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Course Profile Medical Technologies (TPT4C), Grade 12,
College Preparation, Public
Course Overview
Prerequisite: Health Care, Grade 11, College Preparation
This
course focuses on human physiology, pathology, and immunology. Students learn
about accepted medical care practices, current technological advances in health
care, how to perform various procedures, and how to use tools and equipment in
the field of health care. Students also design solutions to common medical and
health care problems, investigate career opportunities, and examine legal and
safety standards in the health care industry and the industry’s impact on the
environment.
·
In
each unit, students identify career options and gain insight into skills
required for a variety of related professions in the health care industry.
Students also gain knowledge of careers in this area through volunteer work,
cooperative education, and job shadowing.
·
The
teacher addresses health and safety concerns as they pertain to the health care
industry both to students and clients.
·
The
activities provide opportunities for students to engage in both practical
activities and research.
·
The
expectations are assessed in accordance to the four areas identified in the
Achievement Chart found in the Technological Education Policy Document.
(Knowledge and Understanding, Communication, Thinking and Inquiry, Application)
·
The
teacher uses a wide range of teaching/learning strategies and provisions.
·
This
course provides for many cross-curricular opportunities such as science,
biology, health, and physical education.
|
Unit 1 |
Human
Physiology |
20
hours |
|
* Unit
2 |
Pathology |
50
hours |
|
Unit 3 |
Immunology |
40
hours |
* This unit is fully developed in this Course
Profile.
Time: 20 hours
Unit
Description
Students
continue to identify and understand the functions of human physiology. Students
examine conditions required for the functioning, identification, and
classification of micro-organisms, and mechanisms for micro-biological
activities. Students also use appropriate apparatuses and instruments to
measure and collect data from the human body.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TF1.01, TF1.02, TF1.03, TF1.04 |
Knowledge/Understanding Thinking/Inquiry Communication |
Structure,
Functions, and Identification of Micro-organisms |
|
2 |
TFV.01,
TF1.05 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Impact
of Micro-organisms on the Human Physiological Systems |
|
3 |
TFV.01,
SP1.01, SP1.02, SP1.03, SP1.04 |
Knowledge/Understanding
Thinking/Inquiry Application |
Collecting
and Measuring Data from the Human Body |
Time: 50 hours
Unit
Description
Students
learn about and apply accepted practices in medicine for the treatment of
disease. Through theoretical and practical sessions, students are introduced to
advanced medical terminology, skills, equipment, and specialized careers, which
address unique health problems of patients. During all procedures, students
adhere to government legislation and health and safety laws that pertain to
this area of technology.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TF1.06, TF2.08, SP2.03, SP2.04, SP2.07 |
Knowledge/Understanding |
Causes
of Disease, and the Body’s Reaction |
|
2 |
TFV.01,
SP1.03, SP1.04, SP2.01, SP2.04, SP2.05, SP2.06 |
Knowledge/Understanding Communication Application |
Medical
Terminology |
|
3 |
TFV.01,
TFV.02, TF2.01, TF2.02, TF2.03, TF2.04, TF2.05, TF2.06, TF2.08, TF2.09,
SP2.02, SP2.05, SP2.07 |
Knowledge/Understanding Thinking/Inquiry Communication |
Medical
Problems, Intervention, and Protocol |
|
4 |
TFV.01,
SPV.01, SPV.02, SP1.02, SP1.05, SP1.06, SP1.07 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Health
Care Skills |
|
5 |
TFV.02,
ICV.02, IC1.01, IC1.02, IC1.03, IC1.06, IC1.07 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Legal
and Safety Issues |
|
6 |
ICV.04,
IC3.01, IC3.02 |
Knowledge/Understanding Thinking/Inquiry Communication |
Career
Opportunities |
Time: 40 hours
Unit
Description
Students
learn about immunology and the prevention of the spread of disease. Building
from the knowledge acquired in Units 1, Human Physiology and 2, Pathology,
students perform health care skills and design solutions to common
medical/health problems (e.g., improving methods to prevent the spread of
influenza). Students explore environmental impacts and technological advances
in the health care field with special emphasis on biotechnology.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TF1.07, TF1.08 |
Knowledge/Understanding Thinking/Inquiry Communication |
The
Immune System |
|
2 |
TFV.01,
TFV.02, TF2.07, SP1.08, IC1.04, IC1.05, IC1.08 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Preventing
Outbreaks |
|
3 |
TFV.01,
ICV.01, IC1.09, IC1.10, IC2.06 |
Knowledge/Understanding Thinking/Inquiry Communication |
Environmental
Issues in Health Care |
|
4 |
TFV.01,
ICV.03, SP2.07, IC2.01, IC2.02, IC2.03, IC2.04, IC2.05 |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Biotechnology:
Technological Advances in Health Care |
Brainstorming – group generation of initial ideas expressed without criticism or analysis;
Buddy System – linking of students for peer/cross-age support, and presentation of information and ideas clearly and honestly while demonstrating sensitivity to others;
Case Study – investigation of real and simulated issues;
Collaborative/Co-operative Learning – small group learning providing high levels of student engagement and interdependence;
Computer-assisted Learning – learning of new material or review/reinforce material previously learned;
Conferencing/Discussion – student-to-student and teacher-to-student discussions to encourage confidence and present information and ideas clearly and honestly with sensitivity to others;
Examples - model or a sample of student work to provide the standard toward which students are aiming.
Independent Study – exploration and research of a topic of interest to students;
Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning, in written form on a regular basis;
Just-in-time Teaching – theoretical material that is presented to the student at the appropriate stage of the student’s project;
Problem Solving – model for helping students to identify and work through problems using a prescribed process involving a number of steps;
Report/Presentation – verbal, visual, and written presentation of researched topic to the class or in the community;
Research – model of investigation;
Socratic Lesson – presentation of information by the teacher whereby students listen actively and critically to understand and learn;
Teacher-directed
Class Discussion –
encouragement of active participation of students by having them take turns
while discussing current issues.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation.
There are
three types of assessment:
·
Diagnostic – occurs at the beginning of the
term or unit of study, or at any point during the course when information about
prior learning is useful;
·
Formative – occurs during the learning
process and provides ongoing feedback to the teacher and student about the
quality of learning and the effectiveness of instruction;
·
Summative – carried out at the end of a unit
or the course.
Students are assessed using the following strategies:
Paper-and-Pencil
·
Quizzes
and exams
Performance
·
Research
project
·
Assigned
exercises
·
Presentation
·
Finished
product
Personal Communication
·
Conferencing
·
Student-teacher
·
Student-peer
·
Teacher-group
·
Client-student
·
Log/journal
entries
The following are the assessment tools to use
·
Checklists
·
Marking
schemes
·
Project
specification sheets
·
Rubrics
·
Anecdotal
comments with suggestions for improvement
·
Rating
scale
Various
accommodations may be made throughout the program to assist exceptional
students. Teachers should consult identified students’ Individual Education
Plans (IEPs) for specific directions on accommodations. Possible program
modifications may include:
·
adaptation
of handouts and timelines;
·
the
use of alternative activities, assessment/evaluation techniques, and
instructional strategies;
·
adaptation
of physical structures;
·
provision
of enriched materials and resources;
·
specialized
equipment, electronic devices, and/or classroom procedures;
The
writers verified the URLs for the websites prior to publication. Given the
frequency with which these designations change, the teacher should always
verify the websites prior to assigning them for students’ use. Units in this
Course Profile make reference to the use of specific texts, magazines, films
videos, and websites. The teacher needs to consult board policies regarding the
use of any copyrighted materials. Before reproducing materials from printed
publications for student use, the teacher needs to ensure that the board has a
Cancopy licence and that this licence covers the resources they wish to use.
Before screening videos/films with their students, the teacher ensures that
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers
are reminded that much of the material on the Internet is protected by
copyrights. The person or organization that created the work usually owns the
copyright. Reproduction of any work or substantial part of any work on the
Internet is not allowed without the permission of the owner.
Basic
Life Support. First
Aid Training Manual (available through Canadian Red Cross).
ISBN 0-8151-1732-9
Canadian
Institute for Environmental Law and Policy. The Citizen’s Guide to
Biotechnology. Toronto: 1995. ISBN 0-9690534-9-5. Email: CIELAP@web.apc.org
Emergency
Health Services. A Lifting and Training Program For Emergency Medical
Attendant. Ottawa: University of Ottawa, 1991.
Emergency
Health Services. Manual of Operational Policy and Procedures, Section
4.1(3)(f) Ottawa: University of Ottawa, 1991.
Grace,
Eric S. Biotechnology Unzipped. Toronto: Trifolium Books Inc., 1996.
ISBN 1-895579-45-7
Health
Canada. Using the Food Guide. Ottawa: Ministry of Health, 1997. ISBN
0-662-19649-X
Health
and Welfare Canada. Canada’s Food Guide to Healthy Eating. Ottawa:
Ministry of Health, 1992.
ISBN 0-662-19648-1
Informational
Manual for Designated Officer Preventing and Assessing Exposures to Selected
Communicable Diseases.
Information Manual for Designated Officers. Toronto: Ontario Ministry of
Health.
Kreuzer,
Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for
Teachers. Washington DC: ASM Press Inc., 1996. ISBN 1-55581-101-9
Kreuzer,
Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for
Students. Washington DC: ASM Press Inc., 1996. ISBN 1-55581-110-8
Mardels,
Elaine N. Anatomy and Physiology Colouring Book. 1999. ISBN 0805349138
Marine
and Kadeskint. Foundations of Anatomy and Physiology. Prentise Hall.
ISBN 10135929652
Occupational
Health and Safety Act and Regulations for Industrial Establishments. Ontario: Queen’s Printer for
Ontario, October 1998. ISBN 0-778-79832
Personal
Services Setting Protocol Infection Control Program. Ottawa: Ministry of Health, Public Health
Branch, January 1998.
Potter
& Perry. Canadian Fundamentals of Nursing. Toronto: Mosby-Yearbook
Inc., 1997.
ISBN 0-8151-8901-X
Siebert,
Myrtle and Evelyn Kerr. Food for Life. Canada: McGraw-Hill Ryerson Ltd.,
1994.
ISBN 0-07-551544-X
St. John Ambulance. First on the Scene
Manual. Ottawa: Priory of Canada, 1998. Order Code 6504.
The Body Image Coalition of Peel. EveryBODY
Is A Somebody: Facilitator’s Guide. Ontario Ministry of Health, Canada:
Desktop Publishing, 1997.
Tortora,
Gerard J., Berdell R. Funke, and Christine L. Case. Microbiology: An
Introduction, 5th ed. Don Mills, ON: Benjamin/Cummings Publishing Company
Inc., 1995. ISBN 0-8053-8496-0
Update
Universal Precautions for Prevention of Transmission Immunodeficiency Virus,
Hepatitis B Virus and Other Bloodborne Pathogens in Health Care Settings. Atlanta, Georgia: Centers for
Disease Control, 1988.
Vital
Link. CPR Training Manual (available through Canadian Red Cross).
“Regimens:
Soap-and-Water Hand Washing Versus Hand Antisepsis With An Alcoholic Hand Gel.”
Infection Control in Hospital Epidemiology, Vol 21 (2000): 442-8.
Voss,
A. and A.F. Widmer. “No Time for Handwashing!? Handwashing Versus Alcoholic
Rub; Can We Afford 100% Compliance?” Infection Control in Hospital
Epidemiology, Vol 18 (1997): 205-8.
Zimakoff,
L., A.B. Kjelsberg, S.O. Larsen, and B. Holstein. “A Multi-Centre Questionnaire
Investigation of Attitudes Towards Hand Hygiene, Assessed by the Staff in
Fifteen Hospitals in Denmark and Norway.” American Journal of Infection
Control, Vol 20 (1992): 58-64.
Videos
Biotechnology. Washington D.C.: National
Geographic Society, 1995. ISBN 0-7922-2935-5
Home
Safe. StayCom
Productions (available through Canadian Red Cross).
Delmar’s
Dental Assisting Video 3. Infection Control Techniques, 1st ed. Delmar,
2000.
ISBN/ISSN
0-7668-1035-6
Delmar’s
Home Care Aide Video Series Tape 8. Body Mechanics and Positioning, 2nd
ed. Delmar Publishers, 1998. ISBN/ISSN 0-8273-8583-8
Med
Com Trainex. Nursing Assistant Techniques - Measuring Pulse, Respirations
and Blood Pressure. Elora, ON: Directional Learning, 1993.
St.
John Ambulance. First on the Scene. (set of four videos). Ottawa,
Ontario: Priory of Canada, 1994. Order Code 6550.
TV
Ontario. Health Care. International Tele-Film, 5090 Explorer Drive,
Suite 301, Mississauga, Ontario L4W 4T9. Tel: 905-629-3133; Fax 905-629-1211;
E-mail: itf0001@ibm.net. BPN 3166B. 10 minutes.
Contact
Canada – http://ccinfo@ContactCanada.com
(Comprehensive life science industry, research, and suppliers’ guides.)
Ontario’s
Occupational Health and Safety Website – http://www.gov.on.ca/lab/ohs/ohse.htm
(General information and guides, legislation and regulations, reports and
projects, health and safety guidelines, engineering data sheets, and hazard
alerts.)
Toronto
Biotechnology Initiatives – http://www.torontobiotech.org
(A non-profit organization for information on the growth of biotechnology in
Toronto and the surrounding region.)
Workplace
Hazardous Material Information System Website
– http://www.utoronto.ca/safety/whmis2.htm
(Canadian Federal and Provincial legislation on the sale of, and importation of
controlled products and hazardous materials in the workplace.)
Professionals in Infection Control and
Epidemiology – www.apic.org
(News releases on current public health issues.)
U.S.
Department of Health – www.healthfinder.gov
(Prevention, wellness, diseases, conditions, alternative medicine, medical
dictionaries, encyclopaedias, and journals.)
Telephone
Contacts
Allergy
Asthma Information Association (416) 679-9521
Allergy
Essentials 1-888-850-6051
The
course is designated as a technological education program. (See The Ontario
Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a
description of the different types of secondary school courses.) Students can
use the course as one of the additional compulsory credits (one credit from
Science [Grade 11 or Grade 12] or Technological Education [Grade 9–12]), or as
an optional credit. This course could be part of a School-Work Transition
Program – see Cooperative Education and Other Forms of Experimental
Learning, Policies and Procedures for Secondary Schools, 2000.
Students
are introduced to theoretical and practical aspects of Health Care technology.
The curriculum provides opportunities for students to undertake hands-on
practical activities, as well as conduct research and analysis. There is a wide
range of teaching/learning methodologies used to accommodate and meet the needs
of all students. This course also addresses social issues such as
anti-discrimination education, equity/social justice issues, career
goals/cooperative education, conflict resolution/violence prevention, and
community partnerships.
Career
exploration throughout all units is made available to students with specific
reference to Choices into Action: Guidance and Career Education Program
Policy for Elementary and Secondary Schools, 1999, and The Ontario Youth
Apprentice Program (OYAP).
Coded
Expectations, Medical Technologies, Grade 12, College Preparation, TPT4C
TFV.01 · demonstrate an understanding of
human physiology, pathology, and immunology;
TFV.02 · describe accepted practices in
health care.
Human
Physiology, Pathology, and Immunology
TF1.01 – describe conditions required for
the healthy functioning of microorganisms;
TF1.02 – explain the difference between
various types and families of microorganisms;
TF1.03 – identify methods of microorganism
identification;
TF1.04 – describe the mechanism of
microbiological activity;
TF1.05 – explain the impact of enzymes in
health and medicine;
TF1.06 – identify causes of various
diseases and the body changes related to each;
TF1.07 – describe the functioning of a
healthy immune system and explain what happens in the body when its functioning
is impaired;
TF1.08 – explain how diseases spread and
what measures are used to control them.
Accepted
Practices in Medical Care
TF2.01 – explain the evolution of health
care practices;
TF2.02 – identify common medical problems
and possible interventions;
TF2.03 – identify a range of medical
services available (e.g., radiation, chemotherapy, and surgery for cancer
treatment);
TF2.04 – describe abnormal values for each
type of vital sign and identify appropriate interventions for each of these
values;
TF2.05 – identify the resources needed to
implement intervention plans;
TF2.06 – explain first-aid and
cardiopulmonary resuscitation (CPR) procedures;
TF2.07 – identify preventive health
screenings, examinations, and immunizations;
TF2.08 – describe cultural diversity as it
applies to medical care (e.g., the need to respect religious beliefs such as
those that preclude after-death care and blood transfusions, and cultural
beliefs related to child birth and pain management);
TF2.09 – de scribe conventional health
practices and alternative health practices (e.g., homeopathic remedies,
acupuncture, therapeutic touch).
SPV.01 · demonstrate correct techniques
for performing various skills and for using the tools and equipment of the health
care field;
SPV.02 · demonstrate an advanced
understanding and use of medical terminology and communication techniques
specific to health care.
Health
Care Skills and the Use of Tools and Equipment
SP1.01 – perform a range of health care
skills to meet industry standards (e.g., proper hand-washing techniques,
techniques to prevent the contamination of specimens);
SP1.02 – use tools and equipment in the
health care field correctly;
SP1.03 – use appropriate apparatus and
instruments (e.g., microscopes, slides, staining materials) to measure and
collect data;
SP1.04 – apply procedures to identify
microorganisms and their products;
SP1.05 – describe the principles and
techniques of medical and surgical aseptic procedures;
SP1.06 – explain the correct techniques of
sterilization in dental and medical processes;
SP1.07 – follow body substance precautions
in handling body substances;
SP1.08 – design solutions to common
medical and health care problems (e.g., improving methods to prevent the spread
of flu in a nursing home).
Medical
Terminology and Communication Techniques
SP2.01 – use correct terminology for
equipment, tools, and procedures;
SP2.02 – demonstrate an advanced
understanding and use of medical care terminology;
SP2.03 – demonstrate advanced interviewing
techniques;
SP2.04 – demonstrate communication skills
(e.g., reflection, clarification, paraphrasing) to understand the needs of
individuals;
SP2.05 – use language appropriate to
specific situations;
SP2.06 – use the guidelines and methods of
the lab or institution in which they are working to send and receive
information;
SP2.07 – use computer technologies
effectively to access, process, analyse, and present information.
ICV.01 · describe the impact of the health
care industry on the environment;
ICV.02 · describe the laws and regulations
governing health and safety standards in the health care industry;
ICV.03 · describe the impact of current or
recent technological advances in the health care field;
ICV.04 · describe career opportunities in
the health care industry.
Legal,
Environmental, and Safety Issues
IC1.01 – describe malpractice and other
liability issues;
IC1.02 – describe existing and potential
hazards to themselves, to clients, and to co-workers;
IC1.03 – describe and, where applicable,
follow health and safety policies and procedures required to prevent injury or
illness;
IC1.04 – describe work practices that
promote a clean and healthy environment;
IC1.05 – identify recommended practices to
reduce or eliminate pathogenic organisms;
IC1.06 – explain procedures designed to
reduce the risk of infection;
IC1.07 – prevent the spread of pathogens
by cleaning, disinfecting, or sterilizing surface instruments and equipment;
IC1.08 – maintain a sanitary food services
environment and practise proper food handling;
IC1.09 – describe and, where possible,
apply different laws and regulations for waste disposal;
IC1.10 – describe and, where possible,
apply practices for recycling and waste management.
Technological
Advances in Health Care
IC2.01 – identify biotechnology products
and their contribution to health care;
IC2.02 – explain the increasing role that
biotechnology plays in our everyday lives;
IC2.03 – describe treatments that employ
biotechnology (e.g., the use of vaccines and antibiotics);
IC2.04 – identify and explain bioethical
issues that arise from advances in biotechnology;
IC2.05 – describe the impact on health
care of current or recent technological advances;
IC2.06 – explain the environmental impact
of technological advances in the health care field.
Education,
Training, and Career Opportunities
IC3.01 – identify career opportunities in
the health care field;
IC3.02 – describe the education and
training required for career opportunities in health care.