Project: 2016-2017 Medical Interventions

Project Plan
Unique Requests of
Participating Mentors:

We are interested in working with mentors with an interest in helping a student develop his/her research, project management, professional writing and communicating scientific findings. It's all about professional skill development.


Project primarily focuses on researching the most current or upcoming biomedical innovations, as well as career exploration for students. They will choose an innovation that has the potential for significant impacts on global health and highlighting it in a presentation. Students will also be researching a health care field or specific profession within medicine and considering what goals they need to set now to be successful in post secondary education and on into their career. Additionally we would ask that mentors be willing to assist students on their regular curricular projects over the course with feedback on the quality and professionalism of their product. Medical Interventions (MI) allows students to investigate the variety of interventions involved in the prevention, diagnosis, and treatment of disease as they follow the lives of a fictitious family. The course will explore how to prevent and fight infection, how to screen and evaluate the code in our DNA, how to prevent, diagnose, and treat cancer, and how to prevail when the organs of the body begin to fail. Through these scenarios students will be exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important role that scientific thinking and engineering design play in the development of interventions of the future. MI Unit Summary Unit 1…………How to Fight Infection (25%) Unit 2…………How to Screen What is in Your Genes (15%) Unit 3…………How to Conquer Cancer (30%) Unit 4………… How to Prevail When Organs Fail (30%) Medical Interventions – students in groups of 3 to 4 explore current or developmental medical interventions using the newest technologies and scientific principles. Students contribute to exploring and testing new designs. Individually each student explores a specific career or career cluster to that they are highly considering pursuing.


The effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. The process of identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communicating information. The identification and employment of appropriate tools, techniques, and technologies are essential to all learning processes. Students locate, select, and synthesize information from a variety of scientific texts, references, and technological sources to acquire and communicate knowledge. Use available technology to produce, revise, and publish a variety of works. Cite references using APA formats. Students continue developing aseptic lab techniques and utilize a variety of lab equipment to help in the process of analyzing experimental data. Students can use the scientific method to examine a testable question, analyze data and come to a conclusion.



Grade Level:


Content Area:

CTE Biomedical Sciences

Student Outcomes:

Student groups produce a variety of products which explain their understanding of the causes of various medical conditions as well as interventions that are appropriate for improving patient's outcome. Students document entire year of work using a journal method. Student partners or groups produce a display and oral report over a new innovation in the health care field. Student documents conversations with mentor regarding professional aspirations and goals to set for successfully pursuing a medical career.

Evaluation of
Student Outcomes:

Rubrics for the project and presentations. Students will communicate with mentors as part of their reflective practice on outcomes.

Teacher Role:

Teacher's Role: Teacher will aid student in identifying research areas of interest. Teacher will help student shape research into hypotheses. Teacher will serve as facilitator. Teacher will evaluate student products.

Mentor Role:

Mentor's Role Mentor will aid students in developing and researching questions related to current topics in the individual or group project scope. Mentor will encourage students to develop a high standard of quality on products and review student work to provide feedback. Mentors will share their enthusiasm and realities of their careers.