Introduction to Community Health & Health Careers (ICHHC) Middle School Program April 11, 2008

1. Introduction to Community Health & Health Careers (ICHHC)MiddleSchoolProgramApril 11, 2008 Boston Area Health Education Center (BAHEC) Presented by Peter L. Holtgrave, BAHEC Director

2. Program Purpose • Introduce 7th & 8th grade students to health health careers and health care professionals, representing: • primary care • allied health • complimentary medicine and • public health • Influence scholars to pursue health careers

3. Program Purpose, cont. • Increase awareness of health disparities • Empower youth to address HDs • Enhance academic learning and life skills

4. Instructional Objectives • By the end of the 10 sessions, scholars are be able to… • Classify 15 health professionals into 4 areas of health. • Identify 3 core practices/responsibilities for each health profession. • Distinguish between Complementary and Primary Health • Take blood pressure and evaluate results. • Demonstrate basic first aid practices.

5. Instructional Objectives, cont. • Perform visual acuity tests (distance and color) • Perform BSE’s & TSE’s • Describe at least 4 major STDs/STIs & 3 methods of protection against them • Create a Public Service Announcement (PSA) on researched health topic • Demonstrate 5 yoga movements and describe their relation to wellbeing

6. Program Design • School Selection/Prioritization: • Boston Public Middle Schools • Schools with limited resources, esp. teaching health • Committed, class co-educator (MOA) • Population: 15-25 Middle School Students, including those with special learning needs • Duration: 10 Lessons taught weekly over 3 months • Lessons: • 45-50 minutes in length • Mass DOE compliant • Measurable outcomes • Assets-based • Hands-on, project-based

7. Instructional Activities • Presentations (optional: guest speakers) • Demonstrations • Hands-on Small Group & Individual Work (Labs) • Games • Health Career Jeopardy, etc. • Group Discussions • Assignments/homework • Capstone projects

8. Assessment • Required Student Products: • Attendance • Completion of in-class labs • PSA presentations • Other Methods of Assessments • Pre & Post Tests • Short quizzes • Session evaluations

9. Session #3: Primary Health Date:Objective #1 (Primary Health Worksheet #1): To increase student’s ability to identify the several Primary health occupations through Primary Health Worksheet #1.Objective #2 (Lab): Introduce students the field of optometry through a conducive lab that is a hands on teaching techniques Example Lesson Plan

10. Example Lesson Plan, cont.

11. Color Vision Test • About 8% of males and less than 1% of females are born with an inherited type of color blindness, known as "red - green" color blindness • There are many varieties and degrees of color blindness, and this color vision test only pertains to the most common type, the inherited “red - green” type of color blindness. • When taking this test, look for a number or object in each figure. Missing a few of the numbers may be normal, but missing most of them may indicate a vision problem. See your optometrist.

12. Color Vision Test

13. Color Vision Test, cont.

14. Color Vision Test, cont.

15. Color Vision Test, cont.

16. Color Vision Test, cont.

17. Distance Vision Test • Give the test in good light. Place the eye chart upright on a wall; the testing distance should be measured exactly (10 feet, or as determined below). • Stand at the testing distance & cover one eye at a time. • The lowest line that can be read correctly is the visual acuity for that eye. • Note: since only the 20/20, 20/40, 20/100, and 20/200 lines are represented, a person's visual acuity could fall between the levels represented. • For example, if the 20/40 line could be read, but not the 20/20 line, the vision is at least 20/40, but could also be 20/30 or 20/25.) • For variation, the chart can be turned upside-down, or sideways.

18. Example Lesson Plan, cont.

21. Keys to Success • Choose/tailor lessons based upon available sessions, student need/interest/aptitude/learning styles, how well lessons complement other curricula • Keep sessions interactive/hands-on • Incorporate health care professionals as guest facilitators/speakers • Hospital, community health care center, medical school staff, residents, & graduate students; school nurses

22. Questions ?

23. Thank you Peter L. Holtgrave Director Boston Area Health Education Center (BAHEC) Boston Public Health Commission 1 Boston Medical Center Place Miranda-Creamer Building, 2nd Fl. Boston, MA 02118 (617) 534-5258 Pholtgrave@bphc.org