academy of health professions professional development meeting march 13, 2012
TRANSCRIPT
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Academy of Health Professions
Professional Development Meeting
March 13, 2012
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Welcome to Stevenson University!
March 13, 2012
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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
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Why Stevenson University?
Our Backgrounds:
• Biology• Chemistry• Forensic Science• Mathematics• Medical Technology• Nursing• Plus: Professional
Consultants
Curriculum Experience:
• Graduate • Undergraduate• High School• Middle School
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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)
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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
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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
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Role of Stevenson
• Develop assessment tools• Pre/post course and/or program assessments• Student achievement of outcomes• Program evaluation• College credit
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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
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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
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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.
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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
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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
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THANK YOU!!
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Academy of Health ProfessionsProfessional Development Meeting
March 13, 2012
Alignment of AHP courses to SU Biology Courses
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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
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Foundational Courses Content
Course 1: Foundations of Medicine and Health Science
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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: Foundations of Medicine and Health Science
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Course 1 Conceptual Framework
Scenario
Unit 1 Event and
Hospital Care
Unit 2Medical
Assessment
Unit 3Follow-Up Care
Unit 4Legal, Insurance and
Ethical Issues
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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
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Course 1: Foundations of Medicine and Health Science
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.
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Course 1: Foundations of Medicine and Health Science
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
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Course 1: Foundations of Medicine and Health Science
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
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Course 1: Foundations of Medicine and Health Science
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
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Course 1: Foundations of Medicine and Health Science
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
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Course 1: Foundations of Medicine and Health Science
Unit 3: Follow up Care
Instructional Materials “In an Instant” – Part III3.1 Medication Dosages3.2 Infection Control3.3 Alternative and Complementary Therapies
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Course 1: Foundations of Medicine and Health Science
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
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Supplementary Math Modules
• Data and Lines• The Metric System• Working with Percents• Ratio and Proportion
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Foundational Courses Content
Course 2: Structure and Functions of the Human Body
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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: Structure and Functions of the Human Body
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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)
Course 2: Structure and Functions of the Human Body
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• 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
Course 2: Structure and Functions of the Human Body
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The body systems to be covered in Course 2 are as follows:
• Gastrointestinal• Respiratory• Urinary• Reproductive• Lymphatic and Immune system• Muscles• Skin• Endocrine system
Course 2: Structure and Functions of the Human Body
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CASE STUDY 1: SWINE FLU• Systems to be covered:• Respiratory• Lymphatic• Cardiovascular• Immune
Course 2: Structure and Functions of the Human Body
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Topics:1. Introduce topic of H1N1 flu using news articles.
– Math module: • statistical analysis of epidemiological data• Interpretation of data
Course 2: Structure and Functions of the Human Body
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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
Course 2: Structure and Functions of the Human Body
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4. Prevention: infection control– Nursing infection control processes
• types of hospital isolations• personal protective equipment
Course 2: Structure and Functions of the Human Body
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5. Prevention: vaccines– FDA’s role in approval and monitoring– Vaccines and autism
• math analysis – is autism really more prevalent?
– Ethical considerations of vaccination
Course 2: Structure and Functions of the Human Body
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CASE STUDY 2: MENTAL ILLNESS
Systems to be covered:• Gastrointestinal• Respiratory• Urinary• Reproductive• Lymphatic and Immune system• Muscles• Skin• Endocrine system
Course 2: Structure and Functions of the Human Body
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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
Course 2: Structure and Functions of the Human Body
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CASE STUDY 3: STEROIDSSystems covered:• Urogenital system• Endocrine system
• Lymphatic and Immune system• Muscles• Skin• Nervous system
Course 2: Structure and Functions of the Human Body
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Topics:1. Steroids and steroid abuse
– Urinalysis– Effects on body systems
2. Stimulants– effects on cardiovascular system
3. Urogenital system– rat dissection
Course 2: Structure and Functions of the Human Body
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CASE STUDY 4: HIV and ALLERGIESSystems covered:• Immune• Urogenital• Nervous system• Cardiovascular• Endocrine• Skin• Respiratory • Gastrointestinal
Course 2: Structure and Functions of the Human Body
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Topics:1. HIV/AIDS:
– effect on body systems– transmission (standard precautions)– treatment– diagnosis– Cultural differences/global concerns
Course 2: Structure and Functions of the Human Body
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Topics:2. Autoimmune Disorders (diabetes):
– effect on body systems– treatment– diagnosis
Course 2: Structure and Functions of the Human Body
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Topics:3. Allergies:
– cause– effect on body systems– treatment
Course 2: Structure and Functions of the Human Body
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CASE STUDY 5: AGINGSystems covered:• Gastrointestinal• Respiratory• Urogenital• Lymphatic and Immune system• Muscles• Skin• Nervous system• Endocrine system
Course 2: Structure and Functions of the Human Body
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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
Course 2: Structure and Functions of the Human Body
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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
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