Introduction to Community Health

& Health Careers (ICHHC)Middle School Program

April 11, 2008

Boston Area Health Education Center (BAHEC)

Presented by Peter L. Holtgrave, BAHEC Director

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Program Purpose

Introduce 7th & 8th grade students to health health careers and health care professionals, representing: primary care allied health complimentary medicine and public health

Influence scholars to pursue health careers

Program Purpose, cont.

Increase awareness of health disparities

Empower youth to address HDs

Enhance academic learning and life skills

Instructional Objectives

By the end of the 10 sessions, scholars are be able to…

Classify 15 health professionals into 4 areas of health. Identify 3 core practices/responsibilities for each health profession. Distinguish between Complementary and Primary Health Take blood pressure and evaluate results. Demonstrate basic first aid practices.

Instructional Objectives, cont.

• Perform visual acuity tests (distance and color)

• Perform BSE’s & TSE’s• Describe at least 4 major STDs/STIs & 3

methods of protection against them• Create a Public Service Announcement

(PSA) on researched health topic• Demonstrate 5 yoga movements and

describe their relation to wellbeing

Program Design• School Selection/Prioritization:

– Boston Public Middle Schools– Schools with limited resources, esp. teaching health– Committed, class co-educator (MOA)

• Population: 15-25 Middle School Students, including those with special learning needs

• Duration: 10 Lessons taught weekly over 3 months• Lessons:

– 45-50 minutes in length– Mass DOE compliant– Measurable outcomes– Assets-based– Hands-on, project-based

Instructional Activities

•Presentations (optional: guest speakers)•Demonstrations•Hands-on Small Group & Individual Work (Labs)•Games

•Health Career Jeopardy, etc.•Group Discussions•Assignments/homework•Capstone projects

Assessment

Required Student Products:1.Attendance2.Completion of in-class labs3.PSA presentations

Other Methods of Assessments1. Pre & Post Tests 2. Short quizzes3. Session evaluations

Session #3: Primary Health Date:

Objective #1 (Primary Health Worksheet #1): To increase student’s ability to identify the several Primary health occupations through Primary Health Worksheet #1.

Objective #2 (Lab): Introduce students the field of optometry through a conducive lab that is a hands on teaching techniques

Example Lesson Plan

Agenda Item Time StaffingMass DOEStandards-Frameworks

Welcome: Quote of the Day: A rose is a rose is a rose is a rose… 2min

Icebreaker: Current Events: I cebreaker: (Marco Polo) Two personsstand in the middle of t he circle with blindfolds on. The object ofthe game is for Marco to find Polo and for Polo to stay away fromMarco. I f and when Marco tags/catches Polo the game is over…

10- 15min

Example Lesson Plan, cont.

Activity 1: What is Primary Health and what professions areincorporated in the field (Primary Health Worksheet #1)

Activity 2: Career/Lab of the “Doctor” & “Optometrist” (PrimaryHealth)

Visual Acuity Tests Each student must obtain 2 patients and perform visual tests

on both distance and color. (Primary Health Worksheet #2)

50min English1.1, 1.3, 4.20,

23.2, 23.8Health

2.10, 2.3, 2.7Interpersonal

Math8.M.3, 8.M.4,

8.D.3

Handouts For Today: Primary Health Worksheet #1, PrimaryHealth Worksheet #2, Visual Acuity Test recording sheet andfact sheets

Color Vision Test

• About 8% of males and less than 1% of females are born with an inherited type of color blindness, known as "red - green" color blindness

• There are many varieties and degrees of color blindness, and this color vision test only pertains to the most common type, the inherited “red - green” type of color blindness.

• When taking this test, look for a number or object in each figure. Missing a few of the numbers may be normal, but missing most of them may indicate a vision problem. See your optometrist.

Color Vision Test

Color Vision Test, cont.

Color Vision Test, cont.

Color Vision Test, cont.

Color Vision Test, cont.

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Distance Vision Test• Give the test in good light. Place the eye chart upright

on a wall; the testing distance should be measured exactly (10 feet, or as determined below).

• Stand at the testing distance & cover one eye at a time. • The lowest line that can be read correctly is the visual

acuity for that eye. – Note: since only the 20/20, 20/40, 20/100, and

20/200 lines are represented, a person's visual acuity could fall between the levels represented.

• For example, if the 20/40 line could be read, but not the 20/20 line, the vision is at least 20/40, but could also be 20/30 or 20/25.)

• For variation, the chart can be turned upside-down, or sideways.

Example Lesson Plan, cont.

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Keys to Success• Choose/tailor lessons based upon

available sessions, student need/interest/aptitude/learning styles, how well lessons complement other curricula

• Keep sessions interactive/hands-on• Incorporate health care professionals as

guest facilitators/speakers– Hospital, community health care center,

medical school staff, residents, & graduate students; school nurses

Questions ?

Thank you

Peter L. HoltgraveDirector

Boston Area Health Education Center (BAHEC)Boston Public Health Commission

1 Boston Medical Center PlaceMiranda-Creamer Building, 2nd Fl.

Boston, MA 02118(617) 534-5258

Pholtgrave@bphc.org