Project: 2016-2017 Medical Interventions

Step Description Expected Student Results
1 Letter of Introduction:
Student shares their interests and goals within a career field related to health care, educational plans and hobbies outside of school.

Student will share what they have been working on in class to this point. Mentor will introduce himself or herself to student. Share their career and educational background/pathway as well as some personal interests and hobbies.
Mentor shares with student the best times/days for reading and responding to student messages.		 Google Docs Journal Entries Documenting Completion of:
1) Letter of introduction to the mentor explaining his/her interests and activities in and out of school and career related.
2 Student task:
Student will share with mentor what we are currently working on in class and discuss with mentor any questions either might have around that topic.
Project:
1) The student will research new innovations based on personal interests.
2) Student will share with mentor the ten top selections and sources used that they would like to feedback from mentor on.
3) After mentor suggestions student will narrow choices down to top 3 to continuing research on and share their selections with mentor.
4) Student will share with the class some of the areas they were most interested by.

Mentor Task:
Mentor might provide insight or have questions for student that can be discussed regarding current unit in class.
Project
1) Mentor will research the student's chosen topic/topics of interest and send student some search terms and/or websites related to the topic.
2) They will share ideas with the student regarding what innovations might have the biggest impact on society. 		Student will begin working on one of the larger course projects that will take place in sections over the next 4 months called Biomedical Innovations. Much of this project will not take place in the classroom but as outside work. At conclusion of project in February student will produce a working model, a display and oral presentation.
Student documents all notes, citations and thoughts in Journal or through Google Docs. Student will have top 10 list for new medical innovations within the medical field.
3 1) Student will compose a research document (paragraph or multiple paragraphs) summarizing what he/she has learned during their research on EACH of their 3 topics and upload the paragraph(or paragraphs) for their mentor to review.
2) Student will address the question of why each innovation is worthwhile and will have a large impact on healthcare and request mentor to do the same.
3) After feedback from mentor, Student will select their final choice for the medical innovation that they will be researching.
4) Student will identify and share about the leading edge and who is doing the work at the leading edge on the innovation with mentor and teacher.
4) Student will create a list of at least five experts in the area of interest they have chosen and ask mentor to share experts they might know or have researched.

Mentor Role:
1) Mentor will review student's research over each of the three innovations.
2) Mentor will share their thoughts on which innovation has the potential for the highest impact on health care.
3) Mentor will assist student in creating a list of major experts in the field and provide a document with any biographical information and contact information available on the web or through other resources.
Student will continue to document notes, ideas, sketches, and citations in journal/google docs for the medical innovation project.
Student will narrow down selection from top 3 to final topic for research.
Student will document leading experts in the field.
4 Core Curriculum: Unit 2.1 Student assumes role of a genetic counselor and prepares a case file for a given patient. The file should show your expertise, compassion, and ability to provide clear medical advice. File must include:
* Description of disorder/disease that a family with limited background in science or genetics could understand. * Pedigree showing inheritance or karyotype of disorder.
* Answers to minimum of three quality questions the patient or family would be most likely to ask.
* Case recommendation for options regarding tests, treatments and how to live with the disease.
Student:
1) Student will submit the case file to mentor for analysis of each component.
2) Student will make revisions to work based on mentor's feedback.
3) Student will answer mentor's questions as if they were a genetic counselor.
3) Student will present to peers a final report and take part in a Q and A session.
4) Student will share a written reflection over the project with mentor and thank mentor for assistance.
Mentor role for Unit 2.1
It would be most helpful if mentor would be willing to place themselves in role of the patient or parent of patient (background will be provided). Consider student's work and if it meets the professional standards you would desire as a client.
1) Share with student where they missed hitting the highest of standards for a client in case file draft.
2) Present questions that if you were the patient/parents you would want answered so that students can incorporate those into the report.
3) Reply to student's answers addressing if you felt the answers were detailed, empathetic and professional. 		Journal entries will continue for documentation.
1) Student will be completing a genetic counseling case file for Unit 2.1 which will be presented to the class and mentor.
5 Students will form collaborative groups of 2 to 4 individuals that share the same or very similar topic for the project.
1) Students will research what the leading edge experts are developing and share with mentor new information.
2) Groups will brainstorm original design ideas for an innovation related to what experts are working on. Student will provide to mentor sketches and verbal descriptions on the top two selected ideas.
3) Students will use the mentor's suggestions or ideas to improve upon designs.
4) Student and mentor will discuss if revised designs are an improvement over what is currently available or in trials to determine whether to continue developing design or focus on highlighting the leading experts' work.

Mentor tasks:
1) Mentor will review student findings on work being completed by experts.
2) Mentor will look over student's ideas for an original design and provide feedback.
3) Mentor will discuss with student if original design is worth pursuing or if it would be better to highlight experts' work in the field.
For the Medical Innovation project student will be paired with other individuals researching similar innovations. Student groups will continue research and document in journals or shared google documents. Student groups will select to either develop an original design or highlight the most promising innovation within the field that they have been researching.
NOTE that this step includes a week off during Thanksgiving, one week for finals week and two weeks off during Winter Break. So work will not be continuous.
6 Student groups will complete research over innovation and proceed to developing a working model as part of presentation.
1) Student groups will design a sketch of 3D model with list of materials that are available to build.
2) Students request suggestions from mentor for additional ideas to improve on model or different materials that could be used.
3) Students build model, test and revise. Students continue process until a model meets criteria.
4) Students share pictures or video of model in action with mentor and teacher.

Mentor's role:
1) Suggest changes to design or materials to improve model.
2) Review models and provide feedback to students to enhance.
Student groups will develop a working model of the medical innovation decided upon. Much of this will take place outside of the classroom.
7 1) Students explain their understanding of microarray use in cancer studies and ask mentors for clarifying information if mentor has experienced using or applying in their field.

2) Students share what they discovered about personal risk factors and how to make life changes.

3) Share experimental design for Skin Cancer Preventive using UV sensitive yeast. Ask for suggestions to strengthen design or errors seen in the design prior to completing procedure.

Mentors:
1) Please share any understanding or experience you have using microarray technology. This is a topic which can be difficult or confusing for students.
2) If comfortable discussing any risk factors that you have knowledge of related to relations who have experienced cancer.
3) Review student experimental designs looking for flaws or weaknesses in their procedure. 		Journals and discussions reflect that students can:
1) Recognize that DNA microarrays measure the amount of mRNA for genes that is present in a cell sample.
2) Perform a simulated DNA microarray to analyze gene expression patterns.
3) Describe the potential risk factors for different types of cancer as well as the way to reduce the risk.
4) Design and implement a controlled experiment making sure to control variables.
8 Students will:
1) Share completed rough draft of lab report with mentor asking for feedback to improve. Final draft is due 2/21
2) Explain the role of marker analysis as alternative to full DNA analysis in their own words and asks questions of mentor to help clarify their understanding.
Mentor please:
1) Critique rough draft of lab addressing how to write scientifically.
2) Please share any understanding or experience you have relating to marker analysis vs DNA testing. If you do not have background in this area make sure the student provides a way of understanding that is clear. Once again this is a topic which can be difficult or confusing for students so if they can explain simply they probably understand better.
Journal will reflect that student can:
1) Perform marker analysis to determine the presence of a genetic mutation associated with breast cancer.
2) Explain the purpose and process of marker analysis.
3) Student will turn in a quality final lab report.
9 1) Career and Education Planning HOMEWORK:
Student will self assess (this DOES NOT require research) where they are in their post- secondary education and career readiness plans by answering the following questions:
1. What is the connection between an interest that you want to pursue and career opportunities in the economy where you live or want to live?
2. What does that profession require you to do to be competitive in that area?
3. What college/educational programs are available in your state to allow you to compete successfully? If there are none in your state, where can you find those programs?
4. What is your top post-secondary choice where you would like to go to school? What does it take to be competitive in this post-secondary program?
Student will reflect on what areas need the most research and how they need to develop a plan to be prepared for college and a career.

Cancer Unit in class assignment:
2) Students share what we covered in class over cancers linked to viruses.
3) Students share the common cancer screening timeline developed.

Mentor:
1) Please reply to student's responses and highlight areas of strength and weakness within the career/college exploration. Mentor can explain what employers are looking for in quality new hires and employees.
2) Share any background or questions you have for students related to virology and cancer plus routine screenings. 		1) Career Exploration:
Student completes a self assessment to see what they currently know and understand about the career they are interested in pursuing by answering prompts and shares responses with teacher and mentor using a Google docs with a folder labelled "Career Exploration".
2) Student journal and emails document conclusions about viral causes for cancer and a developed timeline for routine cancer screenings.
10 Career/College Exploration HOMEWORK complete outside of class time.
Briefly research answers to the first two questions in your post-secondary education and career readiness plan and share with mentor:
1. What is the connection between an interest that you want to pursue and career opportunities in the economy where you live or want to live?
2. What does that profession require you to do to be competitive in that area?

In class activities to share with mentor:
1) Explain to mentor the lab we are conducting on biofeedback and your group results. Ask mentor if they or others they know have used or encouraged the use of biofeedback to help with stress/pain/panic attackes etc

Mentor:
1) Please review student's responses and provide insight to being competitive in the job market related to the career exploration.
2) Share any input related to activities in class around biofeedback experiences.
Gather data and information to share with your mentor in this area using Google Docs. Discuss with your mentor your questions and advice they may have for you.
Journals and emails document information related to methods used in biofeedback.
11 Please note that 3/7 to 3/9 many students will be out of school in order to participate in HOSA -Future Health Professionals State Conference.

Education and Career Readiness HOMEWORK.
Question 3 RESEARCH. What college/educational programs are available in your state to allow you to compete successfully in your career? If there are none in your state, where can you find those programs? Share your findings with your mentor.

Classroom Activities:
1) Provide sketches and materials list for a prosthetic arm.
2) Build prosthetic arm and share photo results with mentor. Due 3/14

Mentor:
Please review student's responses and provide feedback to student regarding research to career/college planning.
Provide suggestions of materials and designs for the prosthetic arm.
Student documents responses to the prompts around post- secondary education in Google Docs and shares with mentor and teacher and school counselor.

Student builds a working prosthetic arm using household materials that can reach out grip a empty cup and rotate in a pouring motion.
12 No Career/College Exploration in this step.
Student partners will be designing physical and occupational therapy plans for patients and putting into a presentation that would be shared with them or family.
Plan should focus on the following:
Assisting the patient with adjustments from physical changes and disabilities
Restoring the patient’s independence
Helping the patient master daily activities

Plan must include the following items:
A description of the overall goals of the rehabilitation plan.
What is it that the patient wants to get out of his or her rehabilitation?
A description of the unique physical needs of this patient
A description of what the patient should expect in terms of his or her pain and progress in the next six months
A detailed outline of the physical rehabilitation plan for the next six months. Include the responsibilities of the physical therapist and the occupational therapist as well as the major rehabilitation milestones that need to be met along the way.
A detailed description of what will happen during a typical physical therapy session. Include a sample exercise or task that will be done as well as the rationale of the task and the specific muscles that will be targeted.
A detailed description of what will happen during a typical occupational therapy session. Include a sample exercise or task that will be done as well as the rationale of the task and the specific muscles that will be targeted.
A description of any other biomedical science professionals who will be involved in the patient’s rehabilitation (if applicable)

Mentor: This will be similar to the genetic counseling cases we completed in the fall although shorter in duration. Please ask questions that you would have as a patient or family member.
Review student ideas and provide feedback on presentation. 		Journal will document that students recognize that physical and occupational therapists work to help patients with disabilities or patients recovering from surgery or injury to restore function, improve mobility, relieve pain, and improve the ability to perform the tasks necessary to lead an independent and productive life.
Design and present a comprehensive rehabilitation plan, given a specific case.
13 In class activity:
Students will share with mentor how genetics can be used to develop a personalized plan for treatment. Ask mentors about any background or experience they have related to using genetics to determine an approach to treatments.

Post secondary and Career Readiness HOMEWORK RESEARCH over Spring Break.
Research the programs at your top choice school.
What does it take to be competitive in this post- secondary program?
What are the "weed-out" courses (classes that students often fail or cause to drop out of a program) that students struggle to complete?
How can you be prepared for these classes to be successful?
Where do students from the program you are interested in often get hired?
What type of research is the faculty involved? Is there research you would be interested in working on with a professor? Have at least one conversation with a current student, an adviser or professor within the program you are interested.

Mentor: Review student's findings and their plan. Share your own successes and some of the areas that were a struggle for you or your peers. Suggest some additional ideas for developing skills that are valuable within industry and education. 		Student journal and emails document their understanding of personalized medicines. Students will:
1) Recognize that all drugs do not act the same way for all individuals.
2) Explain how single nucleotide polymorphism (SNP) profiles may factor in to the decision to prescribe a specific medication.

Career/College Exploration: Student will document responses in Google drive folder over Question 4 in greater detail over their school of choice.
Student shares responses with mentor, guardians and counselor.
14 In class activity for cancer unit. Student will investigate the variety of nanotechnologies currently being developed for the diagnosis and treatment of cancer. They will use the ideas to design their own nanotechnology-based cancer treatment and create a clinical trial to test the safety and efficacy of the treatment.

Develop a clinical trial to test the safety and efficacy of the nanotechnology- based treatment. Include the following information in presentation:
Background Information:
Name of clinical trial
Description of population being studied
Summary of the known and potential risks and benefits, if any, to human subjects
Description of the route of administration (delivery method)
Description of the cells the treatment will target
Description of how the treatment will target these cells
Description of how the treatment will be released into the targeted cells
Description of what the treatment will do once inside the targeted cells
Description of how the treatment will destroy the targeted cells

Trial Objectives and Purpose:
Description of the goals of the trial
Description of the hypothesis of the results of the trial
Description of how this treatment will be better than the treatments that are currently being used for this type of cancer

Trial Design:
Description of the type/design of trial to be conducted (e.g., double-blind, placebo-controlled) and a schematic diagram of the trial design
Selection of Subjects:
Specification of the criteria for the inclusion and exclusion of potential subjects (i.e. who is eligible to participate in the study and who is not eligible)
Assessment of Safety:

Description of safety procedures

Share your ideas and questions about designing a clinical trial with mentor. Ask mentor if your design will meet all the requirements. Ask mentor if your clinical trial is well explained or if there are important components you need to revise.

Share your presentation with mentor asking for feedback on its' professionalism. Mentors please ask questions of your student regarding their nanotechnology design choices. Does it seem feasible as a treatment in the future? If you have experience with clinical trials please explain the process and time frames that are involved. Critique the student presentation offering suggestions to improve. 		Students will develop and present a clinical trial proposal for a nanotechnology-based cancer treatment.
15 Reevaluate the questions your were asked at the beginning of the career/college planning and what you know now.
1) What is the connection between a career you want to pursue and career opportunities in the economy where you live or want to live?
2. What does that profession require you to do to be competitive in that area?
3. What college/educational programs are available in your state to allow you to compete successfully? If there are none in your state, where can you find those programs?
4. What is your top post-secondary choice where you would like to go to school? What does it take to be competitive in this post-secondary program?

Write a two page reflection on what you learned through the process. Include responses the above questions in your reflection. How did having a mentor assist you with the exploration? How can you apply this process in the future? What new questions do you have?

Mentor please share any final thoughts with student that will help them as they move on either into their senior year at our school or onward to continued education and careers. 		Career and College Plan. Document what you have discovered related to your career and college plans in your Google Folder. Share information with mentor, teacher, counselor and guardians.
16 Students email a gracious thank you to your mentor expressing how he or she helped you develop a better understanding of material we covered in class as well as how to achieve your career and educational goals.
Complete the Mentored Pathways survey.
Mentors please share any final thoughts or encouragements with students.
Complete the Mentored Pathways survey.
It was a pleasure working with all of you. Thank you for helping me to better develop our program and all the time and effort you gave to our students. 		Document a professional thank you email to mentor.
Mentored Pathways survey completed.