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NEWARK PUBLIC SCHOOLS Curriculum Guide: PRE-MEDICAL I
NEWARK PUBLIC SCHOOLS
Curriculum Guide: PRE-MEDICAL I
NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. HasanMr. Alturrick Kenney
Ms. Eliana Pintor MarinMs. DeNiqua Matias
Dr. Rashied McCrearyMs. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson
TABLE OF CONTENTS
Course Description......................................................................................................................................................................................6Recommended Textbooks/Resources..........................................................................................................................................................7Course Proficiencies....................................................................................................................................................................................8Curriculum Units.........................................................................................................................................................................................9Unit 1: Introduction to Health Occupation................................................................................................................................................10Unit 2: Medical Office...............................................................................................................................................................................12Unit 3: Safety, Ethics, and Law.................................................................................................................................................................14APPENDIX A: English Language Arts Alignments to Suggested Activities...........................................................................................16APPENDIX B: Common Core Standards Aligned to Unit Objectives or Activities in Pre-Medical I.....................................................18APPENDIX C: NJ Core Curriculum Science Standards Aligned.............................................................................................................23APPENDIX D: NJ Core Curriculum 21st Century Life and Careers Standards Aligned..........................................................................24APPENDIX E: New Jersey High School Proficiency Assessment (HSPA) Content Found in Pre-Medical I.........................................26
THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects
of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that
our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven.
We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We
pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and
minds to value education.
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, NPS Director of Board Relations
Newark Public SchoolsPre-Medical I
Course Description
Pre-Med 1 is designed as an orientation of health care services and delivery from an interdisciplinary perspective. Students are focused
on process skills including critical thinking, ethical reasoning, concept of professionalism, legal concepts in health care, effective
communications, and foundations of personal development. Emphasis is placed on the role of the health care practitioner as both a
provider and consumer of health care services. Students engage in activities in health and illness concepts and safety and infection
control.Medical terminology concepts are incorporated into each lesson, providing students with the specialized language of health
care profession. Students are exposed to the health care industry through guest speakers, films, and field trips to health care agencies.
Occupational skills include Universal Precautions, OHSA, and First Aid certifications.
Recommended Textbooks/Resources
Textbooks:
Badasch, S.A. 2003. Introduction to Today’s Health Care Worker.5th ed. Prentice Hall. Englewood, New Jersey.
Booth, K.A. 2003.Health Care Science Technology. McGraw Hill, New York
Dynamics of HealthCare Vignettes. 2002. University of Medicine & Dentistry of NJ
Elrich, A. 2002.Medical Terminology for Health Care Professionals.Delmar Publishers.Clifton Park, New York
Galanti, G. 2000. Caring for Patients from Different Cultures.University of Pennsylvania Press. Philadelphia
Gerdin, J. 2003.Health Careers Today. Mosby, Co. Philadelphia
Litman, T.J. 2002.Health Politics and Policy.Delmar Publishers, Clifton Park, New York.
Simmers, L. 2003.Diversified Health Occupations. 6th ed. Delmar Publishers, Inc. Clifton Park, New York.
Multimedia:
Dynamics of Health Care Vignettes. 2002. University of Medicine& Dentistry of NJ
Badasch. 2003. Introduction to Today’s Health Care Worker. CD ROM student study guide and work modules
Course Proficiencies
1. Develop critical thinking and problem solving strategies.2. Understand the historical evolution of health care practices.3. Relate the roles and functions of various health care professions in diverse health care settings.4. Demonstrate the characteristics, behaviors, and attitudes of a professional.5. Analyze common moral and ethical issues associated with health care.6. Understand and use medical terminology.
Curriculum Units1. Introduction to Health Occupations
a. History of health care
b. Concepts of health and illness
c. Personal and professional relationships
d. Values and behavior: Self-esteem, personal appearance, interaction
e. Critical Thinking
i. problem solving
ii. decision making
2. Medical Office
a. Computer basics
b. Communications
i. word structure
ii. basic medical terminology
iii. protocol for interactions
c. Basic medical office procedures
3. Safety, Ethics, and Law
a. Safety
i. Safety Standards OHSA Certification
ii. First Aid Basics
iii. Infection Control and Microorganisms
b. Ethics
c. Law
Unit 1: Introduction to Health OccupationEssential Questions Instructional
Objectives/Skills and Benchmarks
Types of Activities and Assessments that could support Objectives
Suggested Resources Academic Alignments to Unit Objectives
How did the medical profession evolve?
What are the roles of various health care professionals in diverse settings?
What are the characteristics, behaviors, and attitudes required of a medical professional?
What are the fundamental concepts of health and illness?
What is the role of critical thinking in medical professions?
What are examples of critical factors which impact health status?
1. Discuss the historical evolution of health care practices, including the influence of new scientific discoveries (e.g., vaccinations, standards of cleanliness) related to health care.
2. Relate the roles and functions of various health care professions in diverse health care settings.
3. Identify the characteristics, behaviors and attitudes of a professional.
4. Develop a personal, scientific, and professional definition of health, wellness, illness, and disease and analyze factors which impact health status.
Lecture followed by discussion
Group discussions and presentations
Visual aids, including videos, handouts, transparencies
Guest speakers
Mock interview
Health careprofessional interview
Assessment of health care agency
Personal portfolio
Research
Community project
Students can be evaluated using the following criteria: checklists, class participation, performance assessment, accuracy and
Textbooks:Badasch, S.A. 2003. Introduction to Today’s Health Care Worker. 5th
ed. Prentice Hall. Englewood, New Jersey.
Booth, K.A. 2003. Health Care Science Technology. McGraw Hill,New York
Gerdin, J. 2003 Health Careers Today. Mosby, Co. Philadelphia
Litman, T.J. 2002. Health Politics and Policy. Delmar Publishers, Clifton Park, New York
Simmers, L. 2003. Diversified Health Occupations. 6th ed. Delmar Publishers, Inc. Clifton Park, New York.
Multimedia:Dynamics of Health Care Vignettes. 2002. University of Medicine&
CPI21st Century:9.4.12.H.49.4.12.H.159.4.12.H.169.4.12.H.409.4.12.H.419.4.12.H.449.4.12.H.49
SCI:5.3.12.A.65.1.12.C.15.1.12.C.3
HSPAMath: N/A
ELA:SK4RS1WK7WS5RK7RS6
CCSSMath: N/A
ELA:SL.1
5. Demonstrate an understanding of the evolution, nature and complexities of U.S. health care delivery system.
6. Develop critical thinking, such as decision making, problem solving strategies, and the ability to consider alternative theories to evaluate evidence-based arguments.
depth of written exercises, interview questions, preparation of interview questions and interview reports, written quizzes and tests.
Dentistry of NJ
Badasch. 2003. Introduction to Today’s Health Care Worker. CD ROM student study guide and work modules
RST.4WHST.7-9
Unit 2: Medical OfficeEssential Questions Instructional
Objectives/Skills and Benchmarks
Types of Activities and Assessments that could support Objectives
Suggested Resources Academic Alignments to Unit Objectives
What are basic medical office procedures for communication?
Why is knowledge of medical terminology necessary in a medical office?
What are the basic software programs for a medical office?
How can one communicate effectively with different kinds of people?
1. Formulate appropriate communication strategies to detect and avert barriers to effective interpersonalcommunications, including individual andcultural differences.
2. Engage in multiple forms of communication, including written communications (e.g., graphs, tables, diagrams) in order to process and make sense of classmates’ ideas, observations, and experiences.
3. Understand the necessityfor a medical vocabulary.
4. Build medical words from component parts (e.g., affixes, root words).
Guest Speakers
Field Trips
Internet research
Individual computer studymodules
Performance assessment
Group discussions and presentation
Role playing
Written responses
Visual aids, including videos, handouts, transparencies
Students can be evaluated using the following criteria:Competency skills checklist; performance assessment; class participation, accuracy incompletion of written exercises, written quizzes
Textbooks:Badasch, S.A. 2003. Introduction to Today’s Health Care Worker. 5th
ed. Prentice Hall. Englewood, New Jersey.
Elrich, A. 2002. Medical Terminology for Health Care Professionals. Delmar Publishers. Clifton Park, New York
Galanti, G. 2000. Caring for Patients From Different Cultures. University of Pennsylvania Press. Philadelphia
Booth, K.A. 2003. Health Care Science Technology. McGraw Hill, New York
Gerdin, J. 2003 Health Careers Today. Mosby, Co. Philadelphia
Simmers, L. 2003. Diversified Health Occupations. 6th ed.
CPI21st Century:9.4.12.H.59.4.12.H.69.4.12.H.79.4.12.H.89.4.12.H.99.4.12.H.119.4.12.H.129.4.12.H.149.4.12.H.209.4.12.H.289.4.12.H.48
SCI:5.1.12.D.15.1.12.D.2
HSPAMath: N/A
ELA:LS1RS1WS2WS3WS4WS5
CCSSMath: N/A
5. Understand computer basics and medical office software.
5. Develop communication skills for interviewing, telephone etiquette, and interactions with patients and staff.
6. Understand basic medical office procedures.
and tests. Delmar Publishers, Inc. Clifton Park, New York.
Multimedia:Dynamics of Health Care Vignettes. 2002. University of Medicine& Dentistry of NJ
Badasch. 2003. Introduction to Today’s Health Care Worker. CD ROM student study guide and work modules
ELA:RST.3RST.4RST.7SL.6WHST.2WHST.4
Unit 3: Safety, Ethics, and LawEssential Questions Instructional
Objectives/Skills and Benchmarks
Types of Activities and Assessments that could illustrate Objectives
Suggested Resources Academic Alignments to Unit Objectives
What are types of medical safety circumstances and safety practices appropriate to them?
What are differences between ethical and legal perspectives regarding health care?
What are the types of legal responsibilities and liabilities in a health care setting?
What are common ethical and legal concerns in the health care profession?
What types of procedures are standard for control of microorganisms and infection?
1. Demonstrate appropriate use of universal precautions in various settings.
2. Demonstrate safety practices in laboratory and health care settings.
3. Analyze the fundamental questions and implications of selected ethical issues in health care.
4. Clarify and analyze one’s own values and value orientation of others.
5. Discuss concepts of malpractice, tort, and negligence in health care practice.
6. Distinguish between ethical and medical issues in a health care setting.
7. Consider alternative theories to interpret and evaluate evidence-based
Graphic organizers
Group discussions and presentations
Role playing
Ethical debate
Visual aids, including videos, handouts, transparencies
Guest speakers
Assessment ofhealth care agency
Personal portfolio
Students can be evaluated using the following criteria: class participation, accuracy incompletion of written exercises, written quizzes and tests, preparation of interview questions, interview report, and completion of Community project.
Textbooks:Badasch, S.A. 2003. Introduction to Today’s Health Care Worker. 5th
ed. Prentice Hall. Englewood, New Jersey
Galanti, G. 2000. Caring for Patients From Different Cultures. University of Pennsylvania Press. Philadelphia
Lipman, M. 2002. Medical Law and Ethics. Prentice Hall, Englewood, New Jersey.
Litman, T.J. 2002. Health Politics and Policy. Delmar Publishers, Clifton Park, New York
Meltzer, G. 2000. Acquiring Critical Thinking Skills. WB Saunders Co. Philadelphia.
Multimedia:Dynamics of Health Care Vignettes. 2002.
CPI21st Century:9.4.12.H.339.4.12.H.379.4.12.H.459.4.12.H.479.4.12.H.(4).3
SCI:5.1.12.D.3
HSPAMath: N/A
ELA:RS1LS1SK4
CCSSMath: N/A
ELA:RST.3SL.1
arguments while discussing medical issues.
8. Discuss various procedures for control of infections, microorganisms, and hazardous materials.
9. Demonstrate understanding of confidentiality and HIPAA regulations.
University of Medicine& Dentistry of NJ
Badasch. 2003. Introduction to Today’s Health Care Worker. CD ROM student study guide and work modules
APPENDIX A: English Language Arts Alignments to Suggested ActivitiesExample Activities Academic Alignments to Common Core English language
arts/literacy and HSPA
Lecture followed by discussion CCSS: SL.1-3HSPA: LS1, LS3, LS4, SK4
Group discussionsCCSS: SL.1HSPA: SK4
Presentations CCSS: SL.4-6GEPA: SK5, SSI, SS2, SS3, SS4, SS5
Visual aids, including videos, handouts, transparencies CCSS: RST.7
Guest speakers CCSS: SL.2–3HSPA: LS1, LS3, LS4
Mock interview CCSS: SL.1, SL.6HSPA: LS3, LK1, SK3, SS1, SS2, SS4
Health care professional interview CCSS: SL.1, SL.6HSPA: LS1, LS3, LS4
Assessment of health care agency CCSS: WHST.7HSPA: WK7, WS5, RK7, RS6, Extended Understanding
Personal portfolio CCSS: RST.10, WHST.10
Internet research CCSS: WHST.7-9HSPA: RK7, RS6, WK7, WS5, Extended Understanding
Individual computer studymodules CCSS: WHST.6
Role playing CCSS:SL.6GEPA: SK5
Ethical debate CCSS:SL.1, SL.6HSPA: SK3, SK4, SK5
Assessment of health care agency CCSS:WHST.7-9HSPA:WK7, WS5, RK7, RS6, Extended Understanding
Written responses CCSS.WHST.2
HSPA: WS5
APPENDIX B: Common Core Standards Aligned to Unit Objectives or Activities in Pre-Medical I
CCSS code Common Core State StandardMathNo math alignments madeEnglish Language Arts and Literacy for Technical Subjects
ELA.RST.3Note: Aligns to Objectives that require students to comprehend oral or written instructions in order to complete a technical task.
Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.Grades 11–12: Follow precisely a complex multistep procedurewhen carrying out experiments, takingmeasurements, or performing technical tasks; analyze the specific results based on explanations in the text.
ELA.RST.4 Grades 9–10: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.Grades 11–12: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
ELA.RST.7 Grades 9–10: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Grades 11–12: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
ELA.SL.1 Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
APPENDIX C: NJ Core Curriculum Science Standards Aligned
CPI Number 2009 New Jersey Core Curriculum Science Standards5.1.12.C.1 Reflect on and revise understandings as new evidence emerges.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas,
observations, and experiences.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and
diagrams.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with
respect for their safety and welfare.5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible
treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
APPENDIX D: NJ Core Curriculum 21st Century Life and Careers Standards Aligned
CPI Number 2009 21st Century Life and Careers Standards9.4.12.H.4 Demonstrate knowledge of human structure and function as well as diseases and disorders to pursue the
full range of postsecondary education and career opportunities in this cluster. 9.4.12.H.5 Select and employ appropriate reading and communication strategies to learn and use technical concepts
and vocabulary in practice.9.4.12.H.6 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and
information to enhance communication.9.4.12.H.7 Locate, organize, and reference written information from various sources to communicate with others.9.4.12.H.8 Evaluate and use information resources to accomplish specific occupational tasks.9.4.12.H.9 Use correct grammar, punctuation, and terminology to write and edit documents.9.4.12.H.11 Interpret verbal and nonverbal cues/behaviors to enhance communication.9.4.12.H.12 Apply active listening skills to obtain and clarify information.9.4.12.H.14 Listen to and speak with diverse individuals to enhance communication skills.9.4.12.H.15 Exhibit public relations skills in order to increase internal and external customer satisfaction.9.4.12.H.16 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to
solve problems and make decisions.9.4.12.H.20 Employ technological tools to expedite workflow.9.4.12.H.28 Employ computer operations applications to manage tasks.9.4.12.H.33 Demonstrate knowledge of personal and jobsite safety rules and regulations to maintain safe and healthful
working conditions and environments.9.4.12.H.37 Explain health, safety, and environmental management systems in organizations and their importance to
organizational performance and regulatory compliance.9.4.12.H.40 Employ teamwork skills to achieve collective goals and use team members’ talents effectively.9.4.12.H.41 Establish and maintain effective relationships in order to accomplish objectives and tasks.9.4.12.H.44 Demonstrate an understanding of the roles and responsibilities of all members of the healthcare team,
including their ability to promote the delivery of quality healthcare.9.4.12.H.45 Apply ethical reasoning to a variety of situations in order to make ethical decisions.9.4.12.H.47 Demonstrate an understanding of the legal responsibilities, limitations, and implications affecting
different types of workers in the healthcare delivery setting in order to ensure compliance with legal
requirements.9.4.12.H.49 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in the
classroom and/or to be employable.9.4.12.H.(4).3 Adopt work practices to maintain a clean and healthy environment, and demonstrate best practices to
reduce or eliminate pathogenic organisms.
APPENDIX E: New Jersey High School Proficiency Assessment (HSPA) Content Found in Pre-Medical I
HSPA MacrosMTH: IV.A Recognize, create, and extend a variety of patterns and use inductive reasoning to understand and
represent mathematical and other real-world phenomena.ELA: LS1 Select, use, and adjust listening strategies to construct meaning for a variety of purposes.ELA: RK7 [Students know] that critical reflection on multiple perspectives and texts helps readers construct
meaning.ELA: RSI select, apply, and adjust reading strategies to construct meaning.ELA: RS6 evaluate their own reading of text using multiple sources.ELA: SK4 [Students know] that speakers access and exchange information through verbal and nonverbal messagesELA: WK7 [Students know] that critical reflection and analysis contribute to the writing experience.ELA: WS2 engage in the full process of writing.ELA: WS3 select, use, and adjust strategies to compose and craft text.ELA: WS4 select, use, and adjust elements, conventions, literary devices, and modes of discourse.ELA: WS5 select, organize, use, and adjust ideas to convey meaning in writing.
ELA: Extended Understanding of the
Text
Extending Understanding of the TextExtending understanding is a complex process through which students analyze, synthesize, and apply their understanding of various text types and life experiences. For this component of the assessment, students will respond to multiple-choice and open-ended questions based on informational texts. Students taking the GEPA and HSPA will also encounter everyday text that links to the informational text. As the culminating activity in this language arts literacy component, students will complete a writing project in which they make decisions and solve problems drawing upon the texts they have read.
