After catastrophic flooding in New Orleans destroyed two hospitals, the Southeast Louisiana Veterans Health Care System is planning a replacement facility that will incorporate resilience against future extreme events.

" This course does not seek to provide answers to ethical questions. Instead, the course hopes to teach students two things. First, how do you recognize ethical or moral problems in science and medicine? When something does not feel right (whether cloning, or failing to clone) ‰ŰÓ what exactly is the nature of the discomfort? What kind of tensions and conflicts exist within biomedicine? Second, how can you think productively about ethical and moral problems? What processes create them? Why do people disagree about them? How can an understanding of philosophy or history help resolve them? By the end of the course students will hopefully have sophisticated and nuanced ideas about problems in bioethics, even if they do not have comfortable answers."

What is race? What is ethnicity? How can communication and relationships between men and women be improved? What causes segregation in our society? How do stereotypes develop and why do they persist? How do an individual's racial, ethnic, and sexual identities form and develop? This course explores these topics and more.

This course examines the growing importance of medicine in culture, economics and politics. It uses an historical approach to examine the changing patterns of disease, the causes of morbidity and mortality, the evolution of medical theory and practice, the development of hospitals and the medical profession, the rise of the biomedical research industry, and the ethics of health care in America.

This is a blog from St. George's University that provides infographics explaining the benefits of diversity in the healthcare workplace, and why it should be encouraged. An activity I'd like you to do with your students is to have to have them read the whole article and then form small groups of 2 to 3 people. After forming groups, have each student share 1 way that diversity benefits patients, and 1 way diversity benefits health providers. The takeaway should be that diversity is very important in the healthcare space and it promotes better quality of care.

This source is a publication from Princeton University that provides pictograms for a multitude of hazard symbols commonly seen in many industries including healthcare. For an interactive activity, students should make flashcards similar to ones you would see on online sites like quizlet. On one side, have a drawing of the hazard symbol, and on the back a short description of what the hazard symbol does/is for. Doing this will help students remember the meanings and also reinforce their understanding of them.

This source is an infographic that allows the students to see the change in healthcare spending from 1960 through 2019. For an interactive activity I would urge you to ask the students to use the scroll bar and move the dial to each decade and make notes about the spending they see. After jotting down the data they see, they should create graphs to model the healthcare spending. The key takeaways the students should recieve is that as time has progressed, medicare, medicaid, and private insurance are the three main ways health care bills are paid. Attached below is supplemental material that gives an overview of health care spending and insurance costs in the U.S health care system.

This course explores the history of the ideal of personal freedom with an eye towards contemporary debates over the pros and cons of the regulatory state. The first part of the course surveys the sociological and theological sources of the concepts of freedom and civil society, and introduces liberty's leading relatives or competitors: property, equality, community, and republicanism. The second part consists of a series of case studies in the rise of modern liberty and libertarianism: the abolition of slavery, the struggle for religious freedom, and the twentieth-century American civil liberties movement. In the last part of the course, we take up debates over the role of libertarianism vs. the regulatory state in a variety of contexts: counter-terrorism, health care, the financial markets, and the Internet.

"Can you make a cellphone change the world? NextLab is a hands-on year-long design course in which students research, develop and deploy mobile technologies for the next billion mobile users in developing countries. Guided by real-world needs as observed by local partners, students work in multidisciplinary teams on term-long projects, closely collaborating with NGOs and communities at the local level, field practitioners, and experts in relevant fields. Students are expected to leverage technical ingenuity in both mobile and internet technologies together with social insight in order to address social challenges in areas such as health, microfinance, entrepreneurship, education, and civic activism. Students with technically and socially viable prototypes may obtain funding for travel to their target communities, in order to obtain the first-hand feedback necessary to prepare their technologies for full fledged deployment into the real world (subject to guidelines and limitations)."

An introduction to pharmacology. Topics include mechanisms of drug action, dose-response relations, pharmacokinetics, drug delivery systems, drug metabolism, toxicity of pharmacological agents, drug interactions, and substance abuse. Selected agents and classes of agents examined in detail.

Students learn how biomedical engineers work with engineers and other professionals to develop dependable medical devices. Specifically, they learn about suction pumps, which are important devices to keep in good repair, especially when they are used in remote locations. Student teams brainstorm, sketch, design and create prototypes of suction pump protection devices to keep fluid from backing up and ruining the pump motors. Using a real suction pump, they conduct repeated trials to test their devices for reliability, making improvements as necessary.

Students learn about providing healthcare in a global setting and the importance of wearing protective equipment when treating patients with infectious diseases like Ebola. They learn about biohazard suits, heat transfer through conduction and convection and the engineering design cycle. Student teams design, create and test (and improve) their own Ebola biohazard suit prototypes that cover one arm and hand, including a ventilation system to cool the inside of the suit.

Prepárate a Servir: Advanced Spanish for Patient Care is a level three LOTE (E) course developed using the new CTE content standards and aligns with the Patient Care pathway standards within the Health, Science, Medical Technology CTE sector. Using Spanish as the medium of instruction and learning, students demonstrate an understanding of the issues and considerations that apply to this industry sector, and undertake practical research that enables them to map their interests and skills in the healthcare/patient care career sector. Beginning with an introduction to healthcare systems, foundational anatomy and key terminology in the field, the course builds applied knowledge progressively, moving through units on communication and cultural sensitivity in the workplace into issues of health and safety and legal/ethical considerations. The course culminates with career exploration and healthy living units, enabling students to put their knowledge into practice with community and professional partners. Students employ situationally and level-appropriate Spanish as the means of communication as they study the concepts and principles of the healthcare industry. 

This course meets the standards of a third year Native Speaker Spanish course while incorporating Health Science and Medical Technology (HSMT) themes, with a focus on the Public and Community Health Pathway.  Taught exclusively in the target language, this course begins with a focus on personal health, then broadens the context and scope to include family, community and public health, and health careers. Students acquire knowledge of a range of public health issues including physical, mental and social.  They apply their understanding of public policies to promote health-positive behaviors among individuals, families and the community. Through a range of real-world situations, students demonstrate understanding of culturally appropriate Spanish and the nuances of language across the Spanish-speaking world, as they engage in advanced listening, speaking, reading and writing activities.   Students use a full range of academic Spanish vocabulary, with emphasis on health terminology, in present, past, future, subjunctive and perfect tenses.

Spanish 4 for Patient Care: ¡Socorro! is a level four LOTE (E) course developed using the new CTE content standards and aligns with the Patient Care pathway standards within the Health, Science, Medical Technology CTE sector. Medical caregivers must be able to communicate with the Spanish-speaking patient on a medically and linguistically appropriate level. Students will build a framework for practice with management of health-related situations such as an infectious disease outbreak, treatment of injuries, cardiopulmonary complications, and diabetes. From this established foundation of common scenarios encountered in medical settings, students will incorporate standard medical terminology, knowledge of anatomy and physiology, and patient assessment with clear, accurate Spanish communication in an effort to fuse the medical responder with the medical communicator. This hybrid Spanish-Healthcare provider responder represents the future of accurate, responsible healthcare, paving a road to uncompromised medical services for the Spanish-speaking patient.