San Diego's Regional Allied Health and Science Initiative

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Information about San Diego's Regional Allied Health and Science Initiative
Education

Published on March 9, 2009

Author: ccpc

Source: slideshare.net

Description

Janet Hoff
Project Manager and Student Advisor
Regional Allied Health and Science Initiative/Grossmont College
El Cajon, CA

Heather Pearson
RAHSI Curriculum Resource Specialist
Regional Allied Health and Science Initiative/Grossmont Union High School District
San Diego, CA

Sheila Krotz
RAHSI Sweetwater Union High School District Pathway Lead
Regional Allied Health and Science Initiative/SUHSD
San Diego, CA

RAHSI is a countywide Health Pathways collaboration that started with SB70 Quick Start funding in 2006. The 4-course sequence being adopted by 20 high schools (7 districts) is Medical Biology, Medical Chemistry, Medical Physiology, and either ROP/CTE or Healthcare Internship. New focus on data collection, student advising, and RAHSI.org.

 

High School Health Pathways: Linking Science and Health Career Preparation California Career Pathways Consortia Educating for Careers Conference February 23, 2009 Janet Hoff, Program Manager Heather Peterson, Curriculum Specialist Regional Allied Health & Science Initiative – San Diego County Based at Grossmont-Cuyamaca Community College District

California Career Pathways Consortia Educating for Careers Conference

February 23, 2009

Janet Hoff, Program Manager

Heather Peterson, Curriculum Specialist

Regional Allied Health & Science Initiative – San Diego County

Based at Grossmont-Cuyamaca Community College District

Healthcare Workforce Crisis Demand exceeds supply (consumer & training level) Gap exacerbated by baby boomers’ demand for services and the retiring workforce 2004  2010, California employment in the healthcare sector expected to grow between 23 and 37% Greatest projected growth: RN, LVN, nursing aides and orderlies, dental assistants and hygienists, physical therapists, and radiological technologists

Demand exceeds supply (consumer & training level)

Gap exacerbated by baby boomers’ demand for services and the retiring workforce

2004  2010, California employment in the healthcare sector expected to grow between 23 and 37%

Greatest projected growth: RN, LVN, nursing aides and orderlies, dental assistants and hygienists, physical therapists, and radiological technologists

Pipeline Challenges * Lack of awareness regarding health sector career opportunities Limited availability of science prerequisite courses (Anatomy & Physiology, Microbiology) High attrition rates in prerequisite courses Long waiting lists for training programs Availability of qualified faculty Limited clinical placements High attrition rates in licensure/training programs Workforce retention * Many of these involve the state policy level

Lack of awareness regarding health sector career opportunities

Limited availability of science prerequisite courses (Anatomy & Physiology, Microbiology)

High attrition rates in prerequisite courses

Long waiting lists for training programs

Availability of qualified faculty

Limited clinical placements

High attrition rates in licensure/training programs

Workforce retention

* Many of these involve the state policy level

A piece of the puzzle – RAHSI Mission/Vision The Regional Allied Health and Science Initiative supports the building and implementation of high school Health Career Pathway programs in San Diego County , with a focus on: Health and medical curricula in the academic sciences Student internships and other career exploration opportunities Teacher externships and professional development Countywide collaboration among high school & college educators and administrators (including possibilities for course and program articulation) Students that complete a RAHSI Health Career Pathway course sequence will be prepared to pursue any health training program of their choice, from technician to physician. The RAHSI vision is intended for students of all academic levels and backgrounds

The Regional Allied Health and Science Initiative supports the building and implementation of high school Health Career Pathway programs in San Diego County , with a focus on:

Health and medical curricula in the academic sciences

Student internships and other career exploration opportunities

Teacher externships and professional development

Countywide collaboration among high school & college educators and administrators (including possibilities for course and program articulation)

Students that complete a RAHSI Health Career Pathway course sequence will be prepared to pursue any health training program of their choice, from technician to physician.

The RAHSI vision is intended for students of all academic levels and backgrounds

Regional Allied Health & Science Initiative (RAHSI) – San Diego County Initiative Goals: Increase high school students’ awareness of college allied health programs Improve performance in high school and college science courses Improve transition and retention rates in college health training programs

Initiative Goals:

Increase high school students’ awareness of college allied health programs

Improve performance in high school and college science courses

Improve transition and retention rates in college health training programs

Regional Allied Health & Science Initiative (RAHSI) – San Diego County Health Career Pathways Description : A sequence of academic and CTE courses that infuse health/medical content and applications into the curricula over a three or four-year period

Description : A sequence of academic and CTE courses that infuse health/medical content and applications into the curricula over a three or four-year period

Science and Healthcare? Evidence suggests that students are not transitioning well and completing “gatekeeper” college science coursework —commonly Anatomy, Physiology, and Microbiology—that allows access to health professions training programs It makes sense that students should be prepared for higher education and health careers by a multidisciplinary team that includes both science and the Regional Occupational Programs (ROP) disciplines; “ROP cannot bear the burden alone”

Evidence suggests that students are not transitioning well and completing “gatekeeper” college science coursework —commonly Anatomy, Physiology, and Microbiology—that allows access to health professions training programs

It makes sense that students should be prepared for higher education and health careers by a multidisciplinary team that includes both science and the Regional Occupational Programs (ROP) disciplines; “ROP cannot bear the burden alone”

Science and Healthcare? Experience demonstrates that a comprehensive, multidisciplinary, multi-level Pathway Team —teachers, counselors, and administrators—creates more sustainable programming that can outlast changes over time, funding, and personnel The health-careers pipeline challenges are very complex; the role of the Regional Allied Health and Science Initiative is to offer colleges and industry a more prepared student “product” that will not waste already strained resources

Experience demonstrates that a comprehensive, multidisciplinary, multi-level Pathway Team —teachers, counselors, and administrators—creates more sustainable programming that can outlast changes over time, funding, and personnel

The health-careers pipeline challenges are very complex; the role of the Regional Allied Health and Science Initiative is to offer colleges and industry a more prepared student “product” that will not waste already strained resources

RAHSI Health Pathway Sequence Medical Biology Medical Chemistry Medical Anatomy & Physiology Microbiology alternative for “Strand B” - Medical Research Pathway CTE/ROP/Internship Course (RAHSI curriculum specialists must approve capstone status site-by-site) Preferred courses include Advanced Sports Med (II) or Internship Development of Med Physics and Med Psych being explored Biochemistry etc. for “Strand B” - Medical Research Pathway Algebra II (no medical applications at this time)

Medical Biology

Medical Chemistry

Medical Anatomy & Physiology

Microbiology alternative for “Strand B” - Medical Research Pathway

CTE/ROP/Internship Course (RAHSI curriculum specialists must approve capstone status site-by-site)

Preferred courses include Advanced Sports Med (II) or Internship

Development of Med Physics and Med Psych being explored

Biochemistry etc. for “Strand B” - Medical Research Pathway

Algebra II (no medical applications at this time)

Regional Allied Health & Science Initiative San Diego County High Schools in San Diego County = Approx. 90 in 18 districts Active RAHSI = Currently implementing Medical Biology with plans to implement Medical Chemistry in ’09-’10 school year (17 sites in 7 districts) Pending RAHSI = Planning to begin Med Bio implementation in ’09-’10 school year (6 add’l sites) 25% of the schools in 40% of districts Prospective RAHSI = Participation in Collaborative meetings but no certain plans to implement (6 add’l sites, 3 add’l districts) One middle school has adopted portions of the curriculum for 7 th and 8 th grade implementation

Step One: High School Alignment Step Two: Post-Secondary & Industry Initial focus: Between & within high schools Science talk to science (across county) ROP talk to ROP (across county) Science talk to ROP (at each school site) Development/common adoption of pathway sequence & curricula (across county) Implementation (at each school site) School and District administration backing Result: Similarly-prepared students to present to college & industry partners

Initial focus: Between & within high schools

Science talk to science (across county)

ROP talk to ROP (across county)

Science talk to ROP (at each school site)

Development/common adoption of pathway sequence & curricula (across county)

Implementation (at each school site)

School and District administration backing

Result: Similarly-prepared students to present to college & industry partners

Industry Connections Develop internship programs for RAHSI students (and teachers/counselors) Assist healthcare partners with coordination expenses and efforts Recruit and refer qualified students Provide a “feedback loop” to educators for improvement and intervention

Develop internship programs for RAHSI students (and teachers/counselors)

Assist healthcare partners with coordination expenses and efforts

Recruit and refer qualified students

Provide a “feedback loop” to educators for improvement and intervention

Industry Strategies

RAHSI Team Project Director (Natalie Ray – also Tech Prep Coord, GCCCD) Project Manager (Janet Hoff) Project Specialist/Assistant (Arlette Bianconi – part time) Curriculum Specialist/District Lead Pathway Coordinator (Heather Peterson) Industry Connections Coordinator (Sonia Lira) Additional District Lead Pathway Coordinator (Sheila Krotz – two release periods) Contracted services for evaluation, web design, middle school outreach, industry programming Additional Curriculum Specialist (Pending – part time) Additional Industry Connections Coordinator (Pending) Health Professions Outreach Advisors x 2 (Pending) Student/Parent Engagement Coordinator – Bilingual (Pending) Marketing & Community Relations Specialist (Pending)

Project Director (Natalie Ray – also Tech Prep Coord, GCCCD)

Project Manager (Janet Hoff)

Project Specialist/Assistant (Arlette Bianconi – part time)

Curriculum Specialist/District Lead Pathway Coordinator (Heather Peterson)

Industry Connections Coordinator (Sonia Lira)

Additional District Lead Pathway Coordinator (Sheila Krotz – two release periods)

Contracted services for evaluation, web design, middle school outreach, industry programming

Additional Curriculum Specialist (Pending – part time)

Additional Industry Connections Coordinator (Pending)

Health Professions Outreach Advisors x 2 (Pending)

Student/Parent Engagement Coordinator – Bilingual (Pending)

Marketing & Community Relations Specialist (Pending)

 

How Medicine is Incorporated into Academic Courses Health/medical concepts are used as examples for state content standards Medical issues are discussed through current articles and relevant case studies Science labs have medical emphasis Cross-curricular projects centered around medical topics

Health/medical concepts are used as examples for state content standards

Medical issues are discussed through current articles and relevant case studies

Science labs have medical emphasis

Cross-curricular projects centered around medical topics

State Content Standards Teacher teaches standards with medical and/or physiology topics as the example for the standard 1a. Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings. Red blood cells absorb oxygen/carbon dioxide and exchange each through the cells of the capillary walls Osteocytes and how they get Ca+ in/out How muscle cells absorb Ca+ from surrounding bone through the circulatory system for a muscle contraction The exchange of oxygen/carbon dioxide at alveoli within the lungs Movement of the small precursor molecules through the small intestine into the circulatory systems and further through the cells of the body The movement of water, salts, etc. through the cells of the nephron in the kidneys Movement of neurotransmitters through the synapse Movement of hormones from glands to target cells Movement of white blood cells through the body and to sites of infection Uses of transdermal drugs

1a. Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings.

Red blood cells absorb oxygen/carbon dioxide and exchange each through the cells of the capillary walls

Osteocytes and how they get Ca+ in/out

How muscle cells absorb Ca+ from surrounding bone through the circulatory system for a muscle contraction

The exchange of oxygen/carbon dioxide at alveoli within the lungs

Movement of the small precursor molecules through the small intestine into the circulatory systems and further through the cells of the body

The movement of water, salts, etc. through the cells of the nephron in the kidneys

Movement of neurotransmitters through the synapse

Movement of hormones from glands to target cells

Movement of white blood cells through the body and to sites of infection

Uses of transdermal drugs

Articles & Case Studies Current articles and medical case studies related to standards and concepts are used as homework or group activities "Super Bug" Scares - Straight Facts About Antibiotic Resistance 06 Nov 2006 With recent news about "super bugs," you may wonder if antibiotics are still effective, and whether they will work for you when you need them. You're not alone - there is a lot of confusion about antibiotics - what they do and don't treat, and why they sometimes stop working. It is important to know that antibiotics are effective only if they are prescribed and taken correctly. Two main types of germs cause most infections - viruses and bacteria. Antibiotics are a type of medicine that can kill or stop the growth of bacteria and help cure the infections they cause. Some people think that antibiotics can be used to treat viral infections, such as a cold or the flu. However, it is very important that you not take an antibiotic for a cold or the flu - doing so can contribute to what experts call "antibiotic resistance." To help you understand when you need to take antibiotics and how you should use them, here are answers to some of the most commonly asked questions about antibiotics and resistance. Q. What is antibiotic resistance? A. Antibiotic resistance is the ability of bacteria to resist the effects of an antibiotic. When this occurs, medications used to treat infections caused by bacteria become less effective or not effective at all. When antibiotics are used incorrectly, such as when they are taken when not needed, bacteria can develop new ways to fight the medicine, and they become resistant to antibiotic medications. This can lead to more visits to the doctor, more medication, higher medical bills or even a visit to the hospita Q. Do currently available antibiotics still work? A. Yes. There are still many effective antibiotics available. The best antibiotic is the one that kills the bacteria and stops the infection the first time. Antibiotics are most effective when taken as prescribed by your doctor. Q. Can an antibiotic be used to treat the cold or the flu? A. No. Antibiotics only treat illnesses caused by bacteria. Colds and the flu are caused by viruses. Taking antibiotics when you have a virus may cause more harm than good. Your doctor can determine whether your infection is caused by a virus or bacteria. Q. I was prescribed an antibiotic the last time I was sick, so is it safe to assume that I should probably take an antibiotic again? A. No. Often, people become confused about whether they should treat the sniffles, a cough and aches with just rest and fluids, or with an antibiotic. Doctors report that many patients see them to request antibiotics even though antibiotics might not be appropriate. Your doctor will decide if an antibiotic is appropriate for you. DO NOT take leftover antibiotics or an antibiotic that was prescribed for someone else. Taking antibiotics when not needed may increase your risk of getting an infection that resists antibiotic treatment. Q. If I feel better, can I stop taking my antibiotic? A. No. Take your antibiotic exactly as prescribed - and that means finishing the entire course, even if you feel better. Stopping treatment too soon, even if you feel better, also contributes to resistance because the bacteria may be left to grow and mult. Taking the complete course helps to make the medication effective, allowing it to kill the bacteria causing the infection and reduce the risk of resistance. If you feel worse or experience a side effect while taking an antibiotic, please consultr Remember, antibiotics are strong medications that can stop infections and save lives. Talk to your doctor about whether or not you need an antibiotic and how to use it correctly.

Current articles and medical case studies related to standards and concepts are used as homework or group activities

Science Labs with Medical Emphasis All laboratory experiments carried out in science courses have medical relevance

All laboratory experiments carried out in science courses have medical relevance

Cross-Curricular Projects Health Career Pathway courses ideally infuse medical applications throughout multiple disciplines Science, English, History, Math, etc. Heightened relevance/rigor and a “family-like” (cohort) environment Students build relationships with teachers & Pathway peers sharing similar goals

Health Career Pathway courses ideally infuse medical applications throughout multiple disciplines

Science, English, History, Math, etc.

Heightened relevance/rigor and a “family-like” (cohort) environment

Students build relationships with teachers & Pathway peers sharing similar goals

Uniform Curriculum for Districts Promising a similar student “product” to colleges & industry Districts are collaborating together to provide consistency across Health Career Pathway sites and courses Multiple districts collaborating together create a countywide initiative for science achievement and college transition

Districts are collaborating together to provide consistency across Health Career Pathway sites and courses

Multiple districts collaborating together create a countywide initiative for science achievement and college transition

Initial CST Data Indicates RAHSI Model Works Example: West Hills High School

More information: www.RAHSI.org Janet Hoff, Project Manager Regional Allied Health & Science Initiative [email_address] 619-644-7815 Heather Peterson, Curriculum Specialist [email_address] 619-277-5621 Project Director: Natalie Ray, GCCCD

Janet Hoff, Project Manager

Regional Allied Health & Science Initiative

[email_address]

619-644-7815

Heather Peterson, Curriculum Specialist

[email_address]

619-277-5621

Project Director: Natalie Ray, GCCCD

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