Transcript BioMedical Science Curriculum [PPTX]

Bay Area Regional Center
California State University, East Bay
Biomedical Sciences
Oscar Wambuguh (Affiliate Director)
Debapriya Sengupta (Affiliate Assistant)
Biomedical Sciences Program
Goals:
• Prepare students for high demand, high pay
careers.
• Prepare students for rigorous post-secondary
education and training.
• Address impending critical shortage of
qualified science and health professionals.
Biomedical Careers – some examples
• Physician
•
• Nurse
•
•
• Dentist
•
• Veterinarian
•
• Pharmacist
• Physical Therapist •
•
• Dietician
•
• Surgeon
•
• Optometrist
•
Research Scientist
Health Information Manager
Medical Technologist
Radiology Technician
Medical Technical Writer
Physician Assistant
Biomedical Engineer
Sonographer
Occupational Therapist
Health Inspector
High School Program Biomedical Science
Four Course sequence
• Principles of the Biomedical Sciences
• Human Body Systems
• Medical Interventions
• Biomedical Innovation/Capstone Course
Course #1:Principles of the Biomedical Sciences (PBS)
 The study of human medicine, research processes
& an introduction to bioinformatics.
 Investigation of the human body systems and
various health conditions including: heart disease,
diabetes, sickle-cell disease, hyper-cholesterolemia,
and infectious diseases.
PBS Topics:
 Literary research skills
 Human body systems
 Basic chemistry
 Structure and function of DNA
 Bioinformatics
 Protein structure
 Causes of infectious diseases
 Grant proposals
PBS Activity
Example from Unit 4 in the PBS curriculum: Students learn about chromosomes and
DNA by making a chromosome spread so they can observe chromosomes in a cell
PBS Activity
Example from Unit 4 in the PBS curriculum: students use a computer simulation to
view how protein shape is affected by its environment and by its component parts
Course #2: Human Body Systems (HBS)
 Study of basic human physiology, especially in relationship
to human health.
 Central theme: how the body systems work together to maintain
internal balance & good health.
 Students use data acquisition software to monitor body
functions & use the Anatomy with Clay® Manikens™ to
study body structure.
HBS Topics:
Relationship between structure and function
Maintenance of health
Defense against disease
Communication within the body and with the
outside world
Movement of the body and of substances
around the body
Energy distribution and processing
HBS Activity
Example from HBS
curriculum:
This is the Maniken from
Anatomy in Clay used
throughout the Human
Body Systems course for
students to build body
systems and parts using
clay
HBS Activity
Example from Unit 1 in the HBS
curriculum:
Students take measurements of bones to
determine if a bone is from a man or a
woman and to determine that person’s
ethnicity.
Course #3: Medical Interventions (MI)
 Investigation of various medical interventions that extend and
improve the quality of life including: diagnostics, surgery, bionanotechnology, pharmacology, prosthetics, rehabilitation, & life
style choices.
Medical Interventions
Students investigate the variety of interventions involved in the prevention,
diagnosis and treatment of disease as they follow the lives of a fictitious family.
MI Activity
Example from Unit 4. Students build and use a mock
laparoscopic surgery trainer box.
MI Topics:
Molecular biology & genetic engineering
Design process for pharmaceuticals and
medical devices
Medical imaging, including x-rays, CT
scans, & MRI scans
Disease detection & prevention
Rehabilitation after disease or injury
Medical interventions of the future
Course #4: Biomedical Innovation
Capstone Course: students will apply their knowledge and
skills to solve problems related to the biomedical sciences
They may work with a mentor or advisor from a
university, hospital, physician’s office, or industry as they
complete their research and problem-solution process.
Students will present their findings and results in a
symposium style format to an audience which may include
representatives from the local healthcare or business
community or the school’s PLTW® partnership team
Biomedical Innovation
Course Benefits:
Progressively challenging problems
Flexible design
Apply knowledge and skills learned in all
previous courses
Multiple presentations
Design innovative solutions for the health
challenges of the 21st century
Opportunity to work with mentor(s)
BI Topics
Design of Effective Emergency Room
Exploring Human Physiology
Design of a Medical Innovation
Investigating Water Contamination
Combating a Public Health Issue
Molecular Biology in Action (Optional)
Forensic Autopsy (Optional)
Independent Project (Optional)
Total Typical BMS Cost - First 3 Courses
• Typical Non-Recurring (includes initial training for one
teacher for three courses but excludes computers and
facilities that most schools already have): $56,000
• Typical Annual Recurring (includes typical Professional
Development for replacement teachers, program fees,
LabVIEW software and consumables): $7,000
Student College Credit
http://clep.collegeboard.org/exam/biology/questions
Students must pass this test with a score of 50
to get 4 units credit for GE in Biology 1001
Teacher CEU Credit
Teachers who complete CT with us can apply
for 9 CEU units per course after completing an
additional assignment (Cost: $801)