San Diego's Regional Allied Health and Science Initiative


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Janet Hoff
Project Manager and Student Advisor
Regional Allied Health and Science Initiative/Grossmont College
El Cajon, CA

Heather Pearson
RAHSI Curriculum Resource Specialist
Regional Allied Health and Science Initiative/Grossmont Union High School District
San Diego, CA

Sheila Krotz
RAHSI Sweetwater Union High School District Pathway Lead
Regional Allied Health and Science Initiative/SUHSD
San Diego, CA

RAHSI is a countywide Health Pathways collaboration that started with SB70 Quick Start funding in 2006. The 4-course sequence being adopted by 20 high schools (7 districts) is Medical Biology, Medical Chemistry, Medical Physiology, and either ROP/CTE or Healthcare Internship. New focus on data collection, student advising, and

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  • San Diego's Regional Allied Health and Science Initiative

    1. 2. High School Health Pathways: Linking Science and Health Career Preparation <ul><li>California Career Pathways Consortia Educating for Careers Conference </li></ul><ul><li>February 23, 2009 </li></ul><ul><li>Janet Hoff, Program Manager </li></ul><ul><li>Heather Peterson, Curriculum Specialist </li></ul><ul><li>Regional Allied Health & Science Initiative – San Diego County </li></ul><ul><li>Based at Grossmont-Cuyamaca Community College District </li></ul>
    2. 3. Healthcare Workforce Crisis <ul><li>Demand exceeds supply (consumer & training level) </li></ul><ul><li>Gap exacerbated by baby boomers’ demand for services and the retiring workforce </li></ul><ul><li>2004  2010, California employment in the healthcare sector expected to grow between 23 and 37% </li></ul><ul><li>Greatest projected growth: RN, LVN, nursing aides and orderlies, dental assistants and hygienists, physical therapists, and radiological technologists </li></ul>
    3. 4. Pipeline Challenges * <ul><li>Lack of awareness regarding health sector career opportunities </li></ul><ul><li>Limited availability of science prerequisite courses (Anatomy & Physiology, Microbiology) </li></ul><ul><li>High attrition rates in prerequisite courses </li></ul><ul><li>Long waiting lists for training programs </li></ul><ul><li>Availability of qualified faculty </li></ul><ul><li>Limited clinical placements </li></ul><ul><li>High attrition rates in licensure/training programs </li></ul><ul><li>Workforce retention </li></ul><ul><li>* Many of these involve the state policy level </li></ul>
    4. 5. A piece of the puzzle – RAHSI Mission/Vision <ul><li>The Regional Allied Health and Science Initiative supports the building and implementation of high school Health Career Pathway programs in San Diego County , with a focus on: </li></ul><ul><ul><li>Health and medical curricula in the academic sciences </li></ul></ul><ul><ul><li>Student internships and other career exploration opportunities </li></ul></ul><ul><ul><li>Teacher externships and professional development </li></ul></ul><ul><ul><li>Countywide collaboration among high school & college educators and administrators (including possibilities for course and program articulation) </li></ul></ul><ul><li>Students that complete a RAHSI Health Career Pathway course sequence will be prepared to pursue any health training program of their choice, from technician to physician. </li></ul><ul><ul><li>The RAHSI vision is intended for students of all academic levels and backgrounds </li></ul></ul>
    5. 6. Regional Allied Health & Science Initiative (RAHSI) – San Diego County <ul><li>Initiative Goals: </li></ul><ul><li>Increase high school students’ awareness of college allied health programs </li></ul><ul><li>Improve performance in high school and college science courses </li></ul><ul><li>Improve transition and retention rates in college health training programs </li></ul>
    6. 7. Regional Allied Health & Science Initiative (RAHSI) – San Diego County Health Career Pathways <ul><li>Description : A sequence of academic and CTE courses that infuse health/medical content and applications into the curricula over a three or four-year period </li></ul>
    7. 8. Science and Healthcare? <ul><li>Evidence suggests that students are not transitioning well and completing “gatekeeper” college science coursework —commonly Anatomy, Physiology, and Microbiology—that allows access to health professions training programs </li></ul><ul><li>It makes sense that students should be prepared for higher education and health careers by a multidisciplinary team that includes both science and the Regional Occupational Programs (ROP) disciplines; “ROP cannot bear the burden alone” </li></ul>
    8. 9. Science and Healthcare? <ul><li>Experience demonstrates that a comprehensive, multidisciplinary, multi-level Pathway Team —teachers, counselors, and administrators—creates more sustainable programming that can outlast changes over time, funding, and personnel </li></ul><ul><li>The health-careers pipeline challenges are very complex; the role of the Regional Allied Health and Science Initiative is to offer colleges and industry a more prepared student “product” that will not waste already strained resources </li></ul>
    9. 10. RAHSI Health Pathway Sequence <ul><li>Medical Biology </li></ul><ul><li>Medical Chemistry </li></ul><ul><li>Medical Anatomy & Physiology </li></ul><ul><ul><li>Microbiology alternative for “Strand B” - Medical Research Pathway </li></ul></ul><ul><li>CTE/ROP/Internship Course (RAHSI curriculum specialists must approve capstone status site-by-site) </li></ul><ul><ul><li>Preferred courses include Advanced Sports Med (II) or Internship </li></ul></ul><ul><ul><li>Development of Med Physics and Med Psych being explored </li></ul></ul><ul><ul><li>Biochemistry etc. for “Strand B” - Medical Research Pathway </li></ul></ul><ul><li>Algebra II (no medical applications at this time) </li></ul>
    10. 11. Regional Allied Health & Science Initiative San Diego County High 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 = Planning to begin Med Bio implementation in ’09-’10 school year (6 add’l sites) 25% of the schools in 40% of districts Prospective RAHSI = Participation in Collaborative meetings but no certain plans to implement (6 add’l sites, 3 add’l districts) One middle school has adopted portions of the curriculum for 7 th and 8 th grade implementation
    11. 12. Step One: High School Alignment Step Two: Post-Secondary & Industry <ul><li>Initial focus: Between & within high schools </li></ul><ul><ul><li>Science talk to science (across county) </li></ul></ul><ul><ul><li>ROP talk to ROP (across county) </li></ul></ul><ul><ul><li>Science talk to ROP (at each school site) </li></ul></ul><ul><ul><li>Development/common adoption of pathway sequence & curricula (across county) </li></ul></ul><ul><ul><li>Implementation (at each school site) </li></ul></ul><ul><ul><li>School and District administration backing </li></ul></ul><ul><li>Result: Similarly-prepared students to present to college & industry partners </li></ul>
    12. 13. Industry Connections <ul><li>Develop internship programs for RAHSI students (and teachers/counselors) </li></ul><ul><li>Assist healthcare partners with coordination expenses and efforts </li></ul><ul><li>Recruit and refer qualified students </li></ul><ul><li>Provide a “feedback loop” to educators for improvement and intervention </li></ul>
    13. 14. Industry Strategies
    14. 15. RAHSI Team <ul><li>Project Director (Natalie Ray – also Tech Prep Coord, GCCCD) </li></ul><ul><li>Project Manager (Janet Hoff) </li></ul><ul><li>Project Specialist/Assistant (Arlette Bianconi – part time) </li></ul><ul><li>Curriculum Specialist/District Lead Pathway Coordinator (Heather Peterson) </li></ul><ul><li>Industry Connections Coordinator (Sonia Lira) </li></ul><ul><li>Additional District Lead Pathway Coordinator (Sheila Krotz – two release periods) </li></ul><ul><li>Contracted services for evaluation, web design, middle school outreach, industry programming </li></ul><ul><li>Additional Curriculum Specialist (Pending – part time) </li></ul><ul><li>Additional Industry Connections Coordinator (Pending) </li></ul><ul><li>Health Professions Outreach Advisors x 2 (Pending) </li></ul><ul><li>Student/Parent Engagement Coordinator – Bilingual (Pending) </li></ul><ul><li>Marketing & Community Relations Specialist (Pending) </li></ul>
    15. 17. How Medicine is Incorporated into Academic Courses <ul><li>Health/medical concepts are used as examples for state content standards </li></ul><ul><li>Medical issues are discussed through current articles and relevant case studies </li></ul><ul><li>Science labs have medical emphasis </li></ul><ul><li>Cross-curricular projects centered around medical topics </li></ul>
    16. 18. State Content Standards Teacher teaches standards with medical and/or physiology topics as the example for the standard <ul><li>1a. Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings. </li></ul><ul><ul><ul><li>Red blood cells absorb oxygen/carbon dioxide and exchange each through the cells of the capillary walls </li></ul></ul></ul><ul><ul><ul><li>Osteocytes and how they get Ca+ in/out </li></ul></ul></ul><ul><ul><ul><li>How muscle cells absorb Ca+ from surrounding bone through the circulatory system for a muscle contraction </li></ul></ul></ul><ul><ul><ul><li>The exchange of oxygen/carbon dioxide at alveoli within the lungs </li></ul></ul></ul><ul><ul><ul><li>Movement of the small precursor molecules through the small intestine into the circulatory systems and further through the cells of the body </li></ul></ul></ul><ul><ul><ul><li>The movement of water, salts, etc. through the cells of the nephron in the kidneys </li></ul></ul></ul><ul><ul><ul><li>Movement of neurotransmitters through the synapse </li></ul></ul></ul><ul><ul><ul><li>Movement of hormones from glands to target cells </li></ul></ul></ul><ul><ul><ul><li>Movement of white blood cells through the body and to sites of infection </li></ul></ul></ul><ul><ul><ul><li>Uses of transdermal drugs </li></ul></ul></ul>
    17. 19. Articles & Case Studies <ul><li>Current articles and medical case studies related to standards and concepts are used as homework or group activities </li></ul>&quot;Super Bug&quot; Scares - Straight Facts About Antibiotic Resistance 06 Nov 2006 With recent news about &quot;super bugs,&quot; 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 &quot;antibiotic resistance.&quot; 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.
    18. 20. Science Labs with Medical Emphasis <ul><li>All laboratory experiments carried out in science courses have medical relevance </li></ul>
    19. 21. Cross-Curricular Projects <ul><li>Health Career Pathway courses ideally infuse medical applications throughout multiple disciplines </li></ul><ul><ul><li>Science, English, History, Math, etc. </li></ul></ul><ul><li>Heightened relevance/rigor and a “family-like” (cohort) environment </li></ul><ul><li>Students build relationships with teachers & Pathway peers sharing similar goals </li></ul>
    20. 22. Uniform Curriculum for Districts Promising a similar student “product” to colleges & industry <ul><li>Districts are collaborating together to provide consistency across Health Career Pathway sites and courses </li></ul><ul><li>Multiple districts collaborating together create a countywide initiative for science achievement and college transition </li></ul>
    21. 23. Initial CST Data Indicates RAHSI Model Works Example: West Hills High School
    22. 24. More information: <ul><li>Janet Hoff, Project Manager </li></ul><ul><li>Regional Allied Health & Science Initiative </li></ul><ul><li>[email_address] </li></ul><ul><li>619-644-7815 </li></ul><ul><li>Heather Peterson, Curriculum Specialist </li></ul><ul><li>[email_address] </li></ul><ul><li>619-277-5621 </li></ul><ul><li>Project Director: Natalie Ray, GCCCD </li></ul>