TIFFANIE HAYNAL, B.B.A., Development Officer
YVONNE WREN,Manager of Alumni and Recruitment
Computer Services
INTITHAR S. ELIAS, M.S., Director
Allied Health Studies
CRAIG R JACKSON, J.D., M.S.W., Chair, Department of Allied Health
Studies
ARTHUR MARSHAK, M.S., Ed.D., Program Director for Master of Science
and Certificate, Health Professions Education
KARLA LAVIN WILLIAMS,Dr.P.H., Program Directorfor Bachelor of
Science, Health-Care Administration
GRENITH ZIMMERMAN, Ph.D., Program Director for Doctor of Philosophy,
Rehabilitation Science
Cardiopulmonary Sciences
DAVID LOPEZ, Ed.D., Chair, Department of Cardiopulmonary Sciences;
ABDULLAH ALISMAIL, M.S., Program Director for Master of Science
in Respiratory Care and Polysomnography Certificate; Director of
Clinical Education for Bachelor of Science, Respiratory Care Program
N. LENNARD SPECHT, M.D., Medical Director for the Bachelor of Science
in Respiratory Care Program
LAREN D. TAN, M.D, FCCP, Medical Director for Master of Science in
Respiratory Care Program
RICHARD NELSON, M.D., Program Director for entry-level Bachelor of
Science, Respiratory Care
ALAN ALIPOON, M.S., Program Director for postprofessional Bachelor of
Science, Respiratory Care
Clinical Laboratory Science
RODNEY M. ROATH, Ph.D., M.B.A., Chair, Department of Clinical
Laboratory Science
ALICIA TRIPLETT, M.A., MLS (ASCP)
CM
, Program Director for Bachelor of
Science, Clinical Laboratory Science
TERI J. ROSS, M.S., Program Director for Certificate, Phlebotomy
PAUL C. HERRMANN, M.D., Medical Director for Clinical Laboratory
Science Program and Phlebotomy
MATT RIDING, SCT (ASCP)
CM
, Program Director, Cytotechnology
ALICIA M. TRIPLETT, M.A., MLS (ASCP)
CM
, Clinical Coordinator for
Bachelor of Science, Clinical Laboratory Science
PAMELA J. WAT, M.D., Medical Director for Cytotechnology Program
Communication Sciences and Disorders
TERRY D. DOUGLAS, Ph.D., Chair, Department of Communication
Sciences and Disorders
KAREN MAINESS, Ph.D., Program Director for Master of Science and
Transitional; Credential Advisor
JENNIFER ST. CLAIR, M.S., Director for Clinical Education
KEITH WOLGEMUTH, Ph.D., CCC-A, Program Director for Doctor of
Speech-Language Pathology
Health InformaticsandInformation Management
DEBRA HAMADA, Ed.D., M.A., Chair, Department of Health Informatics and
Information Management
BRADEN TABISULA, M.B.A., Program Director for Master of Science,
Health Informatics
PAULINE CALLA, M.B.A., Recruitment Coordinator for Health Information
Administration Program; Program Director for Bachelor of Science,
Health Information Administration
RYAN STEPHAN, B.S., Program Director for Certificate, Coding Specialist
Nutrition and Dietetics
CINDY L. KOSCH, M.S., RD, Chair, Department of Nutrition and Dietetics
GEORGIA W. HODGKIN, Ed.D., RD, Associate Chair, Department of
Nutrition and Dietetics
EDWARD BITOK, Dr.P.H., M.S., RDN,Program Director for Bachelor of
Science, Nutrition and Dietetics; and Master of Science, Nutrition and
Dietetics
ANDREA FANICA, M.S., RD, Clinical Coordinator, Nutrition and Dietetics
Program
Occupational Therapy
LIANE H. HEWITT, Dr.P.H., CHES, OTR/L, Chair, Department of
Occupational Therapy
HEATHER JAVAHERIAN-DYSINGER, O.T.D., OTR/L, Program Director for
Master of Occupational Therapy
JULIE D. KUGEL, O.T.D., OTR/L, Program Director for Doctor of
Occupational Therapy
AARON MOESSER, M.O.T., OTR/L, Academic Coordinator for Fieldwork
Education, Occupational Therapy Program
Orthotics and Prosthetics
JOHANNES SCHAEPPER, Ph.D., M.S., CPO, Chair, Department of Orthotics
and Prosthetics
HEATHER APPLING, M.S., CPO, Program Director for Master of Science in
Orthotics and Prosthetics; Clinical Coordinator
Physical Therapy
LAWRENCE E. CHINNOCK, PT, Ed.D., M.B.A., Chair, Department of Physical
Therapy; Program Director for entry-level Doctor of Physical Therapy
Loma Linda University 2019-2020 649
EVERETT B. LOHMAN III, PT, D.Sc., OCS, Program Director for
Postprofessional Doctor of Physical Therapy, Doctor of Science, and
Ph.D.
JEANNINE STUART MENDES, PT, M.P.T., Ed.S., Program Director for
Associate in Science, Physical Therapist Assistant
RICHARD J. HUBBARD, PT, M.P.T., D.Sc., OCS, Assistant Program Director
and Director of Clinical Education for Physical Therapist Assistant
Program
THERESA M. JOSEPH, PT, D.P.T., M.B.A., NCS, Director of Clinical
Educationfor entry-level Doctor of Physical Therapy Program
NICCETA DAVIS, PT, Ph.D., M.P.H., M.S.P.T., Director of Clinical
Educationfor entry-level Doctor of Physical Therapy Program
Physician Assistant Sciences
GERALD A. GLAVAZ, D.H.Sc., M.P.A.S., PA-C, Chair, Department of
Physician Assistant Sciences; Program Director for Master of
Physician Assistant Sciences
COURTNEY McCONNELL, M.P.A., PA-C, Clinical Director for Master of
Physician Assistant Sciences
MARK MILLIRON, M.Sc., M.P.A., PA-C., Didactic Director for Master of
Physician Assistant Sciences
CATHERINE OMS, M.P.A., PA-C, Associate Program Director for Master of
Physician Assistant Sciences
WESSAM LABIB, M.D., M.P.H, Medical Director for Master of Physician
Assistant Sciences
JENNIFER HAYHURST, M.P.A., PA-C, Clinical Coordinator for Master of
Physician Assistant Sciences
LAUREN BOLDA, M.P.A., PA-C, Clinical Coordinator for Master of Physician
Assistant Sciences
ERIN GYSBERS, M.P.A.S., PA-C, Didactic Coordinator for Master of
Physician Assistant Sciences
RASHA ABDRABOU, Dr.P.H., M.P.H., Director of Assessment for Master of
Physician Assistant Sciences
Radiation Technology
LAURA L. ALIPOON, Ed.D., Chair, Department of Radiation Technology
MICHAEL F. IORIO, M.P.A., Ph.D., Associate Chair, Department of Radiation
Technology; Program Director for Master of Science in Radiation
Sciences
J. ROBERT CRUISE, M.S.R.S., Program Director for Certificate,
Cardiovascular Imaging
BRIGIT C. MENDOZA, M.A.M., Program Director for Master of Science in
Radiation Sciences, Radiologist Assistant
KATHRYN COCKRILL., M.S., Program Director for Certificate in CT and
MRI; Assistant Program Director for Bachelor of Science, Radiation
Sciences
RAYNOLD HO, M.S., Program Director for Bachelor of Science, Nuclear
Medicine Technology
BRENDA BOYD, Ph.D., Assistant Program Director for Associate in
Science, Medical Radiography
MARIE M. DELANGE, B.S., Program Director for Bachelor of Science,
Diagnostic Medical Sonography, and Cardiac Certificate Program
CAROL A. DAVIS, Dr.P.H., Psy.D., Program Director for Certificate, Medical
Dosimetry; Bachelor of Science, Radiation Therapy Technology
BALDEV PATYAL, Ph.D., Program Advisor for Medical Dosimetry
ALVIN HENSEL, M.D., Medical Advisor for Medical Radiography Program
GLENN A. ROUSE, M.D., Medical Director for Bachelor of Science,
Diagnostic Medical Sonography Program
DAVID GENTRY, M.D., Medical Director for Bachelor of Science, Nuclear
Medicine Technology
TIMOTHY SEAVEY, M.A.M., Second Associate Chair, Department
of Radiation Sciences; Program Director for Bachelor of
Science, Radiation Sciences and Associate of Science, Cardiac
Electrophysiology Technology
WILL EDMUNDS, M.Ed., Program Director for Associate in Science,
Medical Radiography
Committees—AH
Administrative Council
Craig Jackson, Chair
Alan Alipoon
Laura Alipoon
Melissa Aree
Lee Berk
Lawrence Chinnock
Kent Chow
Kathryn Cockrill
Charles Dart
Katherine Davis
Terry Douglas
Gerald Glavaz
Debra Hamada
Lianne Hewitt
Tiffanie Haynal
Cindy Kosch
Arthur Kroetz
Everett Lohman
David Lopez
Michael Moor
Helen Martinez Wendtland
Rodney Roath
Johannes Schaepper
Ernest Schwab
Timothy Seavey
Donna Thorpe
President*
*
ex officio
Admissions Committee
Laura Alipoon
Larry Chinnock
Charles Dart
Terry Douglas
Jerry Glavaz
Debra Hamada
Liane Hewitt
Craig Jackson
Cindy Kosch
Everett Lohman
David Lopez
Helen Martinez Wendtland, Chair
Rodney Roath
Johannes Schaepper
Ernie Schwab
Clinical Coordinators Committee
Brian Sharp, Chair
Heather Appling
Janine Benner
Nicceta Davis
Intithar Elias
Andrea Fanica
Jennifer Hayhurst
Raynold Ho
Craig Jackson
Theresa Joseph
650 School Administrations, Committees, and Affiliations
Dolly Kisinger
Aaron Moesser
Kristine Richard
Heather Roese
Ernie Schwab
Jennifer St. Clair
Ryan Stephan
Monica Tovar
Alicia Triplett
Faculty Council
Michael Moor, Chair
Alan Alipoon, Chair-Elect
Cory Gheen, Past Chair
Lamitra Baez, Secretary
Alan Alipoon
Lee Berk
Andrea Fanica
Mark Milliron
Pablo Mleziva
Rodney Roath, Parliamentarian
Heather Roese
Teri Ross
Hans Schaepper
Braden Tabisula
School of Behavioral Health
Administration—BH
BEVERLY J. BUCKLES, D.S.W., Dean
ADAM L. ARÉCHIGA, Psy.D., Dr.P.H., Associate Dean for Academic and
Student Affairs
MIRIAM A. DOMINGO, M.B.A., Associate Dean for Finance and
Administration
SUSANNE B. MONTGOMERY, Ph.D., Associate Dean for Research Affairs
Department chairs—BH
BEVERLY BUCKLES, D.S.W., Chair, Social Work and Social Ecology
KIMBERLY R. FREEMAN, Ph.D., Executive Associate Chair, Social Work
and Social Ecology
DAVID A. VERMEERSCH, Ph.D., Chair, Psychology
WINETTA OLOO, Ph.D., Chair, Counseling and Family Sciences
Committees—BH
Academic Administrative Council
Adam Aréchiga, Chair
Beverly Buckles
Miriam Domingo
Kim Freeman
Michelle Minyard-Widman
Mary Moline
Susanne Montgomery
Winetta Oloo
David Vermeersch
Executive Committee
Beverly Buckles, Chair
Adam Aréchiga
Kenny Boyd
Miriam Domingo
Terry Forrester
Kim Freeman
Michelle Minyard-Widman
Susanne Montgomery
Winetta Oloo
David Vermeersch
Clinical affiliates—BH
Albany Psychology Internship Consortium, VA Albany Medical College
Anaheim School, Anaheim
Arroyo High School, San Bernardino
Assessment and Treatment Services Center
Bilingual Family Counseling, Ontario
Boys and Girls Club, Redlands
Canyon Ridge Hospital, Chino
Casa Pacifica Clinical Services
Catholic Charities Psychological Services
Chaffey College, Rancho Cucamonga
Cherokee Health System
Child and Family Guidance Center, Northridge
Child Welfare Training, Riverside
Children's Hospital, Los Angeles
Children's Hospital of Orange County
Community Hospice of Victor Valley, Apple Valley
Doctors Hospital of West Covina, West Covina
East Valley SELPA
Family Services Association, Riverside
Family Solutions Collaborative, Ontario
Forest Institute of Professional Psychology
Foster Family Network, San Bernardino
Growing Fit
Harbor-UCLA Medical Center, Los Angeles
Health and Human Services Department of Aging, San Bernardino County,
San Bernardino
Hesperia Unified School District, Hesperia
Highlander Children's Services, Riverside
Huntington Memorial Hospital, Pasadena
Illinois School of Professional Psychology
Inland Regional Center, Colton
Inland Temporary Homes, Loma Linda
Jerry L. Pettis Memorial VA Medical Center, Loma Linda
JFK Memorial Hospital, Indio
Jurupa Unified School District, Riverside
Kaiser Permanente Hospital, Riverside
Kaiser Permanente Medical Care Program, Psychiatry Department
Lackland Air Force Base, San Antonio, TX
Loma Linda University Adult Day Services, Loma Linda
Loma Linda University Marriage and Family Therapy Clinic
Loma Linda University Medical Chaplain's Office, Loma Linda
Loma Linda University Neuropsychology Department, Loma Linda
Loma Linda University Psychiatric Medical Group, Loma Linda
Los Angeles City Department of Child Assessment Center
Los Angeles County Child Services
Los Angeles Department of Mental Health
Lutheran Social Services, Apple Valley
Moreno Valley Community Hospital, Moreno Valley
Loma Linda University 2019-2020 651
Morongo Inland Health, Banning
Oasis Counseling Center, Victorville
Office of Aging, Riverside
Office of Aging, San Bernardino
Ontario Montclair School District
Orange County Department of Child Services
Pacific Clinics Institute
Patton State Hospital, Highland
Pediatric Neuroassessment Program
Redlands Community Hospital, Redlands
Rim Family Services, Sky Forest
River Oak County Adult Protection Service
Riverside County Department of Mental Health, Riverside
Riverside Department of Social Services, Riverside
SACH-Norton Mental Health Clinic,
San Bernardino City Unified School District, San Bernardino
San Bernardino County Department of Behavioral Health
San Bernardino County Department of Mental Health, Colton
San Bernardino Department of Social Services, San Bernardino
San Bernardino Public Defender, San Bernardino
San Diego Hospice and Palliative Care, San Diego
Santa Ana College Health and Wellness Center Psychology Services,
Santa Ana
Senior Care Network, Glendora
Serenity Infant Care Homes
Sharper Future
Shasta County Mental Health Services
Southern Arizona VA Health Care System
Spokane Mental Health Psychology Services
St. Anne's Hospice, Glendale
Su Casa, Artesia
University of Riverside
USCD VA Psychology Internship Program
VA Los Angeles Ambulatory Care Center
VA Sierra Nevada Health Care System
Verdugo Hills Hospital, Glendale
Veterans Affairs Hospital, Loma Linda
Village of Child Hope, Beaumont
Vitas Innovative Hospice Care, San Bernardino
Warm Springs Counseling Center, Boise, ID
West End Valley Counseling, Ontario
Western Youth Service, Fullerton
Wilford Hall Medical Center, Lackland Air Force Base
Youth Service Center, Riverside
Yucaipa Guidance, Redlands
School of Dentistry
Administration—SD
ROBERT A. HANDYSIDES, D.D.S., Dean
STEVEN G. MORROW, D.D.S, M.S., Associate Dean, Advanced Education
PAUL L. RICHARDSON, D.D.S., M.S.Ed., Associate Dean, Clinic
Administration
YIMING LI, D.D.S., Ph.D., Associate Dean, Research
ESTHER FORDE, R.N., M.A., M.B.A., Assistant Dean, Admissions and
Student Affairs
MARK ESTEY, D.D.S., Assistant Dean, Academic Affairs
JOHN C. BURDICK, M.B.A., Assistant Dean, Finance and Administration
Committees—SD
Administrative Bodies
Administrative Council
Executive Committee
Faculty Council
Standing Committees
Academic Review Committee
Admissions Committee
Clinical Quality Assurance Committee
Curriculum Committee
Dental Research Committee
Faculty Promotions Committee
Outcomes Assessment Committee
Program Directors' Committee
Reference Committees
Awards Committee
Clinic Activities/Materials, Instruments, and Student Issue Committee
Communicable Disease Control and Prevention/Infection Control
Committee
Dental Hygiene Advisory Committee
Dental Hygiene Curriculum Subcommittee
Diversity Committee
Faculty Development Committee
Faculty Professional Standards Committee
Nominating Committee
Safety Committee
Service Learning Committee
Spiritual Life and Wholeness Committee
Student Professional Standards Conduct Committee
School of Medicine
Administration—SM
TAMARA L. THOMAS, M.D., Dean and Executive Vice President for
Medical Affairs, LLUH
Vacant, Vice Dean for Academic Affairs; Associate Dean for Faculty
Development
RICARDO L. PEVERINI, M.D., Vice Dean for Clinical Affairs; Associate
Dean for Clinical Faculty
TAMARA M. SHANKEL, M.D., Senior Associate Dean for Medical Student
Education
SARAH M. RODDY, M.D., Associate Dean for Admissions and Recruitment
HENRY L. LAMBERTON, Psy.D., Associate Dean for Student Affairs
ALICE A. WONGWORAWAT, M.B.A., Associate Dean for Finance and
Administration, Vice President for Academic Resource Planning /
Faculty Medical Group
PENELOPE J. DUERKSEN-HUGHES, Ph.D., Associate Dean for Basic
Sciences and Translational Research
LYNDA DANIEL-UNDERWOOD, M.D.,PhD., Associate Dean for Curriculum
Evaluation and Learner Assessment
LAWRENCE LOO, M.D., Associate Dean for Educational Quality and
Outcomes; Assistant Dean for Continuing Medical Education
LEROY E. REESE, M.D., Associate Dean for Los Angeles Programs
DANIEL W. GIANG, M.D., Associate Dean for Graduate Medical Education
652 School Administrations, Committees, and Affiliations
JAMES M. PAPPAS, M.D., Associate Dean for Quality and Patient Safety
KEVIN CODORNIZ, M.D., Assistant Dean for Clinical Education
HANSEL M. FLETCHER, Ph.D., Assistant Dean for Graduate Student
Affairs
SUSAN RANZOLIN, B.S.N., Assistant Dean for Admissions
DWIGHT C. EVANS, M.D., Assistant Dean for Veterans Affairs
MARTIE E. PARSLEY, Ph.D., Assistant Dean for Residency Curriculum
M. DANIEL WONGWORAWAT, M.D., Assistant Dean for Career Advisement
RESA L. CHASE, M.D., Assistant to the Dean for Basic Science Curriculum
DAISY D. De LEON, Ph.D., Assistant to the Dean for Diversity
LINDA J. MASON, M.D., Assistant to the Dean for Medical Staff Affairs
RHODES L. RIGSBY, M.D., Special Assistant to the Dean for
Administration
ANNETTE LERMA, B.S., Director of Records and Student Services
Committees—SM
Academic Review Committee
Admissions Committee
Basic Science and Translational Research Executive Committee
Basic Science Faculty Advisory Council
Clinical Academic Leadership Committee
Clinical Faculty Executive Committee
Clinical Science Faculty Advisory Council
Competency Committee
Continuing Medical Education Committee
Curriculum Committee
Dean's Administrative Council
Executive Committee
LLUFMG Board of Directors
Medical School Performance Evaluation Committee
Professionalism Committee
Promotions Committee
Scholarship and Financial Aid Committee
Spiritual Life and Wholeness Committee
Student Technology Committee
Tenure Committee
School of Nursing
Administration—SN
ELIZABETH BOSSERT, Ph.D., RN, Dean
SHAWN COLLINS, Ph.D., D.N.P., CRNA, Associate Dean, Academic Affairs
and Graduate Nursing
SUSAN LLOYD, Ph.D., RN,Associate Dean, Quality Improvement
BARBARA L. NINAN, Ed.D., RN, Associate Dean, Student Affairs,
Undergraduate Nursing
JOANN SHAUL, CPA, Assistant Dean, Finance and Administration
SHIRLEY BRISTOL, D.N.P., J.D., RN,Director of D.N.P. Program
ELLEN D'ERRICO, Ph.D., RN, Director of Ph.D. Program
ANDREIA LOFTHOUSE, Director, Student and Alumni Relations
NANCIE PARMENTER, Ed.D., RN, Prelicensure Program Director
EDELWEISS RAMAL, Ph.D., RN, Director, Off-Campus M.S. Program
LISA ROBERTS, Dr.P.H., RN, Director of Research
Councils and committees—SN
Faculty Council
Faculty-voted chair
All full-time and part-time faculty
MS/D.N.P. Council
Shirley Bristol, Chair
All full-time and part-time M.S. and D.N.P. faculty
RN to BSCouncil
Nancie Parmenter, Chair
Ph.D. Council
Ellen D'Errico, Chair
All full-time and part-time Ph.D. faculty
Undergraduate Faculty Council
Barbara Ninan, Ed.D., Associate dean, Chair
All full-time and part-time undergraduate faculty
Standing faculty committees
Admissions
Curriculum
Diversity
Faculty Affairs
Rank and Tenure
Research
Spiritual Life and Wholeness
Today's Nursing Technology (TNT)
Clinical facilities—SN
Ace Pediatrics, Hemet
Advanced Women’s Healthcare, Palm Springs
Advanced Women's Healthcare, Yucca Valley
Adventist Health, Roseville (corporate office)
Adventist Medical Center, Oregon
Castle Medical Center, Hawaii
Central Valley General Hospital, Hanford
Feather River Hospital, Paradise
Glendale Adventist Medical Center, Glendale
Hanford Community Medical Center, Hanford
Redbud Community Hospital, Clearlake
St. Helena Hospital, St. Helena
Simi Valley Hospital, Simi Valley
Sonora Regional Medical Center, Sonora
South Coast Medical Center, Laguna Beach
Tillamook County General Hospital, Oregon
Ukiah Valley Medical Center, Ukiah
Walla Walla General Hospital, Washington
White Memorial Medical Center, Los Angeles
Adventist Health System/Sunbelt, Florida
Alfaro-McField, Edgar, M.D., San Bernardino
Allied Professional Nursing Care, Upland
Alvord Unified School District, Riverside
Antelope Valley Community Clinic, Lancaster
Arrowhead Regional Medical Center, Colton
ARMC Fontana Family Medical Clinic, Fontana
ARMC McKee Family Health Clinic, San Bernardino
Arthritis Medical Clinic, Riverside
Asian American Resource Center, San Bernardino
Bear Valley Community Health Care District, Big Bear Lake
Family Health Center, Big Bear Lake
Beaver Medical Clinic, Redlands
Brio Home Health Services, Chino Hills
California State University, San Bernardino
Carcamo, Dr. Mario, Riverside
CareMore Health Plan, Cerritos
Community Health Systems, Inc.
Dignity Health, West, Pasadena
Loma Linda University 2019-2020 653
Bakersfield Memorial Hospital, Bakersfield
Community Hospital of SB
Mercy Hospital
Mercy Southwest Hospital
Northridge Hospital Medical Center, Northridge
St. Bernadine Medical Center, San Bernardino
St. John's Regional Medical Center
St. John's Pleasant Valley Hospital
Charter Hospice, Colton
Children's Hospital, Los Angeles
Children's Hospital of Orange County, Orange
Choice Medical Group, Apple Valley
Choice Medical Group, Hesperia
Choice Medical Group, Victorville
Citrus Valley Health Partners, Covina
Citrus Valley Medical Associates Norco
Citrus Valley Family Practice, Corona
Citrus Valley Pediatric & Family, Norco
Citrus Valley – Urgent Care, Corona
Compton Family Practice, Corona
Norco Medical Group & Urgent Care, Norco
City of Colton Early Childhood Education, Colton
Cooley Ranch School
Paul J. Rogers School
Reche Canyon School
Sierra Vista School
Wilson School
Clinica Msr. Oscar Romero, Los Angeles
Boyle Heights/East Los Angeles
Pediatrics, Los Angeles
Clinicas de Salud Del Pueblo, Inc., Brawley
Blythe Family Health Clinic
Brawley Health Clinic
Calexico Health Clinic
Coachella Health Clinic
Ehman Women's Center
El Centro Health Clinic
Mecca Health Clinic
Niland Health Clinic
West Shore Health Clinic
Winterhaven Health Clinic
Clinica Salud & Familia, Pomona
Coachella Valley Volunteers in Medicine, Indio
Community Health System, Moreno Valley
Arlanza Family Health Center, Riverside
Eastside Health Center, Riverside
Eisenhower Medical Center, Rancho Mirage
Fallbrook Family & Women's Health Center, Fallbrook
Inland Empire Community Health Center, Bloomington
Moreno Valley Family Health Center, Moreno Valley
Companion Hospice, Riverside
Coram Healthcare, Ontario
Coram Specialty Infusion Services, Ontario
Cornerstone Community Health, San Bernardino
Cornerstone Hospice, Inc., Colton
Corona Regional Medical Center, Corona
County of Riverside Department of Community Health, Riverside
Banning Neighborhood Health Clinic
Corona Neighborhood Health Clinic
Hemet Neighborhood Health Clinic
Indio Neighborhood Health Clinic
Lake Elsinore Neighborhood Health Clinic
Palm Springs Neighborhood Health
Riverside Neighborhood Health Clinic
Roberts, Laura, MD
Rubidoux Neighborhood Health Clinic
County of Riverside Department of Public Health, Riverside
County of San Bernardino Preschool Services Department (Head Start)
Delta Hospice of California, Chino
Desert Valley Hospital, Victorville
Desert VIP Urgent Care, Palm Springs
Desert VIP Urgent Care, Rancho Mirage
Dignity Health Urgent Care Centers, Fontana and Highland
Eisenhower Medical Center, Rancho Mirage
Empire Medical Center, San Bernardino
Etiwanda School District, Etiwanda
Executive Urgent Care of Indian Wells
Fallbrook Health Center Family Practice and Urgent Care, Fallbrook
Fontana Unified School District, Fontana
Foothill Pediatrics, Upland
Fullerton College, Fullerton
Garden Pediatrics, Redlands
Harmony Health, Glendale
Hemet Unified School District, Hemet
Inland Empire Home Health & Hospice, Hemet
Inland Empire Medical Group, San Bernardino
Inland Pediatrics, Inc., Riverside
Inland Regional Hospice, Corona
Inland Valley Pediatrics, Murrieta
Inland Valley Urgent Care Clinic, Lake Elsinore
Inscriptions Children’s Clinic, Wildomar
In Your Best Interest, Redlands
Ultimate Medical Practice, Highland
Jefferson Transitional Program, Riverside
Jurupa Unified School District, Riverside
Kaiser Permanente, Fontana
Kaiser Permanente, Riverside
Kaiser Permanente Southern California
Inland Valley Care and Rehabilitation Center
Kanakriyeh, Dr. Mohammed, Pediatric Cardiology Specialist, San
Bernardino
Keen Medical Group, Inc., Hesperia
Kids & Teens Medical Group, Pasadena
Kim, Dr. Dong, Moreno Valley
New Start Well Being Clinic
Knollwood Psychiatric Hospital and Chemical Dependency Center,
Riverside
Knotts Family & Parenting Institute for Child Excellence, San Bernardino
Kumar, Kain, Palmdale
Lake Elsinore Family Care Center, Lake Elsinore
Lam, Richard C., MD, Inc., Temecula
Las Palmas OB/GYN, Rancho Mirage
Palm Springs OB/GYN
Life Connect Medical, Rancho Mirage
Linda Valley Care Center and Linda Valley Villa, Loma Linda
Loma Linda Children’s Center Day Care, Loma Linda
LLUH Facilities:
654 School Administrations, Committees, and Affiliations
Loma Linda University Behavioral Medicine Center, Redlands
Loma Linda University Children’s Hospital, Loma Linda
Loma Linda University East Campus Hospital, Loma Linda
Loma Linda University Family Medical Group, Loma Linda
Loma Linda University Health Care, Loma Linda
Loma Linda University Home Care Services, Loma Linda
Loma Linda University Medical Center, Loma Linda
Loma Linda University Medical Center, Murrieta
Loma Linda University Medical Center Adult Day Health Services, Loma
Linda
Loma View Pediatric Medical Clinic, San Bernardino
Mackey, Dr. Timothy, Riverside
Moreno Valley Urgent Care, Moreno Valley
Mountains Community Hospital, Lake Arrowhead
Mukergee, Dr. Kamana, Riverside
Mukherjee, Dr. Ashis, San Bernardino
Inland Heart and Vascular Medical Associates
Namita, Mohideen, MD, Pediatric Clinic, Upland
New Hope Free Clinic, Redlands
Newport Huntington Medical Group, Huntington Beach
Physicians for Healthy Hospitals, Inc.
GK URGI Care, Inc. dba San Jacinto Medical Clinic/Urgent Care
Menifee Valley Medical Center, Menifee
Raja, Manikanda G., MD, Hemet
Physicians' Hospital of Murrieta, LLC, Murrieta
Planned Parenthood of the Pacific Southwest, San Diego
Planned Parenthood, Carlsbad
Planned Parenthood, Moreno Valley
Planned Parenthood, Riverside
Providence Health System – Southern California, Torrance
Pomona Unified School District, Pomona
Radiant Primary Care, Victorville
Rancho Family Medical Group, Temecula
Redlands Community Hospital, Redlands
Redlands Community Hospital Outreach Clinic, Redlands
Redlands Healthcare, Redlands
Rialto Unified School District, Rialto
Rising Stars Business Academy, Moreno Valley
Riverside Community College District
Moreno Valley College, Moreno Valley
Norco College, Norco
Riverside City College, Riverside
Riverside Community Hospital, Riverside
Riverside County Department of Mental Health, Riverside
Riverside County Office of Education, Riverside
Riverside County Regional Medical Center, Moreno Valley
Riverside Medical Clinic, Riverside (corporate)
Riverside Medical Clinic, Riverside (4 locations)
Riverside Medical Clinic, Corona
Riverside Mission Pediatric Medical Group, Riverside
Robinson, Dr. Magda, San Bernardino
Rogers, Elisa, MD, Palm Springs
Ruiz, Edward, MD, La Quinta
Ruiz, Erica, MD, La Quinta
SAC Health System, San Bernardino
Saddleback Memorial Medical Center, Laguna Hills
Salhab, Rene, MD, Inc. Upland
Salwan, Arvind, MD, Hesperia
San AntonioRegional Hospital, Upland
San Bernardino City Unified School District, San Bernardino
San Bernardino County Department of Public Health, San Bernardino
Ontario Clinic
Redlands Clinic
San Bernardino Clinic
Victor Valley Clinic, Hesperia
San Bernardino County Probation Department, San Bernardino
San Bernardino Medical Orthopaedic Group
Schwartz, Dr. Stanley H., Inc., Moreno Valley
Sharp Healthcare, San Diego
Sherman Indian High School, Riverside
Shriners Hospital for Children, Los Angeles
South Coast Medical Group, Aliso Viejo
Southern California Emergency Medicine, San Bernardino
St. Joseph Hospital, Orange
St. Jude Medical Center, Fullerton
St. Jude Cancer Center, Fullerton
St. Jude Heritage Medical Group, Fullerton
St. Jude Brea Mobile Site, San Bernardino
Spanish Hills Medical Group, Oxnard
Specialty Internal Medicine, San Bernardino
Sumalangcay, Godofreda B., MD, San Bernardino
Symonett Family Medical Center, Colton
Team Nurses Home Health Services, Inc., San Bernardino
Temecula Valley Family Medicine, Temecula
Tenet Health System Desert, Inc. (Desert Regional Medical Center), Palm
Springs
Times for Change Foundation, San Bernardino
Totally Kids, Loma Linda
United Family Care, Fontana
United Family Care, Rialto
United Family Care, San Bernardino
UREACH, Loma Linda
VA Hospital, Loma Linda
VA Medical Center West Los Angeles, Los Angeles
Valentine Medical Clinic, Riverside
Valiveti, Vinod K., MD, Inc., Oxnard
Valley Women Care, Indio
Ventura Urgent Care Center, Ventura
Veronica's Home of Mercy, Mary's Mercy Center, Inc, San Bernardino
Victor Valley Global Medical Center, Victorville
Vista Community Clinic, Vista
Grapevine Clinic, Grapevine
Horne Street Clinic, Oceanside
LaTortuga Administrative and Program Offices, Vista
North River Road Clinic, Oceanside
Pier View Way Clinic, Oceanside
Vale Terrace Clinic, Vista
Visiting Nurse Association and Hospice of Southern California, Claremont
White Memorial Medical Center, Los Angeles
Young Visionaries Youth Leadership Academy – San Bernardino
School of Pharmacy
Administration—SP
Michael D Hogue, Pharm.D., FAPhA, FNAP, Dean
Vacant, Associate Dean for Academic Affairs
Loma Linda University 2019-2020 655
NANCY E. KAWAHARA, Pharm.D., M.S.Ed., Associate Dean for
Professional Affairs and Community Engagement
ALAN C. CONNELLY, M.B.A., Associate Dean for Finance and
Administration
LINDA M. WILLIAMS, M.S., Associate Dean for Student Affairs and
Admissions
ALIREZA HAYATSHAHI, Pharm.D., Chair, Department of Experiential and
Continuing Education
VICTORIA MASKIEWICZ, Ph.D., Chair, Department of Pharmaceutical and
Administrative Sciences
DANIEL BROWN, Pharm.D., Chair, Department of Pharmacy Practice
ANDREW HAGLUND, M.S. Executive Director of Enrollment and Marketing
JIM PINDER, J.D., M.B.A., Director of Academic Affairs
JOHN NAFIE, M.B.A., Director of Development
WILLIE DAVIS, Ph.D., Director of Academic Support
STANLEY MATSUDA, M.S., Director of Assessment
JEN MATHEW, M.A., Director of Alumni Affairs and Communications
FARNOOSH ZOUGH, Pharm.D., Director of Introductory Pharmacy
Practice Experiences
DANIELLE DAVIS, Pharm.D., LLUSP Pharmacy at San Bernardino
Pharmacy Supervisor
Committees—SP
Academic Standing
Accreditation Oversight
ADA Accommodations
Admissions
Curriculum
Executive
Honors and Awards
Program Assessment
Promotion and Tenure
Affiliated/Clinical Facilities—SP
5 Minute Pharmacy
Adventist Health
Adventist Hinsdale Hospital
AIDS Healthcare Foundation-AHF Pharmacy, Westside
Alamo Pharmacy
Albertsons/SavOn/SuperValu
Alvarado Hospital
AmerisourceBergen
Arcadian Health Plan
Armen Pharmacy
Arrowhead Regional Medical Center
Arroyo Grande Community Hospital
Avanir
B&B Pharmacy (Norwalk Village, Inc.)
Baptist St. Anthony’s Health System
Bonita Family Pharmacy
Bristol-Myers Squibb
California Department of State Hospitals
California Pharmacists Association
Cal-Med Pharmacy
Cardinal Health
Celebration Health Anticoagulation Clinic
Center for Inherited Blood Disorders
Centinela Hospital
Central Best Pharmacy
Central Florida Regional Hospital
Central Valley General Hospital
Cherokee Indian Hospital
Children’s Hospital of Central California
Children’s Hospital of Orange County
Chino Valley Medical Center
CHS Pharmacy
Citrus Valley Medical Center
City of Hope
Coachella Valley Volunteers in Medicine
Community Hospital of San Bernardino
Consumer Health Information Corporation
Coram Specialty Infusion Services
Corona Regional Medical Center
Costco
Cowdrey Van Owen Tower Pharmacy
CVS Pharmacy, Inc./Caremark
Dallas Medical Center
Dartmouth-Hitchcock
Desert AIDS Project
Desert Hospital Outpatient Pharmacy
Desert Oasis Health Care
Desert Pharmacy
Desert Regional Medical Center
Desert Valley Hospital
Dignity Health
Dominguez Pharmacy
Dougherty’s
Dr. Ike’s PharmaCare
Elliott Health System
Empire Pharmacy
Evergreen Rx Pharmacy
Family Practice, Inc.
Feather River Hospital
Federal Bureau of Prisons, Washington, D.C.
Federal Correctional Complex, Victorville
Federal Correctional Institute, Terminal Island
Flintridge Pharmacy
Florida Hospital
Food and Drug Administration
Fountain Valley Regional Hospital
Franciscan Health
Gemmel Pharmacy
Glendale Adventist Medical Center
Glendale Urgent Care Pharmacy
Gritman Medical Center
Group Health Cooperative-Factoria Medical Center
Hanford Community Medical Center
Health Net Pharmaceutical Services
Heartland Regional Medical Center
Henry Mayo Newhall Memorial Hospital
Heritage Pharmacy
Hi Desert Medical Center
Hoag Memorial Hospital Presbyterian
Hollywood Presbyterian Medical Center
Hong Kong Adventist Hospital
Huguley Memorial Medical Center
Indian Health Services
656 School Administrations, Committees, and Affiliations
Inland Compounding Pharmacy
Inland Empire Health Plan
Inland Pharmacy
INNOVRX
Ionia Pharmacy
Irvine Medical Pharmacy
Kaiser Foundation Health Plan of the Northwest
Kaiser Permanente
Kettering Medical Center
Kindred Healthcare, Brea
Kindred Hospital, Ontario
K-Mart
Loma Linda University Health
Long Beach Memorial Medical Center
Los Alamitos Medical Center
Managed Pharmacy Care Services
Marian Medical Center
MD Care Health Plan (Humana)
MedCare Family Pharmacy
Medical Arts Rexall Pharmacy
Medical Center Pharmacy
Meiji Pharmacy
Memorial Hospital of Gardena
Moses H. Cone Memorial Hospital
National Institutes of Health
Naval Hospital – Camp Pendleton
New London Hospital
Newport Bay Hospital
Newport Specialty Hospital
Niles Drug Store
OB Medical Supplies and Pharmacy
OptumRx
Owens Healthcare
Owl Rexall Pharmacy
Pacific Healthcare, Inc.
Pacific Pharmacy Group
Palm Drug and Medical Supply
Palomar Health
Parke Vista Pharmacy
Parkview Medical Plaza Pharmacy
Pharmacy of the Woods
PharMedQuest
Physicians for Healthy Hospitals, Inc.
Pomona Valley Medical Center
Presbyterian Intercommunity Hospital
Prescribe Wellness
Professional Compounding Centers of America
Ralphs
Rancho Drugs
Rawson-Neal Psychiatric Hospital
Redlands Community Hospital
Riley’s Pharmacy
Rite Aid Corporation
Riverside Community Hospital
Riverside County Regional Medical Center
Safeway/Vons
Salinas Valley Memorial Medical Center
Sam’s Club
San Gorgonio Memorial Hospital
San Joaquin Community Memorial Hospital
San Joaquin General Hospital
Santa Monica Homeopathic Pharmacy
SDA Guam Clinic
Share Our Selves
SHARP
Shriners Children’s Hospital, Los Angeles
Simi Valley Hospital
Social Action Community Health System
South Shore Hospital
St. Helena Hospital
St. Helena Hospital Center for Behavioral Health
St. Joseph Medical Center
St. Jude Medical Center
St. Mary Medical Center
Swedish Medical Center
Taipei Medical University-Municipal Wan Fang Hospital
Target Corporation
Texas Health Resources
TLC Xpress Pharmacy
Town Center Compounding Pharmacy
Triad Isotopes
TriCenter Centennial Medical Center
University of California, Irvine Medical Center
United States Coast Guard
University Medical Center Corporation
VA Central California Healthcare System
VA Greater Los Angeles Healthcare System
VA Loma Linda Healthcare System
Vail Ranch Pharmacy
Valley View Health System
ValleyCare Health System
Virginia Mason Medical Center
Vons
Wahiawa General Hospital
Walgreens
Walla Walla General Hospital
Wal-Mart Corporation
Waterman Pharmacy
Watson Laboratories
WeCare Pharmaceutical Services
Well Care Pharmacy
West Aid Pharmacy
White Memorial Medical Center
Yuma Regional Medical Center
School of Public Health
Administration—PH
HELEN HOPP MARSHAK, Ph.D., Dean
DWIGHT BARRETT, Ed.D., Executive Associate Dean
DONNA L. GURULE, Dr.P.H., Associate Dean, Academic Administration
KARL M. McCLEARY, Ph.D., Associate Dean, Strategy
WENDY SARAVIA-GENOVEZ, M.S., Assistant Dean, Student Support
Center Directors—PH
Loma Linda University 2019-2020 657
DONNA L. GURULE, Dr.P.H., Executive Director, Center for Teaching and
Learning
KARL M. McCLEARY, Ph.D., Executive Director, Center for Health Strategy
and Innovation
JOAN SABATE, Dr.P.H., Executive Director, Center for Nutrition, Healthy
Lifestyle, and Disease Prevention
PRAMIL SINGH, Dr.P.H., Director, Center for Health Research
Committees—PH
Academic Council
Administrative Committee
Admissions Committee
Alumni Engagement Committee
Awards and Traineeship Committee
Diversity Committee
Doctoral Programs Committee
Faculty Rank, Promotion and Tenure Committee
Field Practicum Committee
Marketing and Recruitment Committee
Master's Programs Committee
Research Committee
Student Association
Student Success Committee
Affiliated institutions—PH
Adventist Development and Relief Agency, Washington, DC
Adventist University of the Philippines, Putingkahoy, Silang, Cavite,
Philippines
American Cancer Society (Inland Empire), Riverside
Asian Health Project, T.H.E. Clinic, Los Angeles
Atlantic Union College, South Lancaster, MA
Baptist Hospital, Care Unit Chemical Dependency Program and Center for
Health Promotion, Nashville, TN
California Conference of Directors of Environmental Health, Cameron Park
California Department of Public Health, Sacramento
California State University, Health Science Department, San Bernardino
California State University, San Bernardino
Castle Medical Center, Kailua, HI
Centers for Disease Control and Prevention, Atlanta, GA
Centinela National Athletic Health Institute, Los Angeles
Clinica de Medicina Deportiva del Caribe, Santurce, Puerto Rico
Cooper Aerobic Center, In-Residence Program, Dallas, TX
County of Orange, Health Care Agency, Santa Ana
County of San Bernardino, Health Department, San Bernardino
County of San Diego, Department of Health Services, San Diego
Dine College, New Mexico
Drinking Driver Program Services, San Bernardino
Eisenhower Medical Center, Rancho Mirage
El Progreso del Desierto, Inc., Coachella
Foothill AIDS Project, San Bernardino
General Dynamics, Ontario
Guam SDA Clinic
Health Resources and Services Administration
Hinsdale Sanitarium and Hospital, Hinsdale, IL
Inland Empire Health Plan
Inland AIDS Project, Riverside
Institute of Stress Medicine, Denver, CO
Inter-American Division of Seventh-day Adventists, Miami, FL
Jerry L. Pettis Memorial Veterans Administration Hospital, Loma Linda
Kahili Mountain School, Kauai, HI
Kaiser Foundation Hospitals (Southern California Kaiser Permanente
Medical Center), Fontana
Loma Linda University Medical Center East Campus, Loma Linda
Loma Linda University Medical Center, Loma Linda
Los Angeles County Department of Health Services, Los Angeles
Martin Luther King, Jr./Charles Drew Medical Center, Los Angeles
Native American Coalition, Temecula
People's Choice, Inc., San Bernardino
Pomona Unified School District, Pomona
Portland Adventist Medical Center, Portland, OR
Redlands Community Hospital, Redlands
Riverside County, Department of Public Health, Riverside
Riverside-San Bernardino County, Indian Health, Inc.
San Bernardino County Department of Environmental Health Services,
San Bernardino
San Bernardino County Medical Center, San Bernardino
San Bernardino County Public Health Department, San Bernardino
San Diego State University, San Diego
San Joaquin Hospital, Bakersfield
School of Public Health, Adventist University of the Philippines,
Putingkahoy, Silang, Cavite, Philippines
Scripps Clinic and Research Foundation, Green Hospital, La Jolla
Sid Richardson Cardiovascular Rehabilitation Institute, Methodist
Hospital, Houston, TX
St. Helena Hospital and Health Center, Deer Park
State of California, Department of Public Health, Sacramento
Taiwan Adventist Hospital, Taipei, Taiwan
University of California Berkeley, Berkeley
University of California Center for Health Promotion, Riverside
University of California Los Angeles, Los Angeles
University of Hawaii, Honolulu, HI
Washington Adventist Hospital, Takoma Park, MD
Westminster Medical Group, Westminster
World Vision, International, Monrovia
School of Religion
Administration—SR
LEO S. RANZOLIN, Jr. Th.D., Interim Dean
Vacant., Associate Dean for Academic Affairs
CARLA G. GOBER PARK, Ph.D., Director, Center for Spiritual Life and
Wholeness
GERALD R. WINSLOW, Ph.D., Director, Center for Christian Bioethics
ZDRAVKO PLANTAK, Ph.D. Program Director for Master of Arts, Bioethics
ANGELA LI, Ph.D., Program Director for Master of Science in Chaplaincy,
Chaplaincy
JON PAULIEN, Ph.D., Program Director for Doctor of Science, Religion and
Health
ZANE YI, Ph.D., Program Director for Master of Arts, Religion and Society
658 School Administrations, Committees, and Affiliations
Committees—SR
Center for Christian Bioethics
Dean of School of Religion, Chair
Faculty of School of Medicine, Vice Chair
Director of Center for Christian Bioethics
Dean of School of Allied Health Professions
Dean of School of Behavioral Health
Dean of School of Dentistry
Dean of Faculty of Graduate Studies
Dean of School of Medicine
Dean of School of Nursing
Dean of School of Public Health
Dean of School of Pharmacy
Provost of Loma Linda University
LLUH Vice President for Mission and Culture
Representatives-at-large (2)
Ex officio officers:
President of Loma Linda University
CEO of Loma Linda University Health
Center for Spiritual Life and Wholeness
LLUH Vice President for Mission and Culture, Chair
Dean of the School of Religion, Vice chair
Director of the Center for Spiritual Life and Wholeness, Secretary
Associate Dean of the School of Religion
LLUH Vice President for Educational Affairs
LLUH Vice President for Research Affairs
LLUH Vice President for Wellness
Vice President for Enrollment and Student Services
Deans
School of Allied Health Professions
School of Behavioral Health
School of Dentistry
School of Medicine
School of Nursing
School of Pharmacy
School of Public Health
Faculty of Graduate Studies
Director of Campus Ministries Department
Director of LLUMC Chaplaincy Department
Director of LLUMC Employee Spiritual Care Department
Representative from the LLU School of Religion
Chief nursing officer for LLUH System
Representative from LLUMC Faith and Health Initiative
Representative(s) from the community
Rank and Tenure
Richard Rice, Chair
David Larson
Zdravko Plantak
James Walters
Gerald Winslow
Dean's Council
Dean, Chair
Associate Dean
Director of Center for Christian Bioethics
Director of Center for Spiritual Life and Wholeness
Director of Bioethics Program
Director of Chaplaincy Program
Director of Religion and Society Program
Director of Admissions and Records, School of Religion
Admissions Committee
Associate Dean, Chair
Director of Bioethics Program
Director of Chaplaincy Program
Director of Religion and Health Program
Director of Religion and Society Program
Director of Admissions and Records, School of Religion
Faculty of Graduate Studies
Administration—GS
RONALD CARTER, Ph.D., Interim Director
Committees—GS
Graduate Council
Ronald Carter, Chair
Kristopher Boyle
Willie Davis
Ellen D'Errico
Stephen Dunbar
Liane Hewitt
Ana Krpalek
Leroy Leggitt
Everett Lohman III
Iris Mamier
Cameron Neece
Kerby Oberg
Winetta Oloo
Larry Ortiz
Janelle Pyke
Sujatha Rajaram
Leo Ranzolin
Richard Rice
Erin Seheult
Chris Wilson
Nominating Committee
Ronald Carter, Chair
Kristopher Boyle
Willie Davis
Everett Lohman III
Sujatha Rajaram
Ken Wright
Academic Variances Committee
Ronald Carter, Chair
Erik Carter
Mark Johnson
Bradford Martin
Janelle Pyke
Admissions Review Committee
Ronald Carter, Chair
Noha Daher
Lida Gharibvand
Suzie Phillips
Salvador Soriano
Dolores Wright
Loma Linda University 2019-2020 659
Accreditation Status
The University
Founded as College of Evangelists 1905-06. Chartered as College of
Medical Evangelists by the state of California December 13, 1909.
Accredited by Northwest Association of Secondary and Higher Schools
April 7, 1937. Accredited by WSCUC (WASC Senior College and University
Commission) (prior to January 1962, Western College Association)
February 24, 1960. Became Loma Linda University July 1, 1961.
Professional curricula attained accreditation as follow below.
The professions
Faculty of Graduate Studies
The Graduate School began in 1954 with accreditation through University
accreditation. It continued through 2004 and restructured as the Faculty
of Graduate Studies in 2005. The Faculty of Graduate Studies convenes
graduate faculty from research-intensive programs and functions as a
peer review body to ensure the quality of academic programs.
School of Allied Health Professions
CARDIAC ELECTROPHYSIOLOGY TECHNOLOGY: Started in 2011. Initial
accreditation March 21, 2015, by the Commission on Accreditation of
Allied Health Education Programs (CAAHEP).
CLINICAL LABORATORY SCIENCE (formerly Medical Technology):
Started in 1937. Approved by the Council on Medical Education of
the American Medical Association since August 28, 1937. Currently
accredited by the National Accrediting Agency for Clinical Laboratory
Sciences. Currently approved by the California Department of Public
Health, Laboratory Field Services as of 2015.
COMMUNICATION SCIENCES AND DISORDERS: Approved by the
American Speech-Language-Hearing Association June 1, 1991.The
Master of Science degreein communication sciences and disorders
approved by the Council on Academic Accreditation in Audiology
and Speech-Language Pathology (CAA) of the American Speech-
Language-Hearing Association (ASHA) as of March 2012.
CYTOTECHNOLOGY: Started in 1982. Initial approval January 20, 1983,
by the Commission on Accreditation of Allied Health Education
Programs in collaboration with the Cytotechnology Programs Review
Committee. Accredited through 2017.
DIAGNOSTIC MEDICAL SONOGRAPHY: Started in 1976 as diagnostic
medical sonography. Approved by the Joint Review Committee on
Education in Diagnostic Medical Sonography October 24, 1985.
EMERGENCY MEDICAL CARE: Started in 1993 as a baccalaureate degree
program for paramedics, respiratory therapists, and other allied
health professionals desiring education, science, or management
credentials in emergency medical services.
HEALTH INFORMATION ADMINISTRATION: Started as medical record
administration in 1963. Currently approved by the Commission on
Accreditation for Health Informatics and Information Management
Education.
MEDICAL RADIOGRAPHY: Started in 1941 as radiological technology.
Approved by the Council on Medical Education of the American
Medical Association November 19, 1944. Currently approved by the
Joint Review Committee on Education in Radiologic Technology and
the California State Department of Public Health as of 2015.
NUCLEAR MEDICINE TECHNOLOGY: Started in 1970. Approved by the
Council on Medical Education of the American Medical Association
June 23, 1973. Currently approved by the Joint Review Committee on
Educational Programs in Nuclear Medicine Technology as of 2016.
NUTRITION AND DIETETICS: Started in 1922 as a certificate program;
baccalaureate degree conferred 1932-54; M.S. degree in nutrition
and dietetics started in 2008; graduate program offered since 1954.
Internship program continuously approved by The American Dietetic
Association from 1957 through 1974; reestablishment of baccalaureate
degree program authorized October 1971. Since 1974, the Coordinated
Program in Dietetics has been granted accreditation by the Commission
on Accreditation for Dietetics Education (CADE) of the American Dietetic
Association. The coordinated program in dietetics is currently granted
continuing accreditation by the Accreditation Council for Education in
Nutrition and Dietetics (ACEND) of the Academy of Nutrition and Dietetics
(formerly CADE of the American Dietetic Association).
OCCUPATIONAL THERAPY: Started in 1959. Initial approval by the Council
on Medical Education of the American Medical Association June
10, 1960. Full approval March 30, 1962. Currently approved by the
Accreditation Council for Occupational Therapy Education.
PHLEBOTOMY: Started in 1994. Accredited/Approved April 1997 by the
California Department of Public Health (CDPH), Laboratory Field
Services (LFS).
PHYSICAL THERAPIST ASSISTANT: Started in 1989. Currently accredited
by the Commission on Accreditation in Physical Therapy Education
(CAPTE). Most recent site visit was 2011.
PHYSICAL THERAPY: Started in 1941. Initially approved by the Council
on Medical Education of the American Medical Association June 6,
1942. Currently accredited by the Commission on Accreditation in
Physical Therapy Education (CAPTE). Most recent site visit was 2012.
PHYSICIAN ASSISTANT SCIENCES: Started in 2000. Provisional
accreditation granted October 20, 2000, by the Commission on
Accreditation of Allied Health Education Programs (CAAHEP).
Effective January 1, 2001, CAAHEP was succeeded by the
Accreditation Review Commission on Education for the Physician
Assistant, Inc. (ARC-PA). Accredited December 2011 by ARC-PA.
RADIATION THERAPY: Approved by the Council on Medical Education
of the American Medical Association December 1, 1974. Currently
approved by the Joint Review Committee on Education in Radiologic
Technology.
RESPIRATORY CARE: Started in 1971. Initially approved by the Council
on Medical Education of the American Medical Association
September 1972. Full approval June 1973. Currently approved by the
Commission on Accreditation of Allied Health Education Programs
(CAAHEP) in collaboration with the Committee on Accreditation
for Respiratory Care (CoARC) (formerly known as Joint Review
Committee for Respiratory Therapy Education [JRCRTE]) as of 2010.
Programs offered through the School of Allied Health Professions in
conjunction with the Faculty of Graduate Studies are accredited through
University accreditation.
School of Behavioral Health
School of Behavioral Health programs are accredited through University
accreditation and/or through their professional accrediting bodies.
Programs offered through the School of Behavioral Health in conjunction
with the Faculty of Graduate Studies are accredited through University
accreditation.
Department of Counseling and Family Sciences
MARITAL AND FAMILY THERAPY (M.S.): Accredited by the Commission
on Accreditation for Marriage and Family Therapy Education
(COAMFTE).
MARITAL AND FAMILY THERAPY (D.M.F.T.): Accredited by the
Commission on Accreditation for Marriage and Family Therapy
Education (COAMFTE).
660 Accreditation Status
MARITAL AND FAMILY THERAPY (Ph.D.): Accredited by the Commission
on Accreditation for Marriage and Family Therapy Education
(COAMFTE).
PUPIL PERSONNEL SERVICES CREDENTIAL: Assigned the status of
"accreditation" through Linda University on June 18, 2008, by the
Committee on Accreditation on behalf of the Commission on Teacher
Credentialing (State of California).
Department of Psychology
CLINICAL PSYCHOLOGY (Ph.D.): Accredited by the Commission on
Accreditation of the American Psychological Association.
CLINICAL PSYCHOLOGY (Psy.D): Accredited by the Commission on
Accreditation of the American Psychological Association.
Department of Social Work and Social Ecology
MASTER OF SOCIAL WORK (M.S.W.): Accredited by the Council on Social
Work Education to provide master’s degree-level education, with the
next affirmation to be completed in 2018.
School of Dentistry
ADVANCED GENERAL DENTISTRY EDUCATION PROGRAM IN DENTAL
ANESTHESIOLOGY: Started in 1985. Approved by the Commission
on Dental Accreditation of the American Dental Association since
February 2012.
DENTAL HYGIENE: Bachelor of Science degree started in 1959. Approved
by the Commission on Dental Accreditation of the American
Dental Association since September 7, 1961. Associate in Science
degree started in 2011. Approved by the Commission on Dental
Accreditation of the American Dental Association since May 2011.
B.S. Degree Completion Program started January 7, 2008; WSCUC
approved in 2009.
DOCTOR OF DENTAL SURGERY: Started in 1953. Approved by the
Commission on Dental Accreditation of the American Dental
Association since May 23, 1957.
ENDODONTICS: Started in 1967. Approved by the Commission on Dental
Accreditation of the American Dental Association since December
1969.
ORAL AND MAXILLOFACIAL SURGERY: Started in 1964. Approved by
the Commission on Dental Accreditation of the American Dental
Association since 1967.
ORTHODONTICS AND DENTOFACIAL ORTHOPEDICS: Started in 1960.
Approved by the Commission on Dental Accreditation of the
American Dental Association since May 1965.
PEDIATRIC DENTISTRY: Started in 1993. Approved by the Commission
on Dental Accreditation of the American Dental Association since
December 1993.
PERIODONTICS: Started in 1961. Approved by the Commission on Dental
Accreditation of the American Dental Association since December
1967.
PROSTHODONTICS: Started in 1993. Approved by the Commission
on Dental Accreditation of the American Dental Association since
February 1995.
Programs offered through the School of Dentistry in conjunction with
the Faculty of Graduate Studies are accredited through University
accreditation.
School of Medicine
The School of Medicine was started in 1909 and has been approved by
the Association of American Medical Colleges and the Council on Medical
Education of the American Medical Association since November 16,
1922. Accreditation for the medical education program leading to the
M.D. degree is byThe Liaison Committee on Medical Education (LCME
(http://lcme.org)).The LCME is jointly sponsored by the Association
of American Medical Colleges (AAMC (https://www.aamc.org)) and
the American Medical Association (AMA (http://www.ama-assn.org/
ama)). LCMEis recognized by the U.S. Department of Education (http://
www.ed.gov) and World Federation of Medical Educationasthereliable
authority for the accreditation of medical education programs leading
to the M.D. degree.LCME accreditation is a voluntary, peer-reviewed
process of quality assurance that determines whether the medical
education program meets established standards. This process also
fosters institutional and programmatic improvement.
Programs offered through the School of Medicine in conjunction with
the Faculty of Graduate Studies are accredited through University
accreditation.
School of Nursing
The hospital School of Nursing program began in Loma Linda in 1905 and
added the White Memorial Hospital in Los Angeles as an affiliate in 1924.
Its college program was accredited by the National Nursing Accrediting
Service December 10, 1951, with approval continuing under the National
League for Nursing until 2001. The school has been accredited by the
Commission on Collegiate Nursing Education (CCNE) since 1999. Initial
approval by the California State Board of Health in 1917 was extended
until the college program was approved July 1, 1952 by the California
Board of Registered Nursing. The master's degree program started
in 1957, the Ph.D. degree program in 2002, and the Doctor of Nursing
Practice (D.N.P.) degree program in 2010.
School of Pharmacy
Started in 2002.Approved by the Accreditation Council for Pharmacy
Education since June 23, 2007.Accredited till 2020.
Accredited by the Accreditation Council for Pharmacy Education (ACPE)
to offer the Doctor of Pharmacy degree program. ACPE is the sole
accreditation agency recognized by the U.S. Department of Education
to accredit professional degree programs in pharmacy and is located at
135 South LaSalle Street, Suite 4100, Chicago, IL 60603-4810; telephone:
312/664-3575; FAX: 312/664-4652; website: <https://www.acpe-
accredit.org (https://www.acpe-accredit.org)> .
School of Public Health
Started in 1948; reorganized in 1964. Approved by the American Public
Health Association June 23, 1967. Currently accredited by the Council on
Education for Public Health.
School of Religion
Started in 1961 as the Division of Religion; organized as School of
Religion (1987-1990), Faculty of Religion (1990-2006), School of Religion
2007. Programs accredited through University accreditation.
Loma Linda University 2019-2020 661
Accrediting and Approving Agencies
The University
Loma Linda University is accredited by WASC: Accrediting Commission
for Senior Colleges and Universities of the Western Association of
Schools and Colleges.
985 Atlantic Avenue, Suite 100
Alameda, CA 94501
Phone: 510/748-9001
Fax: 510/748-9797
Web site: <https://www.wascsenior.org>
E-mail: <wascsr@wascsenior.org>
WASC is an institutional accrediting agency recognized by the U.S.
Secretary of Education and the Commission on Recognition of Post-
secondary Accreditation.
All entry-level degrees are accredited by their respective professional
accrediting associations.
In addition to WASC, the following agencies accredit specific University
schools or programs:
School of Allied Health Professions
Cardiopulmonary Sciences
Respiratory Care
Commission on Accreditation for Respiratory Care (CoARC)
1248 Harwood Road
Bedford, TX 76021-4244
Telephone: 800/874-5615 or 817/283-2835
Fax: 817/354-8519 or 817/252-0773
Web site: <http://www.coarc.com>
E-mail: <[email protected]>
Clinical Laboratory Sciences
Phlebotomy Certificate
California Department of Public Health (CDPH)
Laboratory Field Services (LFS)
Northern California Office
850 Marina Bay Parkway
Building P, 1st Floor
Richmond, CA 94804-6403
Telephone: 510/620-3800
Web site: <http://www.cdph.ca.gov>
Clinical Laboratory Science (formerly medical technology)
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
5600 North River Road, Suite 720
Rosemont, IL 60018
Telephone: 773/714-8880
Fax: 773/714-8886
Web site: <http://www.naacls.org>
E-mail: <[email protected]>
California Department of Public Health (CDPH)
Laboratory Field Services (LFS)
850 Marina Bay Parkway
Building P, 1st Floor
Richmond, CA 94804-6403
Telephone: 510/620-3800
Cytotechnology
American Society of Cytopathology (ASC)
100 West 10th Street
Suite 605
Wilmington, DE 19801
Telephone: 302/543-0683
Fax: 302/543-6597
E-mail: <asc@cytopathology.org>
Commission on Accreditation of Allied Health Education Programs
(CAAHEP)
25400 U.S. Highway 19 North, Suite 158
Clearwater, FL 33763
Telephone: 727/210-2350
Fax: 727/210-2354
Web site: <http://www.caahep.org>
E-mail: <[email protected]>
Communication Sciences and Disorders
Council on Academic Accreditation in Audiology and Speech-Language
Pathology (CAA)
of the American Speech-Language-Hearing Association (ASHA)
2200 Research Boulevard
Rockville, MD 20850-3289
Telephone: 301/296-5700
Fax: 301/571-0457
Web site: <http://www.asha.org>
E-mail: <[email protected]>
Health Informatics and Information Management
Health Information Administration
Commission on Accreditation for Health Informatics and Information
Management Education (CAHIIM)
233 North Michigan Ave
Chicago, IL 60601-5800
Telephone: 312/233-1100
Fax: 312/233-1948
Web site: http://www.cahiim.org
E-mail: [email protected]
Commission on Accreditation of Allied Health Education Programs
(CAAHEP)
25400 U.S. Highway 19 North, Suite 158
Clearwater, FL 33763
Telephone: 727/210-2350
Fax: 727/210-2354
Web site: <http://www.caahep.org>
E-mail: <[email protected]>
Nutrition and Dietetics
Nutrition and Dietetics Program—B.S.
Nutrition and Dietetics Program—M.S.
Accreditation Council for Education in Nutrition and Dietetics (ACEND)
of the Academy of Nutrition and Dietetics
120 South Riverside Plaza, Suite 2190
Chicago, IL 60606-6995
Telephone: 800/877-1600, ext. 5400
Fax: 312/899-4817
Web site: <http://www.eatrightpro.org/resources/acend>
E-mail: <[email protected] ( [email protected])>
662 Accrediting and Approving Agencies
Occupational Therapy
The Accreditation Council for Occupational Therapy Education (ACOTE)
ACOTE c/o Accreditation Department
American Occupational Therapy Association (AOTA)
4720 Montgomery Lane, Suite 200
Bethesda, MD 20814-3449
Telephone: 301/652-2682 or toll free 800/377-8555
Fax: 301/652-7711
Web site: <http://www.aota.org>
E-mail: <[email protected]>
Orthotics and Prosthetics
National Commission on Orthotic and Prosthetic Education (NCOPE), in
collaboration with the
Commission on Accreditation of Allied Health Education Programs
(CAAHEP)
330 John Carlyle Street., Suite 200
Alexandria, VA 22314
Telephone: 703/836-7114
Fax: 703/836-0838
Web site: <http://www.ncope.org/>
E-mail: <[email protected]>
Physical Therapy
Commission on Accreditation in Physical Therapy Education (CAPTE)
1111 North Fairfax Street
Alexandria, VA 22314
Telephone: 703/706-3245
Fax: 703/838-8910
Web site: <http://www.apta.org>
E-mail: see Web site
Physician Assistant Sciences
Accreditation Review Commission on Education for the Physician
Assistant (ARC-PA)
Medical Education Department 1R6
1000 North Oak Avenue
Marshfield, WI 54449-5778
Telephone: 715/389-3785
Fax: 715/387-5163
Web site: <http://www.arc-pa.org>
E-mail: <[email protected]>
Radiation Technology
Cardiac Electrophysiology Technology
Commission on Accreditation of Allied Health Education Programs
(CAAHEP)
25400 U.S. Highway 19 North, Suite 158
Clearwater, FL 33763
Telephone: 727/210-2350
Fax: 727/210-2354
Web site: <http://www.caahep.org/>
E-mail: <[email protected]> ([email protected])
Medical Radiography—A.S.
The American Registry of Radiologic Technologists (ARRT)
1255 Northland Drive
St. Paul, MN 55120-1155
Radiation Therapy Technology—B.S.
Joint Review Committee on Education in Radiologic Technology
(JRCERT)
20 North Wacker Drive, Suite 900
Chicago, IL 60606-2901
Telephone: 312/704-5300
Fax: 312/704-5304
Web site: <http://www.jrcert.org>
Diagnostic Medical Sonography—Certificate
Commission on Accreditation of Allied Health Education Programs
(CAAHEP)
25400 U.S. Highway 19 North, Suite 158
Clearwater, FL 33763
Telephone: 312/553-9355
FAX: 312/553-9616
Web site: <http://www.caahep.org>
E-mail: <[email protected]>
Joint Review Committee on Education in Diagnostic Medical Sonography
(JRCE-DMS)
1248 Harwood Road
Bedford, TX 76021-4244
Telephone: 817/685-6629
Fax: 817/354-8519
Web site: <http://www.jrcdms.org>
E-mail: <[email protected]>
Nuclear Medicine Technology—B.S.
California Department of Public Health Radiologic Health Branch (RHB)
P.O. Box 997414, MS 7610
Sacramento, CA 95899-7414
Telephone: 916/327-5106
Fax: 916/440-7999
Web site: <http://www.cdph.ca.gov/programs/Pages/
RadiologicHealthBranch.aspx>
E-mail: <[email protected]>
School of Behavioral Health
Marital and Family Therapy
Commission on Accreditation for Marriage and Family Therapy Education
(COAMFTE)
of the American Association for Marriage and Family Therapy (AAMFT)
1133 15th Street NW, Suite 300
Washington, DC 20005-2710
Telephone: 202/467-5111 or 452-0109
Fax: 202/223-2329
Web site: <http://www.aamft.org>
E-mail: <[email protected]>
Pupil Personnel Services Credential
California Commission on Teacher Credentialing (CTC)
California State Department of Education
Psychology
Commission on Accreditation (CoA)
of the American Psychological Association (APA)
750 First Street NE
Washington, DC 20002-4242
Telephone: 202/336-5500
Fax: 202/336-5978
Web site: <http://www.apa.org>
E-mail: <[email protected]>
Loma Linda University 2019-2020 663
Social Work
Commission on Accreditation (COA)
of the Council on Social Work Education (CSWE)
Division of Standards and Accreditation
1600 Duke Street, Suite 500
Alexandria, VA 22314-3457
Telephone: 703/683-8080
Fax: 703/683-8099
Web site: <http://www.cswe.org>
E-mail: <[email protected]>
School of Dentistry
Commission on Dental Accreditation (CODA)
of the American Dental Association (ADA)
211 East Chicago Avenue
Chicago, IL 60611
Telephone: 800/621-8099
Fax: 312/440-2915
Web site: <http://www.ada.org>
E-mail: <[email protected]>
School of Medicine
Medicine—M.D.
Liaison Committee on Medical Education (LCME)
sponsored by theAssociation of American Medical Colleges (AAMC) and
the
Council on Medical Education of the American Medical Association
(AMA)
2450 N Street NW
Washington, DC 30037
Telephone: 202/828-0596
Fax: 202/828-1125
Web sites: <http://www.lcme.org>; <http://www.aamc.org>
E-mail: <[email protected]>
Pathologists' Assistant—M.H.S.
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
5600 North River Road, Suite 720
Rosemont, IL 60018-5119
Telephone: 847/939-3597
773/714-8880
Web site: <http://www.naacls.org>
School of Nursing
Commission on Collegiate Nursing Education (CCNE)
of the American Association of Colleges of Nursing (AACN)
One Dupont Circle NW, Suite 530
Washington, DC 20036-1120
Telephone: 202/887-6791
Fax: 202/887-8476
Web site: <http://www.aacn.nche.edu/accreditation>
Council on Accreditation of Nurse Anesthesia Educational Programs
(COA)
222 South Prospect Avenue, Suite 304
Park Ridge, IL 60068-4001
Telephone: 847/692-7050
Fax: 847/692-6968
Web site: <http://www.aana.com>
E-mail: <[email protected]>
California Board of Registered Nursing (BRN)
1747 North Market Boulevard, Suite 150
Sacramento, CA 95834
Telephone: 916/322-3350
Web site: <http://rn.ca.gov>
E-mail: <[email protected] ([email protected])>
School of Pharmacy
Accreditation Council for Pharmacy Education (ACPE)
20 North Clark Street, Suite 2500
Chicago, IL 60602-5109
Telephone: 312/664-3575
Fax: 312/664-4652
E-mail: <[email protected]>
School of Public Health
Council on Education for Public Health (CEPH)
800 Eye Street NW, Suite 202
Washington, DC 20001-3710
Telephone: 202/789-1050
Fax: 202/789-1895
Web site: <http://www.ceph.org>
E-mail: <[email protected]>
Nutrition
Accreditation Council for Education in Nutrition and Dietetics (ACEND)
of the American Dietetic Association
120 South Riverside Plaza, Suite 2000
Chicago, IL 60606-6995
Telephone: 312/899-0040, ext. 5400 or 800/877-1600, ext. 5400
Fax: 312/899-4817
Web site: <http://www.eatright.org/cade>
E-mail: <[email protected]>
664 Alumni Associations
Alumni Associations
School of Dentistry
Graduates of the School of Dentistry organized the Alumni Association in
1957. Membership is extended to those who have earned degrees at this
school. Student membership is extended to students of the school.
Primary purposes of the association are to promote the interests of
the school, to secure unity among alumni, to foster alumni attachment
to the alma mater, to enlist members as continuing participants in the
association and as active participants in Christian activities and interests,
to aid members in attaining to the highest ethical and scientific standards
in the practice of their profession, and to aid in general charitable and
educational purposes. Major interests of the association include:
1. Hosting the Alumni-Student Convention, including continuing
education programs, class reunions, and spiritual events.
2. Advancing the Century Club. Members include alumni and others of
the dental profession who contribute a qualifying amount annually to
promote and support interests of the alumni and the school.
3. Preparing and distributing alumni and school news to faculty and
staff members, students, donors, and alumni via the biannualLLUSD
Articulatorand continuous electronic media—such as, digital signage,
social media, the Internet, and e-mail communications.
4. Maintaining the online employment opportunities site where dentists
and brokers can list practices for sale, associateships, and per diem
positions. Students are regularly reminded to browse employment
opportunities.
The School of Dentistry Alumni Association has made an ongoing
commitment to students at the school by supporting a student loan fund
and a scholarship endowment fund, both of which are administered by
the University.
School of Medicine
Graduates of the School of Medicine organized their Alumni Association
in 1915 when only two classes totaling 18 members had graduated. The
organization has functioned continuously since that time. Membership
is extended to alumni who have graduated with the Doctor of Medicine
degree from this University and to graduates of the American Medical
Missionary College, operated by Seventh-day Adventists in Battle Creek,
Michigan, from l895 to 1910. Associate membership is extended to
students of the School of Medicine, and affiliate membership is extended
to faculty members who have earned degrees from other institutions.
During the 1986-1987 school year, membership was extended to the basic
science faculty.
Statement of mission and purpose
The Alumni Association of the School of Medicine of Loma Linda
University is a nonprofit organization comprising both alumni and affiliate
members. The association is organized to support the school, to promote
excellence in worldwide health care, and to serve its members in the
following ways:
1. EDUCATION—To encourage continuing education among its
members by organizing and offering graduate education and related
programs at the Annual Postgraduate Convention and at other health-
care seminars.
2. COMMUNICATION—To publish newsworthy, factual information about
alumni and developments at the School of Medicine in the alumni
journal, in the annual directory, and in journals of organizations under
the umbrella of the association.
3. HEALTH CARE—To foster improved health care and preventive
medicine throughout the world by conducting postgraduate seminars,
demonstrations, and people-to-people, health-care interactions with
Christian concern and compassion.
4. PHILANTHROPY—To encourage the contribution of funds for the
support of undergraduate and graduate education at the school—
including funds for student loans, research, and professorial chair
endowments; and funds to provide for improvement in the school's
physical plant. To encourage donations of money, equipment, and
supplies for educational centers and health-care facilities in areas of
need worldwide.
5. MEDICAL RESEARCH—To support medical research among faculty
members and students of the school, thereby enhancing the
association's ability to respond to the needs of its alumni and to
advance medical knowledge.
6. FRATERNITY—To promote and provide gatherings, in an atmosphere
of Christian and professional friendship, that foster unity and advance
the foregoing objectives.
School of Nursing
The Loma Linda University School of Nursing Alumni Association
(LLUSNAA) has an office in West Hall. A board of officers and directors
carries out the goals and ongoing activities of the association. New
members are welcomed into the association at graduation. Associate
membership may be extended to graduates of other accredited schools
who are members of the profession in good standing and who share the
interests, ideals, and purposes of the alumni association.
Purpose
The purpose of the LLUSNAA is to foster alumni unity, mobilize their
support, and assist in an organized fashion to encourage continued
interest in and commitment to the programs of the School of Nursing.
The association promotes the missions of the Seventh-day Adventist
church, the School of Nursing, and the University. The goals of the
association are to:
1. Promote communication among alumni of the School of Nursing.
2. Foster the advancement of education and science within the
programs of the School of Nursing.
3. Support alumni nurses in mission programs at home and abroad.
Loma Linda University 2019-2020 665
To Communicate with LLU
Mail
Loma Linda University
11060 Anderson Street
Loma Linda, CA 92350
Worldwide Web
<llu.edu>
Phone
Switchboard: 909/558-1000, 909/558-4300
Area code: 909/
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-4540 44540 President 558-0242 80242
558-4787 44787 Diversity 558-0140 80140
558-4510 44510 Student Affairs; student welfare, housing, visas 558-7949 87949
558-4955 44955 International Student Services 558-4879 44879
558-4520 44520 Student Finance 558-7904 87904
558-4509 44509 Student Financial Aid 558-4283 44283
558-4508 44508 University Records 558-0340 80340
558-8770 88770 Student Health Service 558-0433 80433
558-6028 66028 Student Counseling 558-6090 66090
558-8348 88348 Campus Chaplain/Campus Ministries 558-0347 80347
558-4570 44570 University Church 558-4186 44186
809-1049 44270 Campus Hill Church 796-1992
558-9200 39200 LLU Behavioral Medicine Center 558-9243 39243
558-6050 66050 Student Assistance Program Spiritual Counseling 558-6051 66051
The schools
Faculty of Graduate Studies
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-9485 49485 FGS Office No fax
Allied Health Professions
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-4599 44599 Admissions 558-4291 44291
558-4545 44545 Dean's Office 558-7990 87990
558-4932 44932 Cardiopulmonary Sciences 558-4701 44701
558-4966 44966 Clinical Laboratory Science 558-0458 80458
558-4998 44998 Communication Sciences and Disorders 558-4305 44305
558-4976 44976 Health Informatics and Information Management 558-0404 80404
558-4593 44593 Nutrition and Dietetics 558-0837 80837
558-4628 44628 Occupational Therapy 558-0239 80239
651-5797 15797 Orthotics and Prosthetics 558-0459 80459
558-4632 44632 Physical Therapy 558-0459 80459
558-4634 44634 Physical Therapist Assistant 558-0466 80466
558-7295 87295 Physician Assistant Sciences 558-0495 80495
558-4931 44931 Radiation Technology 558-7965 87965
666 To Communicate with LLU
Behavioral Health
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-8722 88722 Admissions 558-0908 80908
558-1900 81900 Records 558-0908 80908
558-4528 44528 Dean 558-0441 80441
Dentistry
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-4222 44222 New Patient Screening 558-0730 80730
558-4621 44621 Admissions 558-0195 80195
558-4683 44683 Dean 558-0483 80483
558-8624 88624 Advanced Dental Education Programs 558-0632 80632
558-4621 44621 Dental Program 558-0195 80195
558-4621 44621 Dental Hygiene Program 558-0195 80195
558-4621 44621 International Dentist Program 558-0195 80195
558-4790 44790 SD Student Affairs 558-0150 80150
558-4600 44600 SD Academic Affairs 558-0730 80730
Medicine
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-4462 44462 Medicine 558-4116 44146
558-4467 44467 Admissions 558-0359 80359
558-4481 44481 Dean 558-4146 44146
Nursing
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-4923 44923 Admissions 558-0175 80175
558-4517 44517 Dean 558-0225 80225
558-8061 88061 Graduate 558-0719 80719
558-1000 88060 Undergraduate 558-0643 80643
558-1000 41017 Finance 558-0643 80643
Pharmacy
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-1300 41300 Pharmacy 558-4859 44589
558-1300 41300 Admissions 558-4859 44859
558-4745 44745 Dean 558-7973 87973
Public Health
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-4546 44546 Public Health 558-4087 44087
558-4598 44598 Academic Affairs 558-0471 80471
558-4741 44741 Academic Programs Office 558-0471 80471
558-1000 ext 82881 82881 Academic Records 558-4087 44087 attn. Records
558-8776 88776 Admissions 558-4087 44087 attn.
Admissions
558-4578 44578 Dean 558-4087 44087 attn. Dean
558-7271 87271 Executive Associate Dean 558-0867 80867
558-8322 88322 Career Center
558-4573 44573 Center for Health Strategy and Innovation 558-0469 80469
558-8750 88750 Center for Nutrition, Healthy Lifestyle, and Disease
Prevention
558-0493 40493
558-4598 44598 Center for Teaching and Learning 558-0471 80471
Loma Linda University 2019-2020 667
558-7450 87450 Communications 558-4087 44087 attn.
Communications
558-4866 44866 Computer Center 558-0631 80631
558-4664 44664 Finance Office 558-0845 80845
558-4988 44988 Practicum Office 651-5421 15421
558-4918 44918 Preventive Medicine Residency, Occupational Medicine,
and Addiction Medicine
558-0451 80451
558-8322 88322 Writing Center
Religion
Phone: Off-campus Phone: On-campus Office Fax: Off-campus Fax: On-campus
558-8434 88434 Dean 558-4856 44856
651-5849 15849 Admissions and Records 558-4856 44586
558-4536 47011 Bioethics M.A. Program 558-4856 80336
558-4956 15952 Center for Christian Bioethics 558-0336 80336
558-7786 87786 Center for Spiritual Life and Wholeness 558-7988 87988
558-4536 46268 Chaplaincy M.S. Chap. Program 558-4856 44856
558-7786 87786 Religion and Health D.Sc. Program 558-4856 44856
558-8103 88103 Religion and Society M.A. Program 558-4856 44856
Web site Email
Student Services <http://llu.edu/central/ssweb >
University Records [email protected]
Admissions <https://home.llu.edu/education/how-apply > [email protected]
The schools
Web site Email
Allied Health Professions <http://llu.edu/allied-health >
Admissions [email protected] attn. Admissions
Cardiopulmonary Sciences [email protected] attn. CPSC
Clinical Laboratory Sciences [email protected] attn. CLSC
Communication Sciences and Disorders [email protected] attn. SPPA
Health Information Management [email protected] attn. HLIN
Nutrition and Dietetics [email protected] attn. DTCS
Occupational Therapy [email protected] attn. OCTH
Physical Therapy [email protected] u attn. PHTH
Physical Therapy Assistant [email protected] attn. PTA
Physician Assistant Sciences [email protected] attn. PAST
Radiation Technology [email protected] attn. RTCH
Behavioral Health <http://llu.edu/behavioral-health > [email protected] [email protected]
Dentistry
Academic Affairs [email protected]
Anesthesiology <http://llu.edu/dentistry/anesthesia/
graduateprogram.page >
Endodontics <http://llu.edu/dentistry/endo/
graduateprogram.page >
Implant Dentistry <http://llu.edu/dentistry/implant/
graduateprogram.page >
Oral and Maxillofacial Dentistry <http://www.llu.edu/dentistry/oms/
graduateprogram.page >
Orthodontics <http://www.llu.edu/dentistry/ortho/
graduateprogram.page >
668 To Communicate with LLU
Pediatric Dentistry <http://www.llu.edu/dentistry/pediatrics/
graduateprogram.page >
Periodontics <http://www.llu.edu/dentistry/perio/
graduateprogram.page >
Prosthodontics <http://www.llu.edu/dentistry/prostho/
graduateprogram.page >
Medicine <http://www.llu.edu/medicine > [email protected]
Nursing <http://www.llu.edu/nursing > [email protected]
Pharmacy <http://www.llu.edu/pharmacy >
Admissions [email protected]
Public Health <http://www.llu.edu/public-health >
Academic Affairs [email protected]
Academic Programs Office [email protected]
Career Center [email protected]
Communications [email protected]
Computer Center [email protected]
Dean [email protected]
Distance Learning [email protected]
Executive Associate Dean spheadoffi[email protected]
Finance Office sphfi[email protected]
Practicum Office [email protected]
Public Health Practice <http://www.llu.edu/publichealth/academic-
centers/practice.page >
Writing Center [email protected]
Religion <http://www.llu.edu/religion/index.page >
Program Director for M.S.Chap. in Chaplaincy [email protected]
Program Director for M.A. in Religion and Society [email protected]
Center for Christian Bioethics <http://www.llu.edu/central/bioethics/
index.page >
Center for Spiritual Life and Wholeness <http://www.llu.edu/wholeness >
Loma Linda University 2019-2020 669
Index
A
A Unique University .................................................................................... 20
About the University ................................................................................... 18
Academic Policies and Information ...........................................................35
Accommodation for Disability ....................................................................13
Accreditation Overview ...............................................................................12
Accreditation Status ................................................................................. 659
Accrediting and Approving Agencies ...................................................... 661
Admission Policies and Information ..........................................................24
Advanced Dental Education ..................................................................... 225
Affirmative Action ....................................................................................... 12
Allied Health — Conjoint (AHCJ) ..............................................................422
Allied Health Research Methods (AHRM) ............................................... 427
Alumni Associations .................................................................................664
Anatomy — M.S. ....................................................................................... 282
Anatomy — M.S., Ph.D. Comparison ........................................................283
Anatomy — Ph.D. ...................................................................................... 282
Anatomy (ANAT) ....................................................................................... 428
Anesthesiology ..........................................................................................295
Anesthesiology (ANES) .............................................................................429
Anthropology (ANTH) ................................................................................429
B
Basic Sciences ..........................................................................................296
Behavioral Health — Conjoint (BHCJ) ......................................................429
Biochemistry (BCHM) ............................................................................... 429
Bioethics — M.A., Certificate ....................................................................400
Bioethics — M.A. with Psychology — Psy.D. or Ph.D. ............................. 410
Biology — M.S. .......................................................................................... 265
Biology — M.S., Ph.D. ............................................................................... 265
Biology — Ph.D. ......................................................................................... 267
Biology (BIOL) ........................................................................................... 430
Biomedical Sciences — M.M.S ................................................................ 285
C
Cancer, Developmental, and Regenerataive Biology — M.S., Ph.D. ........ 253
Cancer, Developmental, and Regenerataive Biology — M.S., Ph.D.,
Comparison ............................................................................................... 255
Cardiac and Vascular Imaging (CVI) — Certificate ..................................123
Cardiac Electrophysiology Technology — A.S. ........................................125
Cardiac Electrophysiology Technology (CEPT) .......................................432
Cardiohoracic Surgery .............................................................................. 298
Certificate in Medical Dosimetry (B.S. in Physics/Mathematics Track) ..129
Certificate in Medical Dosimetry (Radiation Therapist Track) ............... 129
Certificates .................................................................................................372
Chaplaincy — M.S.Chap. ...........................................................................401
Child Life Specialist — M.S. ..................................................................... 156
Child Life Specialist (CHLS) ..................................................................... 433
Clinical Laboratory Science — B.S. ............................................................74
Clinical Laboratory Science/Cytotechnology (CLSC) ..............................435
Clinical Laboratory Science/Medical Technology (CLSM) ..................... 436
Clinical Mediation — Certificate ...............................................................158
Clinical Nurse Specialist: Adult-Gerontology Concentration .................. 339
Clinical Nurse Specialist: Pediatrics Concentration ............................... 341
Coding Specialist — Certificate ..................................................................88
Coding Specialist (HLCS) ......................................................................... 438
Communication Sciences — M.S. ..............................................................84
Communication Sciences — M.S., M.S. (Transitional) Comparison .........86
Communication Sciences — M.S. (Transitional) .......................................85
Communication Sciences — S.L.P.D .......................................................... 87
Communication Sciences and Disorders — B.S. .......................................80
Communication Sciences and Disorders — M.S. ......................................82
Communication Sciences and Disorders (CMSD) .................................. 438
Core Values of Loma Linda University ...................................................... 19
Counseling — M.S. ....................................................................................158
Counseling — M.S. with Marital and Family Therapy — M.S. with School
Counseling — Certificate .......................................................................... 409
Counseling and Family Science Global (CFSG) ...................................... 441
Counseling (COUN) ................................................................................... 442
Courses ......................................................................................................422
Criminal Justice — M.S. ........................................................................... 182
Criminal Justice (CRMJ) .......................................................................... 444
Cytotechnology — B.S. ............................................................................... 77
D
Denominational Studies for Chaplains — Certificate ..............................403
Dental Anesthesiology ..............................................................................218
Dental Anesthesiology (ANDN) ................................................................ 444
Dental Education Services ....................................................................... 218
Dental Educational Services (DNES) ....................................................... 446
Dental Hygiene — B.S. ..............................................................................205
Dental Hygiene (DNHY) ............................................................................ 447
Dentistry — D.D.S. ..................................................................................... 209
Dentistry — D.D.S. with Bioethics — M.A. ................................................411
Dentistry (DENT) ....................................................................................... 445
Department of Allied Health Studies ......................................................... 57
670 Index
Department of Basic Sciences ................................................................ 252
Department of Cardiopulmonary Sciences ............................................... 64
Department of Clinical Laboratory Science .............................................. 74
Department of Communication Sciences and Disorders ......................... 80
Department of Counseling and Family Sciences ....................................156
Department of Earth and Biological Sciences ........................................ 264
Department of Health Informatics and Information Management .......... 88
Department of Nutrition and Dietetics ...................................................... 94
Department of Occupational Therapy ..................................................... 103
Department of Orthotics and Prosthetics ............................................... 107
Department of Pathology and Human Anatomy .....................................281
Department of Physical Therapy ............................................................. 110
Department of Physician Assistant Sciences .........................................120
Department of Psychology .......................................................................175
Department of Radiation Technology ......................................................123
Department of Social Work and Social Ecology ..................................... 182
Dermatology .............................................................................................. 298
Dermatology (DERM) ................................................................................ 448
Diagnostic Cardiac Sonography — Certificate ........................................ 128
Diagnostic Medical Sonography — B.S. and Certificate .........................126
Diagnostic Medical Sonography — B.S. .................................................. 126
Dietetics (DTCS) ........................................................................................ 448
Division of General Dentistry ................................................................... 218
Division of General Studies ........................................................................ 27
Doctor of Nursing Practice ...................................................................... 338
Doctoral Degrees .......................................................................................388
Drug and Alcohol Counseling — Certificate ............................................ 161
Dual Major — Periodontics, Implant Dentistry Comparison ................... 243
Dual Major — Periodontics, Prosthodontics Comparison .......................242
Dual Major — Prosthodontics, Implant Dentistry Comparison ...............244
E
Earth Science — Ph.D. .............................................................................. 269
Emergency Medical Care — B.S. ................................................................64
Emergency Medical Care (EMMC) ........................................................... 451
Emergency Medicine ................................................................................ 298
Emergency Medicine (EMDN) .................................................................. 453
Emergency Preparedness and Response (EMPR) .................................. 453
Endodontics ...............................................................................................219
Endodontics — Certificate (post-D.D.S.), M.S.D., M.S. .............................230
Endodontics Certificate — 27-month, 36-month Comparison ................ 232
Endodontics (ENDN) ................................................................................. 453
English (ENGL) .......................................................................................... 454
Environmental Health (ENVH) ..................................................................454
Environmental Sciences — B.S. ............................................................... 271
Environmental Sciences (ENVS) ..............................................................455
Epidemiology — M.P.H. ............................................................................. 378
Epidemiology — Ph.D. ...............................................................................391
Epidemiology (EPDM) ............................................................................... 456
Excellence in STEM Experiential Education (EXSD) ............................... 456
F
Faculty ....................................................................................................... 567
Faculty of Graduate Studies .................................................................... 406
Family Medicine ........................................................................................ 300
Family Medicine (FMDN) ..........................................................................457
Family Nurse Practitioner Concentration ................................................342
Family Studies (FMST) .............................................................................458
Financial Policies and Information ............................................................ 43
G
General Information ..................................................................................645
Geology — B.S. ..........................................................................................274
Geology — M.S. .........................................................................................277
Geology (GEOL) .........................................................................................458
Gerontology — M.S. .................................................................................. 184
Gerontology (GERO) ..................................................................................461
Global Health — M.P.H. .............................................................................378
Global Health (GLBH) ............................................................................... 461
Graduate .................................................................................................... 251
Graduate .................................................................................................... 332
Graduate Dentistry (GRDN) ...................................................................... 462
Gynecology and Obstetrics ...................................................................... 301
Gynecology and Obstetrics (GYOB) .........................................................463
H
Health Administration (HADM) ................................................................ 463
Health Education — Dr.P.H. .......................................................................392
Health Education — M.P.H. .......................................................................381
Health Education M.P.H. — On Campus, Online Comparison ................. 384
Health Geoinformatics — Certificate ....................................................... 373
Health Geoinformatics (HGIS) ................................................................. 467
Health Informatics — M.S. ......................................................................... 89
Health Informatics (HLIF) .........................................................................468
Health Information Administration — B.S. ................................................ 92
Health Information Administration — B.S., Certificate ..............................90
Health Information Administration (HLIN) .............................................. 470
Health Policy and Leadership — Dr.P.H. .................................................. 393
Loma Linda University 2019-2020 671
Health Professions Education — Certificate ............................................. 61
Health Professions Education — Certificate, M.S. .................................... 60
Health Professions Education — M.S. .......................................................61
Health Professions Education (HPED) .................................................... 472
Health Promotion and Education (HPRO) ............................................... 473
Health-Care Administration — B.S. (Online) .............................................. 58
Health-Care Administration — M.H.A. ......................................................379
Health-Care Administration — Certificate ................................................373
Health-Care Administration (HCAD) .........................................................466
Health-Care Business and Leadership (HCBL) ........................................467
Heath Information Administration — Certificate .......................................93
I
Implant Dentistry — Certificate (post-D.D.S.), M.S.D., M.S. .....................233
Implant Dentistry (IMPD) ..........................................................................475
Infection, Immunity and Inflammation — M.S., Ph.D. ............................. 256
Infection, Immunity and Inflammation — M.S., Ph.D. Comparison .........258
Institutional Learning Outcomes ............................................................... 19
Instructional Design and Media Technology (IDMT) .............................. 476
Integrated Biomedical Graduate Studies (IBGS) .....................................477
International Dentist Program — D.D.S. ...................................................220
International Dentist Program/Clinics (IDPC) ......................................... 478
International Dentist Program/General (IDPG) ....................................... 478
International Dentist Program/Oral Pathology (IDPO) ............................478
International Dentist Program/Periodontics and Pediatric Dentistry (IDPP)
..................................................................................................................... 479
International Dentist Program/Restorative (IDPR) ................................. 479
Introduction ................................................................................................... 8
L
Learning Environment .................................................................................21
Lifestyle Intervention — Certificate ..........................................................375
Lifestyle Management — M.P.H. .............................................................. 384
M
M.S. to D.N.P. .............................................................................................347
Marital and Family Therapy — D.M.F.T. ................................................... 167
Marital and Family Therapy — M.S. .........................................................163
Marital and Family Therapy — M.S., D.M.F.T. .......................................... 162
Marital and Family Therapy (MFTH) ........................................................479
Marriage and Family (MFAM) .................................................................. 482
Master's Degrees ...................................................................................... 375
Maternal and Child Health — Certificate ................................................. 375
Maternal Newborn Child Health (MNCH) ................................................ 486
Mathematics (MATH) ............................................................................... 485
Medical Dosimetry — Certificate (B.S. in Physics Track, Radiation Therapist
Track) ......................................................................................................... 128
Medical Dosimetry — Certificate (B.S. in Physics Track, Radiation Therapist
Track) Comparison ....................................................................................130
Medical Education .................................................................................... 302
Medical Education Services (MNES) .......................................................485
Medical Radiography — A.S. ....................................................................130
Medical Scientist — M.D./Ph.D. ............................................................... 289
Medicine .................................................................................................... 302
Medicine — M.D. ....................................................................................... 290
Medicine — M.D. with Bioethics — M.A. ..................................................412
Medicine — M.D. with Religion and Society — M.A. ............................... 413
Medicine — Conjoint (MDCJ) ................................................................... 485
Medicine (MEDN) ...................................................................................... 486
Microbiology (MICR) ................................................................................. 486
N
Natural Sciences — M.S. ..........................................................................279
Natural Sciences (NSCI) ...........................................................................487
Neurology ...................................................................................................306
Neurology (NEUR) ..................................................................................... 487
Neuroscience, Systems Biology and Bioegineering (NSBB) .................. 487
Neuroscience, Systems Biology and BioEngineering — M.S., Ph.D. .......259
Neuroscience, Systems Biology and BioEngineering — M.S., Ph.D.
Comparison ............................................................................................... 262
Neurosurgery .............................................................................................306
Neurosurgery (NEUS) ................................................................................489
Nondiscrimination Policy ........................................................................... 13
Nuclear Medicine Technology — B.S. ......................................................132
Nuclear Medicine Technology B.S. — ARRT Certified, Non-ARRT Certified
Comparison ............................................................................................... 136
Nurse Anesthesia ......................................................................................343
Nurse Educator: Adult Gerontology Concentration .................................335
Nurse Educator: Obstetrics Pediatrics Concentration ............................ 335
Nursing — BS (generic) ............................................................................ 328
Nursing — LVN to B.S. ..............................................................................330
Nursing — M.S. ......................................................................................... 333
Nursing — Ph.D. ........................................................................................ 348
Nursing — RN to B.S. ............................................................................... 329
Nursing - Graduate (NGRD) ......................................................................492
Nursing Administration Concentration ....................................................337
Nursing (NRSG) .........................................................................................489
Nutrition — M.P.H. .....................................................................................385
Nutrition — M.S. ........................................................................................386
Nutrition — Ph.D. .......................................................................................394
672 Index
Nutrition and Dietetics — B.S. ....................................................................98
Nutrition and Dietetics — B.S. and M.S. ....................................................99
Nutrition and Dietetics — B.S., B.S. and M.S., M.S. (Prior B.S.), M.S. DPD,
M.S. for RDs Comparison .........................................................................101
Nutrition and Dietetics — Coordinated Programs .....................................95
Nutrition and Dietetics (DPD) — M.S. ........................................................ 96
Nutrition and Dietetics (Prior B.S.) — M.S. ................................................97
Nutrition and Dietetics (Prior RD) — MS ................................................... 94
Nutrition (NUTR) ....................................................................................... 497
Nutrition with coordinated program in dietetics — M.P.H. ......................384
O
Occupational Medicine (OMED) ...............................................................502
Occupational Therapy — O.T.D. ................................................................ 105
Occupational Therapy (entry level) — M.O.T. ...........................................103
Occupational Therapy (OCTH) ................................................................. 499
Ophthalmology .......................................................................................... 307
Ophthalmology (OPHM) ............................................................................502
Oral and Maxillofacial Surgery .................................................................219
Oral and Maxillofacial Surgery — Certificate (post-D.D.S.), M.S.D., M.S .. 234
Oral and Maxillofacial Surgery — Certificate with Medicine — M.D. .......413
Oral and Maxillofacial Surgery (OMFS) ................................................... 502
Oral Diagnosis, Radiology, and Pathology ...............................................219
Oral Diagnosis, Radiology and Pathology (ODRP) .................................. 503
Oral Pathology (ORPA) ..............................................................................504
Orghopaedic Surgery ................................................................................ 307
Orthodontics ..............................................................................................220
Orthodontics and Dentofacial Orthopedics — Certificate (post-D.D.S.), M.S.
..................................................................................................................... 235
Orthodontics (ORDN) ................................................................................504
Orthopaedic Surgery (ORTH) ....................................................................505
Orthotics and Prosthetics — M.S.O.P. (Entry-Level) ................................ 107
Orthotics and Prosthetics (ORPR) ...........................................................505
Otolaryngology and Head and Neck Surgery ..........................................308
Otolaryngology (OTOL) ............................................................................. 508
P
Pathologist's Assistant — M.H.S. ............................................................ 284
Pathology ahd Human Anatomy ..............................................................308
Pathology (PATH) ......................................................................................508
Pediatric Dentistry .................................................................................... 220
Pediatric Dentistry — Certificate (post-D.D.S.), M.S.D., M.S ....................237
Pediatric Dentistry (PEDN) ....................................................................... 509
Pediatrics ...................................................................................................309
Pediatrics (PEDS) ......................................................................................510
Periodontics ...............................................................................................220
Periodontics — Certificate (post-D.D.S.), M.S.D., M.S ..............................238
Periodontics (PERI) ...................................................................................510
Pharmaceutical Sciences (RXPS) ............................................................511
Pharmacology (PHRM) .............................................................................512
Pharmacy — Pharm.D. ..............................................................................361
Pharmacy — Pharm.D. with Bioethics — M.A. ........................................ 415
Pharmacy — Pharm.D. with Health Informatics — M.S. ......................... 416
Pharmacy Conjoint (RXRX) ...................................................................... 513
Pharmacy Practice/Drug Information (RXDI) ..........................................513
Pharmacy Practice/Experiential Education (RXEE) ................................ 513
Pharmacy Practice/Pharmaceutical Care (RXPC) .................................. 514
Pharmacy Practice/Therapeutics (RXTH) ............................................... 514
Pharmacy/Social and Administrative Sciences (RXSA) .........................516
Philosophy (PHIL) ..................................................................................... 517
Phlebotomy — Certificate ...........................................................................79
Physical Education Activity (PEAC) .........................................................517
Physical Medicine and Rehabilitation ..................................................... 313
Physical Medicine and Rehabilitation (PMRH) ....................................... 517
Physical Therapist Assistant — A.S. ....................................................... 110
Physical Therapist Assistant (PTAS) .......................................................517
Physical Therapy — D.P.T. (Entry-Level) ...................................................113
Physical Therapy — D.P.T. (Postprofessional) ......................................... 114
Physical Therapy — D.Sc. (Postprofessional) ......................................... 116
Physical Therapy — Ph.D. .........................................................................117
Physical Therapy — D.P.T. (Entry Level), D.P.T. (Postprofessional), D.Sc. . 112
Physical Therapy — Graduate (PTGR) ..................................................... 522
Physical Therapy (PHTH) ......................................................................... 518
Physician Assistant — M.P.A. ...................................................................120
Physicians Assistant (PAST) ....................................................................526
Physiology (PHSL) .................................................................................... 528
Plastic and Reconstructive Surgery ........................................................ 313
Play Therapy — Certificate ....................................................................... 185
Play Therapy (PLTH) ................................................................................. 528
Polysomnography — Certificate .................................................................67
Polysomnography (RSPS) ........................................................................ 529
Population Medicine — M.P.H. ................................................................. 387
Population Medicine (PMED) ................................................................... 530
President's Welcome .....................................................................................9
Preventative Care — Dr.P.H. ......................................................................396
Preventive Medicine ..................................................................................313
Preventive Medicine (PRVM) ....................................................................531
Loma Linda University 2019-2020 673
Primary Care Adult Gerontology Nurse Practitioner Concentration .......344
Primary Care Pediatric Nurse Practitioner Concentration ......................345
Professional ...............................................................................................209
Professional ...............................................................................................287
Programs, Degrees, and Certificates ......................................................... 10
Prosthodontics — Certificate (post-D.D.S.), M.S.D., M.S ......................... 239
Prosthodontics (PROS) .............................................................................531
Psychiatric Nurse Practitioner Concentration ........................................ 346
Psychiatry ..................................................................................................314
Psychiatry (PSYT) ..................................................................................... 532
Psychology — Ph.D. .................................................................................. 175
Psychology — Ph.D., Psy.D. Comparison ................................................. 179
Psychology — Psy.D. .................................................................................177
Psychology (PSYC) ................................................................................... 532
Public Health — Conjoint (PHCJ) .............................................................535
Public Health Core (PCOR) .......................................................................508
R
Radiation Medicine ................................................................................... 315
Radiation Medicine (RDMN) .....................................................................537
Radiation Sciences — B.S. ....................................................................... 137
Radiation Sciences — M.S.R.S. (Online Program) .................................. 140
Radiation Technology Advanced Medical Imaging (RTAM) ................... 537
Radiation Technology Education (RTED) ................................................ 537
Radiation Technology (RTCH) ..................................................................545
Radiation Technology/Imaging Informatics (RTII) ................................. 538
Radiation Technology/Medical Dosimetry (RTMD) ................................ 538
Radiation Technology/Medical Radiography (RTMR) ............................ 540
Radiation Technology/Medical Sonography (RTMS) ............................. 541
Radiation Technology/Nuclear Medicine (RTNM) .................................. 542
Radiation Technology/Radiation Sciences (RTRS) ................................ 543
Radiation Technology/Radiation Therapy (RTTH) .................................. 543
Radiation Technology/Radiologist Assistant (RTRA) .............................544
Radiation Technology/Special Imaging (RTSI) ....................................... 546
Radiation Therapy Technology — B.S. .....................................................141
Radiography Advanced Placement — Certificate ................................... 143
Radiologic Technology Advanced Placement (RTAP) ............................ 547
Radiology ...................................................................................................315
Radiology Assistant — M.S.R.S. .............................................................. 144
Radiology (RADS) ......................................................................................548
Rehabilitation Science — Ph.D. .................................................................. 61
Rehabilitation Science (RESC) ................................................................. 548
Religion and Society — M.A. ....................................................................404
Religion/Ethical Studies (RELE) ...............................................................548
Religion/General Studies (RELG) ............................................................. 550
Religion/Relational Studies (RELR) ......................................................... 550
Religion/Theological Studies (RELT) ....................................................... 552
Respiratory Care — B.S., M.S.R.C. ............................................................. 68
Respiratory Care — M.S.R.C. ......................................................................72
Respiratory Care (Postprofesional) — B.S. ................................................71
Respiratory Care (Traditional) — B.S. ........................................................ 68
Respiratory Therapy (RSTH) .................................................................... 554
Restorative Dentistry (RESD) ................................................................... 558
S
School Administrations, Committees, and Affiliations ........................... 648
School Counseling — Certificate ..............................................................170
School of Allied Health Professions ..........................................................46
School of Behavioral Health .................................................................... 148
School of Behavioral Health Global (SBHG) ............................................559
School of Dentistry ...................................................................................192
School of Dentistry — Clinical (SDCL) ..................................................... 560
School of Dentistry — Conjoint (SDCJ) ................................................... 560
School of Medicine ................................................................................... 246
School of Nursing .....................................................................................319
School of Pharmacy ................................................................................. 350
School of Public Health ............................................................................364
School of Religion .....................................................................................398
Social Policy and Social Research — Ph.D. with Bioethics — M.A. ........ 417
Social Policy (SPOL) .................................................................................560
Social Welfare and Social Research — Ph.D. .......................................... 186
Social Work — M.S.W. ...............................................................................187
Social Work — M.S.W. with Criminal Justice — M.S. ..............................418
Social Work — M.S.W. with Gerongology — M.S. ....................................419
Social Work (SOWK) ................................................................................. 562
Special Imaging — CT, MRI, CT and MRI Comparison ............................ 147
Special Imaging CT — Certificate ............................................................ 146
Special Imaging CT and MRI — Certificates ............................................145
Special Imaging CT/MRI — Certificate .................................................... 146
Special Imaging MRI — Certificate .......................................................... 146
Speech-Lang Path Doctorate (SLPD) .......................................................564
Spiritual Life ................................................................................................ 21
Statistics (STAT) ....................................................................................... 565
Student Life ................................................................................................. 29
Surgery .......................................................................................................317
Surgery (SURG) ......................................................................................... 566
674 Index
Systems, Families and Couples - Ph.D. ................................................... 172
T
The Academic Calendar ..............................................................................14
The Combined Degrees Programs of the University ...............................409
To Communicate with LLU .......................................................................665
U
Undergraduate ...........................................................................................203
Undergraduate ...........................................................................................325
University Board and Administration .......................................................646
University Mace, Coat of Arms, and Seal ..................................................20
University Philosophy ................................................................................. 19
Urology .......................................................................................................318
Urology (UROL) ......................................................................................... 567
V
Vision and Mission ..................................................................................... 18
