Spreadsheets across the Curriculum Module. Students build a spreadsheet to calculate proper medicine dosages using the metric system.

Spreadsheets Across the Curriculum module. Students tabulate and graph data on bacteria density vs. time for a culture. Data start with innoculation and progress through the peak and decline.

Seminars exploring current research and topical issues in the biomedical sciences, addressed at the general theme of innovation. Seminars are organized in blocks with related content, and are presented by prominent outside speakers as well as by HST faculty members and graduate students. Each seminar block includes several semi-weekly presentations, in addition to wide-ranging discussions among speakers, faculty, and students. Discussions involve issues such as relations between presented research areas, requirements for further advances in the "state of the art", the role of enabling technologies, the responsible practice of biomedical research, and career paths in the biomedical sciences.

An advanced course covering anatomical, physiological, behavioral, and computational studies of the central nervous system relevant to speech and hearing. Students learn primarily by discussions of scientific papers on topics of current interest. Recent topics include cell types and neural circuits in the auditory brainstem, organization and processing in the auditory cortex, auditory reflexes and descending systems, functional imaging of the human auditory system, quantitative methods for relating neural responses to behavior, speech motor control, cortical representation of language, and auditory learning in songbirds.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

Covers cells and tissues of the immune system, lymphocyte development, the structure and function of antigen receptors, the cell biology of antigen processing and presentation including molecular structure and assembly of MHC molecules, lymphocyte activation, the biology of cytokines, leukocyte-endothelial interactions, and the pathogenesis of immunologically mediated diseases. Consists of lectures and tutorials in which clinical cases are discussed with faculty tutors. Details of the case covering a number of immunological issues in the context of disease are posted on a student Web site.

Why has it been easier to develop a vaccine to eliminate polio than to control influenza or AIDS? Has there been natural selection for a 'language gene'? Why are there no animals with wheels? When does 'maximizing fitness' lead to evolutionary extinction? How are sex and parasites related? Why don't snakes eat grass? Why don't we have eyes in the back of our heads? How does modern genomics illustrate and challenge the field? This course analyzes evolution from a computational, modeling, and engineering perspective. The course has extensive hands-on laboratory exercises in model-building and analyzing evolutionary data.

Spreadsheets Across the Curriculum module. Students build spreadsheets to find dosages in mL/admin from prescription in mg/day/kg and admins/day; body weight in lbs; and concentration in mg/mL.

Introduces abstraction as an important mechanism for problem decomposition and solution formulation in the biomedical domain, and examines computer representation, storage, retrieval, and manipulation of biomedical data. Examines effect of programming paradigm choice on problem-solving approaches, introduces data structures and algorithms. Presents knowledge representation schemes for capturing biomedical domain complexity. Teaches principles of data modeling for efficient storage and retrieval. The final project involves building a medical information system that encompasses the different concepts taught in the subject.

This is a publication from the American Association for Physician Leadership. In the article it talks about leadership in the healthcare field and how leaders can work to resolve conflict in the work place. For an activity, have your students read the article and identify the five ways to defuse a conflict in the healthcare workplace. After their reading, have them them form small groups and have each member of the group share one of the 5 strategies and an example of how they would use it. The key takeaway is for the students to understand the importance of strong leadership and be able to think critically about what they would do if they were in a leadership position.

Join Danny Rubin, founder of Rubin, and Dr. Daniel Vacendak, who runs Vacendak Dentistry in Chesapeake, Virginia. This conversation covers the power of employability skills, a day in the life of a dentist, how to prepare for dentistry while in school and much more. Students and teachers should also make use of the webinar worksheet at https://rubineducation.com/wp-content/uploads/2022/01/Rubin-Webinar-Worksheet-Q-and-A-about-Dentistry-Feb-23.docx

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.

Join Danny Rubin, founder of Rubin, as he talks with two experienced nurses about the work they do every day inside and out of a hospital setting. Students and teachers should also make use of the webinar worksheet at https://rubineducation.com/wp-content/uploads/2020/12/Rubin-Webinar-Worksheet-Q-and-A-with-Nursing-Professionals.docx

Presents the anatomy, physiology, biochemistry, biophysics, and bioengineering of the gastrointestinal tract and associated pancreatic, liver, and biliary systems. Emphasis on the molecular and pathophysiological basis of disease where known. Covers gross and microscopic pathology and clinical aspects. Formal lectures given by core faculty, with some guest lectures by local experts. Selected seminars conducted by students with supervision of faculty. Permission of instructor required. (Only HST students may register under HST.120, graded P/D/F.) The most recent knowledge of the anatomy, physiology, biochemistry, biophysics, and bioengineering of the gastrointestinal tract and the associated pancreatic, liver and biliary tract systems is presented and discussed. Gross and microscopic pathology and the clinical aspects of important gastroenterological diseases are then presented, with emphasis on integrating the molecular, cellular and pathophysiological aspects of the disease processes to their related symptoms and signs.

This course reviews the key genomic technologies and computational approaches that are driving advances in prognostics, diagnostics, and treatment. Throughout the semester, emphasis will return to issues surrounding the context of genomics in medicine including: what does a physician need to know? what sorts of questions will s/he likely encounter from patients? how should s/he respond? Lecturers will guide the student through real world patient-doctor interactions. Outcome considerations and socioeconomic implications of personalized medicine are also discussed. The first part of the course introduces key basic concepts of molecular biology, computational biology, and genomics. Continuing in the informatics applications portion of the course, lecturers begin each lecture block with a scenario, in order to set the stage and engage the student by showing: why is this important to know? how will the information presented be brought to bear on medical practice? The final section presents the ethical, legal, and social issues surrounding genomic medicine. A vision of how genomic medicine relates to preventative care and public health is presented in a discussion forum with the students where the following questions are explored: what is your level of preparedness now? what challenges must be met by the healthcare industry to get to where it needs to be?

This course will focus on understanding aspects of modern technology displaying exponential growth curves and the impact on global quality of life through a weekly updated class project integrating knowledge and providing practical tools for political and business decision-making concerning new aspects of bioengineering, personalized medicine, genetically modified organisms, and stem cells. Interplays of economic, ethical, ecological, and biophysical modeling will be explored through multi-disciplinary teams of students, and individual brief reports.

Subject assesses the relationships between sequence, structure, and function in complex biological networks as well as progress in realistic modeling of quantitative, comprehensive functional-genomics analyses. Topics include: algorithmic, statistical, database, and simulation approaches; and practical applications to biotechnology, drug discovery, and genetic engineering. Future opportunities and current limitations critically assessed. Problem sets and project emphasize creative, hands-on analyses using these concepts. From the course home page: In addition to the regular lecture sessions, supplementary sections are scheduled to address issues related to Perl, Mathematica and biology.

This is a lesson dealing with a new subdivision of bioethics called neuroethics. As our knowledge of the brain and nervous system expands, so do the ethical issues that result from this knowledge. This new area of study results from our increasing research in the field of neurobiology. In the first part of this activity, students will discuss the stigma associated with psychological illness. They will then be introduced to Dr. Kay Jamison who discusses some of the ethical implications of bipolar disorder. The class will take part in an activity called a Topical Barometer where they will have to choose a position regarding an ethical decision. In Part 2 of the activity, they will write a position paper after exploring the topic of drug enhancement, another controversial issue in the world of neuroscience. From the original handout text by Caren Gough

This is a site from the University of Texas that lists a variety of health care roles and occupations, and allows viewers to click on these different roles and learn about each one and their responsibilities. For an activity, I would encourage the students to form small groups and have each student choose a different health care role of their own that interests them and follow the site to learn more. After giving the students 10 minutes to explore, have them come back to their small group and share what the role is that they explored and 2-3 responsibilities of that role. The key takeaway here, is that the students will understand that the healthcare field is very broad and that the different occupations within the field can satisfy a lot of interests that they might have, so the opportunities are endless.

Healthcare careers can be found in more than just the Health career cluster! Health-related careers can be found in the following Career Cluster Chart.