Academy of Health Professions Professional Development Meeting March 13, 2012

Academy of Health Professions

Professional Development Meeting

March 13, 2012

http://www.marylandpublicschools.org/msde

http://www.stevenson.edu/

Welcome to Stevenson University!

March 13, 2012

Review Current Status of AHP Pilot Process and Next Steps

• Brief overview of first two courses• Review pilot process and current status• Next steps – Assessment development/College credit

Why Stevenson University?

Our Backgrounds:

• Biology• Chemistry• Forensic Science• Mathematics• Medical Technology• Nursing• Plus: Professional

Consultants

Curriculum Experience:

• Graduate • Undergraduate• High School• Middle School

The Stevenson Team• Susan Gorman, Dean, School of the Sciences• Susan Slattery, Chair, Department of Mathematics• Ellen Roskes, Chair, Department of Chemistry• Merrie Durmowicz , Chair, Department of Biological Sciences• Wendy Kimber, Biology Faculty (*Former Team Leader)• Carol Schmidhauser, Biology Faculty• Ellen Clayton , Nursing Faculty• Rebecca Diaz, Nursing Faculty• Vivi-Anne Griffey, Medical Technology Faculty• Graduate Assistants: Jorge Galindo, Erin Cullen, and Laura

Parrish (former GA)

Role of Stevenson

• Develop framework for Foundations of Medicine and Health Science and Structure and Functions of the Human Body courses– Consistent content and rigor across programs– Standards based

• AHP course and program objectives• National Healthcare Foundation standards

– Problem, project and activity-based

Role of Stevenson• Run pilot of first two courses

• Professional Development Workshops• Distribute materials http://marylandahp.org• Collect feedback from teachers in pilot• Revise and update course activities as needed

http://marylandahp.org/

Role of Stevenson

• Develop assessment tools• Pre/post course and/or program assessments• Student achievement of outcomes• Program evaluation• College credit

Current Status – Course Pilots

• Course 1 pilot• 2009-2011: Feedback received; changes made to

course activities

• Course 2 pilot• 2011-2012: Collecting Feedback (**NEED MORE)• Summer 2012: Incorporate suggestions• By Fall 2012: Release updated course framework

http://marylandahp.org


Next Steps

• Develop assessment tools• Student portfolio – mirroring Skills USA portfolio• Pre- and/or post-tests

• Evaluate AHP program for college credit• Transcripted Stevenson University credit

• Determine course(s) – BIO 104/BIO 130• Determine eligibility and evaluation

requirements

How do we do this?• SU biology courses – possible AHP alignment

• BIO 104 Human Biology and Contemporary Health Issues, 4 credits – Illustrates major principles of biology by studying the human as an organism and a part of the biosphere. Topics include the systems of the body and processes by which the uniqueness of each individual is produced, maintained and coordinated; and human interactions with ecosystems, including impacts of environmental conditions and technology on disease

• BIO 130 Human Anatomy and Physiology, 4 credits - Introduces the structure, organization and function of the major human body systems with emphasis on physiology.

AHP Program Objective: Demonstrate the scientific process, healthcare related problem-solving skills and the application of healthcare technologies.AHP Course Objectives2.2 – Implement investigative procedures by posing questions, formulating testable hypotheses, selecting appropriate methods and technology and solving problems. 2.3 – Organize, analyze, evaluate, make inferences and predict trends from data.

SU Biology Course Objectives104.1 – List the elements of the scientific method, and apply the scientific method to the investigation of biological problems.104.13 – Demonstrate skills in various laboratory procedures used to explore biological concepts discussed in the course.104.15 – Carry out laboratory activities involving techniques used in the study of biology and concepts studies during the course.

Alignment of AHP - SU course objectives

Responsible Party – Stevenson Team, Summer 2012

How do we do this?

We need YOU! - Identify concepts taught - Define level to which

foundational and supplemental concepts are taught

- Help develop assessment tools- Student work examples- Test items

Start NOW; Continue in 2012-2013 – Stevenson Team, AHP Teachers, MSDE staff

THANK YOU!!

Academy of Health ProfessionsProfessional Development Meeting

March 13, 2012

Alignment of AHP courses to SU Biology Courses

http://www.marylandpublicschools.org/msde

http://www.stevenson.edu/

The Academy of Health Professions Website

http://marylandahp.org– course materials, including video, available for

download****password protected****

– feedback can be submitted via the website– samples of student work can be uploaded – wiki for exchange of ideas and comment


Foundational Courses Content

Course 1: Foundations of Medicine and Health Science

The activities, projects, and problems contained in Course 1 are designed to

• highlight healthcare careers• introduce students to basic healthcare systems,

options, and procedures• begin a study of human body systems that will be

completed in Course 2


Course 1 Conceptual Framework

Scenario

Unit 1 Event and

Hospital Care

Unit 2Medical

Assessment

Unit 3Follow-Up Care

Unit 4Legal, Insurance and

Ethical Issues

Film Available For Classroom Use• Each unit has an accompanying written scenario that

carries the story line further– allows exploration of course themes and

attainment of objectives

In an Instant


Unit 1: Event and Hospital Care• Introduces the healthcare field, and healthcare

pathways. • Students begin to identify

– characteristics that are required to work in healthcare

– how their personal attributes might fit with a healthcare career.


Unit 1: Event and Hospital Care

Instructional Materials “In an Instant” – Part I 1.1 Characteristics of Healthcare Professionals 1.2 Self-Awareness Activity 1.3 Interview Project


Unit 2: Medical Assessment

• Investigate different methods of evaluating body function

• Learn basic anatomy, and the structure and function of selected body systems

• Centered around the medical evaluation received by characters in scenario upon arrival at hospital


Unit 2: Medical Assessment

Instructional Materials “In an Instant” – Part II 2.1 Diagnostic Techniques 2.2 Circulatory System 2.3 Skeletal System 2.4 Nervous System


Unit 3: Follow up Care

• Students learn to read and interpret drug labels, identify drug interactions, and calculate medication dosages

• Teaches the principles of infection control• Students investigate alternative and complementary

therapies• Relates to the follow-up care of the scenario

characters


Unit 3: Follow up Care

Instructional Materials “In an Instant” – Part III3.1 Medication Dosages3.2 Infection Control3.3 Alternative and Complementary Therapies


Unit 4: Legal and Ethical Issues• Focuses on the legal and ethical issues surrounding

health care• Centered around the complete “In an Instant” story

– Cumulative, requires completion of all previous sections

• Instructional Materials “In an Instant” – Part IV

Supplementary Math Modules

• Data and Lines• The Metric System• Working with Percents• Ratio and Proportion

Foundational Courses Content

Course 2: Structure and Functions of the Human Body

The activities, projects, and problems contained in Course 2 are designed to

• provide a systematic study of the structure and functions of the human body– examination of all major body systems

• investigate the concept of homeostasis


Course 2

• Students will – conduct laboratory investigations– use scientific methods during investigations to

solve problems and make informed decisions– learn the medical terminology related to body

systems (started in Course 1)


• This course is centered around 5 different case studies– utilizes a central topic to bring together the study

of different body systems. • Course 1 included a comprehensive study of the

skeletal system, circulatory system, and the nervous system– covered to a lesser extent in Course 2


The body systems to be covered in Course 2 are as follows:

• Gastrointestinal• Respiratory• Urinary• Reproductive• Lymphatic and Immune system• Muscles• Skin• Endocrine system


CASE STUDY 1: SWINE FLU• Systems to be covered:• Respiratory• Lymphatic• Cardiovascular• Immune


Topics:1. Introduce topic of H1N1 flu using news articles.

– Math module: • statistical analysis of epidemiological data• Interpretation of data


2. Effect of virus on body systems– Respiratory, cardiovascular, immune– biology of viral infections

3. Treatment of HIV– How antiviral medications work– Why antibiotics are ineffective


4. Prevention: infection control– Nursing infection control processes

• types of hospital isolations• personal protective equipment


5. Prevention: vaccines– FDA’s role in approval and monitoring– Vaccines and autism

• math analysis – is autism really more prevalent?

– Ethical considerations of vaccination


CASE STUDY 2: MENTAL ILLNESS

Systems to be covered:• Gastrointestinal• Respiratory• Urinary• Reproductive• Lymphatic and Immune system• Muscles• Skin• Endocrine system


Topics:1. The female reproductive system

- causes of amenorrhea2. The effect of mood on diet

- calorie-content of food3. Eating disorders

- affect on body systems5. Structure of the brain


CASE STUDY 3: STEROIDSSystems covered:• Urogenital system• Endocrine system

• Lymphatic and Immune system• Muscles• Skin• Nervous system


Topics:1. Steroids and steroid abuse

– Urinalysis– Effects on body systems

2. Stimulants– effects on cardiovascular system

3. Urogenital system– rat dissection


CASE STUDY 4: HIV and ALLERGIESSystems covered:• Immune• Urogenital• Nervous system• Cardiovascular• Endocrine• Skin• Respiratory • Gastrointestinal


Topics:1. HIV/AIDS:

– effect on body systems– transmission (standard precautions)– treatment– diagnosis– Cultural differences/global concerns


Topics:2. Autoimmune Disorders (diabetes):

– effect on body systems– treatment– diagnosis


Topics:3. Allergies:

– cause– effect on body systems– treatment


CASE STUDY 5: AGINGSystems covered:• Gastrointestinal• Respiratory• Urogenital• Lymphatic and Immune system• Muscles• Skin• Nervous system• Endocrine system


CASE STUDY 5: AGINGTopics:• A travel brochure of the human body

– review structure and function– preventative maintenance (lifestyle

consequences)– effect of aging

• Cultural and life-span considerations• Historical significance of medicine


Questions for you

• What concepts are you teaching as a foundation or a supplement to the activities and projects in the framework?

• To what level are you covering these concepts?– Recall/identify– Explain/analyze– Synthesize

Documents

Academy of Health Professions Professional Development Meeting March 13, 2012