High School Health Pathways: High School Health Pathways: Linking Linking ScienceScience and and Health Health

Career Career PreparationPreparationCalifornia Career Pathways ConsortiaCalifornia Career Pathways Consortia

Educating for Careers ConferenceEducating for Careers Conference

February 23, 2009February 23, 2009

Janet Hoff, Janet Hoff, Program Manager Program Manager

Heather Peterson, Heather Peterson, Curriculum SpecialistCurriculum Specialist

Regional Allied Health & Science Initiative – San Diego CountyRegional Allied Health & Science Initiative – San Diego CountyBased at Grossmont-Cuyamaca Community College DistrictBased at Grossmont-Cuyamaca Community College District

Healthcare Workforce CrisisHealthcare Workforce Crisis Demand exceeds supply Demand exceeds supply (consumer & training (consumer & training

level)level) Gap exacerbated by baby boomers’ demand Gap exacerbated by baby boomers’ demand

for services and the retiring workforcefor services and the retiring workforce 2004 2004 2010, California employment in the 2010, California employment in the

healthcare sector expected to grow between healthcare sector expected to grow between 23 and 37%23 and 37%

Greatest projected growth: RN, LVN, nursing Greatest projected growth: RN, LVN, nursing aides and orderlies, dental assistants and aides and orderlies, dental assistants and hygienists, physical therapists, and hygienists, physical therapists, and radiological technologists radiological technologists

Pipeline ChallengesPipeline Challenges** Lack of awareness regarding health sector Lack of awareness regarding health sector

career opportunitiescareer opportunities Limited availability of science prerequisite Limited availability of science prerequisite

courses (Anatomy & Physiology, Microbiology)courses (Anatomy & Physiology, Microbiology) High attrition rates in prerequisite coursesHigh attrition rates in prerequisite courses Long waiting lists for training programsLong waiting lists for training programs Availability of qualified facultyAvailability of qualified faculty Limited clinical placementsLimited clinical placements High attrition rates in licensure/training High attrition rates in licensure/training

programsprograms Workforce retentionWorkforce retention **Many of these involve the state policy levelMany of these involve the state policy level

A piece of the puzzle – A piece of the puzzle – RAHSI Mission/VisionRAHSI Mission/Vision

The The Regional Allied Health and Science Initiative Regional Allied Health and Science Initiative supports the supports the building and implementation of high school Health building and implementation of high school Health Career Pathway programs in San Diego CountyCareer Pathway programs in San Diego County, , with a focus on: with a focus on:

Health and medical curricula in the academic sciencesHealth and medical curricula in the academic sciences Student internships and other career exploration opportunitiesStudent internships and other career exploration opportunities Teacher externships and professional developmentTeacher externships and professional development Countywide collaboration among high school & college educators and administrators Countywide collaboration among high school & college educators and administrators

(including possibilities for course and program articulation)(including possibilities for course and program articulation)

Students that complete a RAHSI Health Career Pathway Students that complete a RAHSI Health Career Pathway course sequence will be prepared to pursue any health course sequence will be prepared to pursue any health training program of their choice, from technician to training program of their choice, from technician to physician.physician.

The RAHSI vision is intended for students of The RAHSI vision is intended for students of allall academic levels and backgrounds academic levels and backgrounds

Regional Allied Health & Science Regional Allied Health & Science Initiative (RAHSI) – San Diego CountyInitiative (RAHSI) – San Diego County

InitiativeInitiative Goals:Goals: Increase high school students’ awareness Increase high school students’ awareness

of college allied health programsof college allied health programs

Improve performance in high school and Improve performance in high school and college science coursescollege science courses

Improve transition and retention rates in Improve transition and retention rates in college health training programs college health training programs

Regional Allied Health & Science Regional Allied Health & Science Initiative (RAHSI) – San Diego CountyInitiative (RAHSI) – San Diego County

Health Career PathwaysHealth Career Pathways

DescriptionDescription: A sequence of academic : A sequence of academic and CTE courses that infuse and CTE courses that infuse health/medical content and health/medical content and applications into the curricula over a applications into the curricula over a three or four-year period three or four-year period

Science and Healthcare?Science and Healthcare? Evidence suggests that students are not Evidence suggests that students are not

transitioning well and completing transitioning well and completing “gatekeeper” “gatekeeper” college science courseworkcollege science coursework—commonly —commonly Anatomy, Physiology, and Microbiology—that Anatomy, Physiology, and Microbiology—that allows allows access to health professions training access to health professions training programsprograms

It makes sense that students should be prepared It makes sense that students should be prepared for higher education and health careers by a for higher education and health careers by a multidisciplinary team that includes both multidisciplinary team that includes both science science andand the Regional Occupational the Regional Occupational ProgramsPrograms (ROP) disciplines; (ROP) disciplines; “ROP cannot bear “ROP cannot bear the burden alone”the burden alone”

Science and Healthcare?Science and Healthcare? Experience demonstrates that a Experience demonstrates that a

comprehensive, multidisciplinary, comprehensive, multidisciplinary, multi-level multi-level Pathway TeamPathway Team—teachers, counselors, and —teachers, counselors, and administrators—creates more sustainable administrators—creates more sustainable programming that can outlast changes over programming that can outlast changes over time, funding, and personnel time, funding, and personnel

The health-careers pipeline challenges are very The health-careers pipeline challenges are very complex; the complex; the role of the Regional Allied role of the Regional Allied Health and Science Initiative is to offer Health and Science Initiative is to offer colleges and industry a more prepared colleges and industry a more prepared student “product”student “product” that will not waste that will not waste already strained resourcesalready strained resources

RAHSI Health Pathway RAHSI Health Pathway SequenceSequence

Medical BiologyMedical Biology

Medical ChemistryMedical Chemistry

Medical Anatomy & PhysiologyMedical Anatomy & Physiology Microbiology alternative for “Strand B” - Medical Research PathwayMicrobiology alternative for “Strand B” - Medical Research Pathway

CTE/ROP/Internship Course CTE/ROP/Internship Course (RAHSI curriculum specialists must (RAHSI curriculum specialists must approve approve capstonecapstone status site-by-site) status site-by-site) Preferred courses include Preferred courses include AdvancedAdvanced Sports Med (II) or Internship Sports Med (II) or Internship Development of Med Physics and Med Psych being exploredDevelopment of Med Physics and Med Psych being explored Biochemistry etc. for “Strand B” - Medical Research Pathway Biochemistry etc. for “Strand B” - Medical Research Pathway

Algebra IIAlgebra II (no medical applications at this time) (no medical applications at this time)

Regional Allied Health & Science Regional Allied Health & Science InitiativeInitiative

San Diego CountySan Diego CountyHigh Schools in San Diego County = Approx. 90 in 18 districts

Active RAHSI = Currently implementing Medical Biology with plans to implement Medical Chemistry in ’09-’10 school year (17 sites in 7 districts)

Pending RAHSI = Planningto begin Med Bio implementationin ’09-’10 school year (6 add’l sites)

25% of the schools in 40% of districts

Prospective RAHSI = Participationin Collaborative meetings but no certain plans to implement (6 add’l sites, 3 add’l districts)

One middle school has adoptedportions of the curriculum for 7th and 8th grade implementation

Step One: High School AlignmentStep One: High School AlignmentStep Two: Post-Secondary & Step Two: Post-Secondary &

IndustryIndustry Initial focus: Initial focus: Between & within high schoolsBetween & within high schools

Science talk to science (across county)Science talk to science (across county) ROP talk to ROP (across county)ROP talk to ROP (across county) Science talk to ROP (at each school site)Science talk to ROP (at each school site) Development/common adoption of pathway sequence & Development/common adoption of pathway sequence &

curricula (across county)curricula (across county) Implementation (at each school site)Implementation (at each school site) School and District administration backingSchool and District administration backing

Result:Result: Similarly-prepared students to Similarly-prepared students to present to college & industry partnerspresent to college & industry partners

Industry Connections

Develop internship programs for RAHSI students (and teachers/counselors)

Assist healthcare partners with coordination expenses and efforts

Recruit and refer qualified students Provide a “feedback loop” to educators for

improvement and intervention

Industry StrategiesIndustry Strategies

RAHSI TeamRAHSI Team Project DirectorProject Director (Natalie Ray – also Tech Prep Coord, GCCCD)(Natalie Ray – also Tech Prep Coord, GCCCD) Project ManagerProject Manager (Janet Hoff)(Janet Hoff) Project Specialist/AssistantProject Specialist/Assistant (Arlette Bianconi – part time)(Arlette Bianconi – part time) Curriculum Specialist/District Lead Pathway CoordinatorCurriculum Specialist/District Lead Pathway Coordinator

(Heather Peterson)(Heather Peterson) Industry Connections CoordinatorIndustry Connections Coordinator (Sonia Lira)(Sonia Lira) AdditionalAdditional District Lead Pathway Coordinator District Lead Pathway Coordinator (Sheila Krotz – (Sheila Krotz –

two release periods)two release periods) Contracted services for evaluation, web design, middle school Contracted services for evaluation, web design, middle school

outreach, industry programmingoutreach, industry programming Additional Curriculum Specialist (Pending – part time)Additional Curriculum Specialist (Pending – part time) Additional Industry Connections Coordinator (Pending)Additional Industry Connections Coordinator (Pending) Health Professions Outreach Advisors x 2 (Pending)Health Professions Outreach Advisors x 2 (Pending) Student/Parent Engagement Coordinator – Bilingual (Pending)Student/Parent Engagement Coordinator – Bilingual (Pending) Marketing & Community Relations Specialist (Pending)Marketing & Community Relations Specialist (Pending)

How Medicine is Incorporated into Academic

Courses Health/medical concepts are used as

examples for state content standards Medical issues are discussed through

current articles and relevant case studies

Science labs have medical emphasis Cross-curricular projects centered

around medical topics

State Content StandardsTeacher teaches standards with medical

and/or physiology topics as the example for the standard

1a. Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings.

Red blood cells absorb oxygen/carbon dioxide and exchange each through the cells of the capillary walls

Osteocytes and how they get Ca+ in/out How muscle cells absorb Ca+ from surrounding bone through the

circulatory system for a muscle contraction The exchange of oxygen/carbon dioxide at alveoli within the lungs Movement of the small precursor molecules through the small intestine

into the circulatory systems and further through the cells of the body The movement of water, salts, etc. through the cells of the nephron in the

kidneys Movement of neurotransmitters through the synapse Movement of hormones from glands to target cells Movement of white blood cells through the body and to sites of infection Uses of transdermal drugs

Articles & Case Studies

Current articles and medical case studies related to standards and concepts are used as homework or group activities

"Super Bug" Scares - Straight Facts About Antibiotic Resistance

06 Nov 2006With recent news about "super bugs," you may wonder if antibiotics are still effective, and whether they will work for you when you need them. You're not alone - there is a lot of confusion about antibiotics - what they do and don't treat, and why they sometimes stop working. It is important to know that antibiotics are effective only if they are prescribed and taken correctly.

Two main types of germs cause most infections - viruses and bacteria. Antibiotics are a type of medicine that can kill or stop the growth of bacteria and help cure the infections they cause. Some people think that antibiotics can be used to treat viral infections, such as a cold or the flu. However, it is very important that you not take an antibiotic for a cold or the flu - doing so can contribute to what experts call "antibiotic resistance." To help you understand when you need to take antibiotics and how you should use them, here are answers to some of the most commonly asked questions about antibiotics and resistance.

Q. What is antibiotic resistance?A. Antibiotic resistance is the ability of bacteria to resist the effects of an antibiotic. When this occurs, medications used to treat infections caused by bacteria become less effective or not effective at all. When antibiotics are used incorrectly, such as when they are taken when not needed, bacteria can develop new ways to fight the medicine, and they become resistant to antibiotic medications. This can lead to more visits to the doctor, more medication, higher medical bills or even a visit to the hospita

Q. Do currently available antibiotics still work?A. Yes. There are still many effective antibiotics available. The best antibiotic is the one that kills the bacteria and stops the infection the first time. Antibiotics are most effective when taken as prescribed by your doctor.

Q. Can an antibiotic be used to treat the cold or the flu?A. No. Antibiotics only treat illnesses caused by bacteria. Colds and the flu are caused by viruses. Taking antibiotics when you have a virus may cause more harm than good. Your doctor can determine whether your infection is caused by a virus or bacteria.

Q. I was prescribed an antibiotic the last time I was sick, so is it safe to assume that I should probably take an antibiotic again?A. No. Often, people become confused about whether they should treat the sniffles, a cough and aches with just rest and fluids, or with an antibiotic. Doctors report that many patients see them to request antibiotics even though antibiotics might not be appropriate. Your doctor will decide if an antibiotic is appropriate for you. DO NOT take leftover antibiotics or an antibiotic that was prescribed for someone else. Taking antibiotics when not needed may increase your risk of getting an infection that resists antibiotic treatment.

Q. If I feel better, can I stop taking my antibiotic?A. No. Take your antibiotic exactly as prescribed - and that means finishing the entire course, even if you feel better. Stopping treatment too soon, even if you feel better, also contributes to resistance because the bacteria may be left to grow and mult. Taking the complete course helps to make the medication effective, allowing it to kill the bacteria causing the infection and reduce the risk of resistance. If you feel worse or experience a side effect while taking an antibiotic, please consultr

Remember, antibiotics are strong medications that can stop infections and save lives. Talk to your doctor about whether or not you need an antibiotic and how to use it correctly.

Science Labs with Medical Emphasis

All laboratory experiments carried out in science courses have medical relevance

Cross-Curricular Projects

Health Career Pathway courses ideally infuse medical applications throughout multiple disciplines Science, English, History, Math, etc.

Heightened relevance/rigor and a “family-like” (cohort) environment

Students build relationships with teachers & Pathway peers sharing similar goals

Uniform Curriculum for Districts

Promising a similar student “product” to

colleges & industry Districts are collaborating together to

provide consistency across Health Career Pathway sites and courses

Multiple districts collaborating together create a countywide initiative for science achievement and college transition

Initial CST Data Indicates Initial CST Data Indicates RAHSI Model WorksRAHSI Model Works

Example: West Hills High Example: West Hills High SchoolSchool

21

16 16

45.7

33

2926

42.9

30 3133

11.4

7

12 13

0

8

13 13

00

10

20

30

40

50

Advanced Proficient Basic Below Basic Far BelowBasic

West Hills

Grossmont District

California

West Hills HealthPathway

More information: More information: www.RAHSI.orgwww.RAHSI.org

Janet Hoff, Project ManagerJanet Hoff, Project ManagerRegional Allied Health & Science InitiativeRegional Allied Health & Science Initiative

Janet.hoff@gcccd.edu619-644-7815619-644-7815

Heather Peterson, Curriculum SpecialistHeather Peterson, Curriculum Specialisthpeterson@guhsd.net

619-277-5621619-277-5621

Project Director: Natalie Ray, GCCCDProject Director: Natalie Ray, GCCCD