Growth and Development
Winter Term 2002
course was developed to address essential learning outcomes in normal
growth, development and nutrition across the lifespan, inclusive of aging.
Its focus is on normal function rather than disease, and is intended to
achieve the following primary objectives.
Growth and Development Course Objectives
normal growth and development across the lifespan
this knowledge in the approach to the patient
knowledge of ways to optimize function for independent living
and appreciate parallels at opposite ends of life span with respect
impaired homeostasis and limitations in functional reserve
populations; role of psychosocial support / caregivers
objectives will be met through content provided in lecture format, in
age-specific small group sessions, a nutrition self-assessment exercise,
and in two multidisciplinary case conferences. The class will be divided
into four small groups (A through D) comprised by combining together existing
smaller groups for the small group sessions. (Please make reference to
the schedule that follows for these assignments.)
Specific Objectives for the age-specific small group sessions are
normal growth & development ( e.g. body composition changes)
implications for approach to the patient history and physical
age-specific nutrition assessment: Anthropometry, Biochemical,
Clinical, Dietary intake, Energy
on primary prevention
following pages list the course expectations and the overall lifespan-perspective
themes that are related to these objectives. In addition to gaining an
appreciation for these themes through the content that will be presented
during this course, we also wish to focus on normal. Unlike the
disease-related orientation of almost all of the balance of the medical
school curriculum, the overall objective of this course is to understand
what is necessary with respect to normal growth and development to maximize
function for independent living across the lifespan.
A. Supiano, M.D.; Course Director
Growth and Development Course Expectations
Nutrition and Disease. G. Morrison and L. Hark editors. Blackwell Science,
Inc. Cambridge, MA Second Edition, Ó 1999
1 6; specific assignments are listed for individual lectures.
information included in the course syllabus will also be available on
the Human Growth and Development web site. Almost all of the lecture material
is accessible there in the PowerPoint presentations that will be used
in the lectures. Due to their nature, information about the case-based
discussions that will occur in the small group sessions is not on the
web site, except for the Geriatrics session.
is mandatory at each of the four small group sessions and at the
two multidisciplinary conferences. Students will be required to sign an
attendance form at these sessions to document their attendance. Students
are also required to complete and turn in the Nutrition Self-Assessment
passing grade for this course will be achieved through:
at the required sessions (outlined above) with no unexcused absences.
of the Nutrition Self Assessment assignment.
performance on quiz questions and a final (multiple choice/short answer)
examination which will be given at the completion of the course.
questions for the preceding weeks material will be included on quizzes
administered on March, 11, 18, and 25.
- The final
examination will be administered as a computer based, timed exam that
will be available in the Learning Resource Center. It will be available
for a one-week period beginning Tuesday April 2, 2002. It must be completed
by 11:59 pm, Tuesday, April 9, 2002.
Growth & Development: Common Lifespan Themes
Focus on primary prevention; maximize function for independent living
Developmental Screening Test / Activities of Daily Living
in body weight
HOMEOSTASIS (decreased functional reserves)
rest - iatrogenic complications
Seven Ages of Man
the world's a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse's arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
You Like It; William Shakespeare; Act II Scene VII