“Pre-op Prep”
Pre-Operative Preparation For
The Virtual Healthcare Experience
A Teaching and Learning
Guide/Workbook
Health Science Education
West Virginia Department of Education
ii
TABLE OF CONTENTS
Introduction
To the Student
To the Teacher
Setting Your Goals
Personal Goal Setting
Pre and Post-Learning Activity
Instructional Lessons
Anatomy & Physiology: Skeletal System
Infection Control: Medical and Surgical Asepsis
WebQuest and Ethics Discussion Questions
Procedures: Arthroscopy and Total Knee Replacement
Recovery: Postoperative Care and Recovery
Assessment
Reflections
Appendix
Assessment Rubrics
21st Century Learning Skills and Technology Tools
Acknowledgments
iii
Introduction
To the Student
I
magine yourself as a healthcare professional. Your goal is to deliver quality,
compassionate care resulting in successful outcomes for your patients. As a
healthcare professional, you have many career options.
Imagine that this week you will be working in the operating room, assisting the surgeon
in performing a total knee replacement. You will use sophisticated surgical equipment
and technology in an attempt to correct this patient’s physical condition. You will be a
vital member of the surgical team. You will view the actual surgical field with the
surgeon as he operates.
Imagine! You could be a Patient Transporter, Registered Nurse, Circulating Nurse,
Surgical Technologist, Central Supply Technician, Anesthesia Technician, Certified
Registered Nurse Anesthetist, Anesthesiologist, Surgical 1st Assistant or a Surgeon.
These are just some of the careers utilized in the hospital and found in today’s operating
room or surgical suite.
Imagine! When the day arrives, experience the real world inside the operating room –
contemplate the patient’s concerns, feel the expert hands of the surgeon, see the
knowledge and skills as they are demonstrated by the surgical team and celebrate in
the knowledge that someone’s health and quality of life has been improved.
Imagine! If working in surgery is not your area of interest, there are many careers
necessary for the care of just one patient, along with his or her family. A patient
scheduled for surgery or coming to a hospital might come in contact with the following:
Registration or Admissions Clerk, Social Worker, Accounts Manager, Radiological
Technologist, Cardiovascular Technologist, Phlebotomist, Physician Assistant, Licensed
Practical Nurse, Nursing Assistant, Nurse Practitioner, Dietitian, Dietary Aide, Recovery
Room Nurse, Surgical Intensive Care Unit (SICU) Nurse, Ward Clerk, Environmental
Services Technician, Spiritual Care Team Member or Clergy.
iv
Imagine! Whatever career goals you are contemplating, you can do it within the
healthcare industry. Unfortunately, there will always be people that are sick; and
fortunately, there will always be people that want to stay healthy. Healthcare is for
those who are sick and those who are well. As we move into the 21st century, wellness
will play an increasingly important role in healthcare and will bring about additional
careers that we have only begun to see.
Today you do not have to Imagine! You have been given the opportunity to
participate in the Imagine U experience. Rise to the challenge! Make the most of the
experience by completing each of the following:

Complete the Pre-Op Prep, the teaching/learning guide designed to help you
better understand the experience.

Review the Career Interviews (Imagine U website), provided for the purpose of
introducing you to many of the healthcare careers and professionals that will be
seen during the surgical broadcast.

Review Brian Williams’ story, related resources on Baby Boomers and the
increased incidence of replacement surgery and ethics discussion questions prior
to surgical broadcast.

View the live surgical broadcast.

Participate in the Question & Answer opportunity, with the surgical health care
provider/clinical specialist throughout the surgical broadcast.
v
Introduction
To the Teacher
The Virtual Healthcare Experience is an extraordinary teaching/learning opportunity.
The partnership between education and the healthcare industry allows learning to move
beyond the walls of the normal classroom. It transforms the classroom into a real world
learning environment.
The goals of this experience are to:






introduce students to a variety of careers available within health care.
generate student excitement and interest in the pursuit of careers within the
health care industry.
provide an authentic healthcare experience [this has become very difficult due
to the Health Insurance Portability and Accountability Act of 1996 (HIPAA)].
demonstrate the necessity for integration of a strong academic and technical
foundation.
provide a student experience relevant to the elements of 21st Century teaching
and learning.
raise student achievement.
As the classroom teacher, you are of vital importance in the accomplishment of these
goals. You are being asked to engage your expertise to maximize student outcomes.
The efforts put forth to provide this learning experience will be to no avail without your
help.
The components of the Virtual Healthcare Experience include the following:




Pre-Op Prep, the teaching/learning guide designed to prepare students for the
experience.
Career Interviews, provided for the purpose of introducing many healthcare
careers, specifically those which might be seen during surgery.
Brian Williams’ story, related resources on Baby Boomers and the increased
incidence of replacement surgery and ethics discussion questions.
Surgery broadcast, which will include a live, interactive Question and Answer
opportunity for the students.
vi
The Pre-Op Prep is both a teaching guide and a student workbook for the Imagine U:
Virtual Healthcare Experience. In order to enhance learning and prepare students to
view the surgery, five units of instruction have been created. Lessons of instruction
include the following:
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Arthroscopy and Total Knee Replacement
Infection Control: Principles of Disease Transmission and Prevention in
Medical and Surgical Asepsis
Brian Williams’ story, related resources on Baby Boomers and the
increased incidence of replacement surgery and ethics discussion
questions
Surgical Procedures: Arthroscopies and Total Knee Replacement
Recovery: Postoperative Care and Recovery
The learning guide is being provided as a resource for the Virtual Healthcare
Experience and is to be used at the discretion of the teacher. It may be used in its
entirety or the teacher may pick and choose desired activities within the units. There
are numerous delivery methods for using the units of instruction including curriculum
supplements to current content skill sets and objectives, independent study, homework
assignments and collaborative projects. Also, the teacher should feel free to use any
other materials necessary to raise student achievement. If you choose to incorporate
additional activities, please provide an overview and feedback for future projects.
However you choose to use the learning guide/workbook, do not distribute the
guide without providing instruction to the students on its use.
Units of instruction are standards-based and driven by instructional objectives. Each
unit was correlated to the National Health Care Skills Standards in order to provide
validity, thereby demonstrating the relationship of instruction to the National Skills
Standards established for the Health Science Education Career Cluster.
The Virtual Healthcare Experience’s instructional design is that of simple to complex,
building on previous learning. It is designed to allow students to gain introductory
knowledge of the human body, pathophysiological processes, medical/surgical
interventions and recovery.
As students’ progress through the learning workbook, questions might arise which are
more appropriately addressed by a surgical health care professional/clinical specialist.
It is recommended that the questions be recorded on the pages provided within the
workbook and that the students bring the workbook, with the recorded questions, to the
surgery broadcast. A surgical health care professional/clinical specialist will provide
narration throughout the surgical procedure. During the broadcast, students may
tweet or email questions to the surgical health care professional/clinical
vii
specialist. They will attempt to answer as many questions during the broadcast as
possible.
Consider contacting healthcare professionals from the local healthcare community to
participate in the virtual surgery experience. They provide an excellent teaching
resource and can address many of your students’ questions on site.
On behalf of CAMC and the Health Science Education office of the West Virginia
Department of Education, thank you for your participation in this educational
opportunity. Throughout this experience, should you have questions that cannot be
answered by your local administration, feel free to email Debra Catron, Coordinator of
Health Science Education, at [email protected] or Cyndy Sundstrom,
Coordinator of Health Science Education, at [email protected].
viii
IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE
Setting Your Goals
Goal setting is powerful! Writing your
goals help you to make them become a
reality. Developing a plan to meet your
goals allows you to take control of
where you want to go in life. Before
beginning your Virtual Healthcare
Experience think about your short and
long term goals – for the VHE,
education, career, and also your longrange goals. Where do you see yourself
in 5, 10, 15, and 20 years? Select two
goals for each of the areas below.
Who Can Help Me Meet My Goals
1._________________________________
2._________________________________
My Educational Goals
1._________________________________
2._________________________________
Action Plan
1._________________________________
2._________________________________
Start Date/End Date
1._________________________________
2._________________________________
Who Can Help Me Meet My Goals
1._________________________________
2._________________________________
Goals should be:
 Written in clear and specific statements.
 Realistic, achievable and challenging.
 Measureable, in order to know when
you have met your goal.
 Leading you in the direction you desire.
My Career Goals
1._________________________________
2._________________________________
Action Plan
1._________________________________
2. _________________________________
Start Date/End Date
1._________________________________
2._________________________________
Who Can Help Me Meet My Goals
1._________________________________
2. _________________________________
When setting your goals:
 Write your goals.
 Prioritize your goals.
 Develop an action plan.
 Decide on when you will take action.
 Decide on a date you hope to complete
your goals.
 Check your progress regularly.
 Celebrate your success.
My Long-Range Goals
1._________________________________
2._________________________________
Action Plan
1._________________________________
2._________________________________
Start Date/End Date
My Virtual Healthcare Experience Goals
1. _________________________________
2._________________________________
Action Plan
1. _________________________________
2._________________________________
Start Date/End Date
1.______________________________
2.______________________________
1.______________________________
2.______________________________
Who Can Help Me Meet My Goals
1._________________________________
2._________________________________
You can do it!
1
IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE
Pre and Post-Learning Activity
Know-Wonder-Learn
Using the topics listed below and the chart provided, complete sections one and two,
prior to beginning the instructional lessons and the last section after completion of the
lessons.





Arthroscopy and Total Knee Replacement
Infection Control: Medical and Surgical Asepsis
Case Review and Ethics Discussion Questions
Operating Room Personnel and Processes
Post-operative Recovery following Surgery
*The chart may be completed individually, by each student or by the class as a whole.
What do you know about the topics?
What do you want to know about the topics?
What did you learn about the topics and would still like to learn about the topics?
2
Surgical Procedures:
 Arthroscopy
 Total Knee Replacement
Instructional Lessons
3
IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE
Lesson 1
Skeletal System
Overview:
The study of anatomy and physiology means the study of the structures and function of
the human body. By reviewing the skeletal system, you will be more prepared for
viewing the surgical procedure.
Unit Standard:
National Health Care Skill Standards: http://www.nchste.org
Standard 1: Academic Foundation
Accountability Criteria: 1.1 Human Structure and Function
Lesson Objectives:
Upon completion of this lesson, students will be able to
 identify the structure and function of the skeletal system.
 examine the changes in the skeletal system associated with aging.
 describe the treatment options for bone and joint disease/injury.
Teaching/Learning Guide:
Visit the following online site to meet lesson objectives:
http://highered.mcgrawhill.com/sites/dl/free/0073378267/955183/see78267Chapter06.pdf

Read the selection and outline the function of the skeletal system
Examples of Assessments (to be used at the discretion of the teacher):
Products*:
Report – summary of knowledge gained on the urinary system.
Essay – guest column for local newspaper on any topic within the lesson
Poster – any topic within the lesson
Performances*:
Presentation – on any topic within the lesson
Written and Oral Tests/Quizzes:
Tests and Quizzes – on acquisition and comprehension of basic knowledge (i.e.
vocabulary, structure, function, etc.)
The following website has a variety of assessment tools and includes a rubric for each
tool: http://www.hosa.org/node/117
See page 20-25 of this guide for sample rubrics.
4
IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE
Lesson 2
Infection Control: Principles of Disease Transmission and
Prevention in Medical and Surgical Asepsis
Overview: An essential component of a successful surgical procedure is infection
control. The activities within this lesson are designed to familiarize the student with the
principles of disease transmission and prevention and their role in medical/surgical
asepsis.
Unit Standards:
National Health Care Skill Standards: http://www.nchste.org
Standard 7: Safety Practices
Accountability Criteria: 7.1 Infection Control
7.2 Personal Safety
7.3 Environmental Safety
7.4 Common Safety Hazards
Lesson Objectives:
Upon completion of this lesson, students will be able to
 describe Standard Precautions.
 define biohazard and recognize the symbol indicating the presence of
biohazardous materials.
 compare and contrast medical and surgical asepsis.
 identify appropriate personal protective equipment required for surgery.
 define general terminology related to infection control.
Teaching/Learning Guide:
Objective 1
Using the following online site, define Standard Precautions.
http://www.cdc.gov/ncidod/dhqp/gl_surgicalsite.html
Optional Activities:
http://www.cdc.gov/ncidod/dhqp/gl_surgicalsite.html
Create a Power Point or Prezi presentation describing the Standard Precautions
required for surgery.
http://www.cdc.gov/handhygiene/
Create a poster on hand hygiene using the CDC’s Fact Sheet found at the website.
5
Objective 2
Use the online resources below to respond to the statement or question presented.



http://www2.merriam-webster.com/cgi-bin/mwmednlm?book=Medical&va=biohazard
Define Biohazard.
http://en.wikipedia.org/wiki/Biological_hazard
Identify the Biohazard symbol.
http://www.osha.gov/SLTC/etools/hospital/surgical/surgical.html
Using the virtual reality tour on OSHA’s website, identify Biohazard symbols and
create a Fact Sheet describing the Bloodborne Pathogens Standard.
Objective 3
Create a table comparing/contrasting medical and surgical asepsis using the following
online resources.
http://en.wikipedia.org/wiki/Sterile_technique
http://wiki.answers.com/Q/How_are_medical_asepsis_and_surgical_asepsis_different
Objective 4
Using the online resources provided, list the personal protective equipment (PPE) used
in surgery.
http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=STANDARDS&p_i
d=10051#1910.1030(d)(3)(i) (See Provision)
http://www.reproline.jhu.edu/english/4morerh/4ip/IP_manual/05_PPE.pdf
http://www.osha.gov/OshDoc/data_BloodborneFacts/bbfact03.pdf
Using the surgical suite on the Occupational Safety and Health Administration (OSHA)
website, examine the set-up in a surgical suite.
http://www.osha.gov/SLTC/etools/hospital/surgical/surgical.html
After watching the video, AORN Hand Hygiene – Surgical Scrub for the OR,
write a paragraph in which you describe the surgical scrub process.
Objective 5
Use the web resources presented thus far in the curriculum and the additional websites
listed below to define the following terminology:
Asepsis
Medical Asepsis
Surgical Asepsis
Sterile Field
Pathogen
Infection Control
Disinfection
Sterilization
Antisepsis
Sterile Technique
Standard Precautions
Personal Protective Equipment
Biohazard
Nosocomial infection
6
Medline Plus –
http://www.nlm.nih.gov/medlineplus/mplusdictionary.html
http://www.nlm.nih.gov/medlineplus/infectioncontrol.html
Wikipedia –
http://en.wikipedia.org/wiki/Infection_control
Examples of Assessments (to be used at the discretion of the teacher):
Products*:
Report – summary of knowledge gained, such as Surgical Asepsis
Essay – guest column for local newspaper on any topic within the lesson
Pamphlet/Brochure – on any topic within the lesson
Poster – any topic within the lesson, such as personal protective equipment
Power Point – any topic within the lesson
Performances*:
Presentation – persuasive proposal on any topic within the lesson, such as the
promotion and positive outcomes of proper handwashing
Creative Performance – skit, such as healthcare professional teaching the surgical
scrub
Simulation – mock trial, using aspects medical and surgical asepsis as related to a
healthcare professional that did not use proper procedures
Interview – using elements within the lesson taking on human persona, such as the
pathogen
Written and Oral Tests/Quizzes:
Tests and Quizzes – on acquisition and comprehension of basic knowledge
(i.e. vocabulary, structure, function, etc.).
The following website has a variety of assessment tools and includes a rubric for each
tool: http://www.hosa.org/natorg/pub.html
HOSA Handbook: Section B
Competitive Events (use topics from the lesson).
See page 20-25 of this guide for sample rubrics.
7
Lesson 3
Case Review/WebQuest
Unit Standards:
National Health Care Skill Standards: http://www.nchste.org
Standard 6: Ethics
Accountability Criteria: 6.1 Ethical Boundaries
6.2 Ethical Practice
Lesson Objectives:
Upon completion of this lesson, students will be able to:
 discuss the trend of increasing incidence of knee replacement surgery among Baby
Boomers.
 discuss ethical issues surrounding replacement surgeries.
Learning/Instructional Strategies:
WebQuest Overview:
NBC Nightly News Anchor, Brian Williams, underwent knee replacement surgery in
August, 2013. He chose to have the surgery to relieve chronic pain. In his words, “This
operation, my fourth surgery on the same knee, was 35 years in the making. It dates
back to a hit I suffered in practice during high school football…” With this decision, he
joined a growing number of Baby Boomers who have elected to undergo this procedure.
His surgery has focused increasing attention on this trend.
Go to the following websites to see Brian Williams’ story:
http://www.nbcnews.com/video/nightly-news/52748856#52748856
http://dailynightly.nbcnews.com/_news/2013/08/16/20055492-brian-williams-on-kneereplacement-and-why-he-has-disappeared-from-tv-for-a-while?lite
http://dailynightly.nbcnews.com/_news/2013/08/01/19820894-brian-williams-joins-risingnumbers-of-boomers-getting-new-knees?lite
According to a government report released in the September 12 issue of the Journal of
the American Medical Association, the number of knee replacement surgeries has risen
dramatically. The report also found that people are getting knee surgery at younger and
younger ages.
See related articles:
As Baby Boomers Age, Knee Replacement Surgery Numbers Soar
Knee replacements on the increase among older adults
8
Research factors that have been suggested to account for 161.5% increase over the
last two decades:

genetics
o “The best way to know how your knees are going to do is to look at your
parents and grandparents,” says Dr. Richard McGough, an associate
professor in the department of orthopedic surgery at the University of
Pittsburgh Medical Center. “You can’t change your genes but there are
some things you can modify, like maintaining a healthy weight, remaining
flexible and getting exercise.”








technology improvements (biomechanics)
aging population
obesity rates
sedentary lifestyle
less invasive techniques
shortened recovery periods
last resort for pain relief
re-dos (replacing worn-out artificial joints)
View online Chat with Dr. David Mayman from Hospital for Special Surgery (New
York City)
Dr. Mayman answers questions about knee replacement surgery
Additional articles linking Baby Boomers and the growth of orthopedic surgeries
Knee replacements – new rite of passage for boomers
Baby boomers fueling boom in knee, hip surgeries
Baby Boomers' demand, expectations for new knees soar
Surge in Total Knee Replacements for Boomer Women

See related video @ http://bonesmart.org/forum/threads/video-surge-intotal-knee-replacements-for-boomer-women.12691/
Knee surgeries double as hospital stays drop, readmissions rise
Using the guidelines for HOSA’s Prepared Speaking competitive event
(http://www.hosa.org/sites/default/files/PS13.pdf), have students write an
informative speech on the relationship between an aging population and the
increased incidence of total knee replacement surgery.
9
Ethics Questions (for discussion)
Note: The surgeon, Dr. Rosenstein, will address these questions at the end of
the broadcast.
Do you believe that joint replacement surgery should be available to
everyone?
Do you believe that an individual “on Welfare” (receiving Medicaid – a U.S.
federal health insurance program for families and individuals with low income
and resources) should be eligible for replacement surgery?
Do you believe that inactive, grossly overweight individuals should be eligible
for a replacement procedure?
Do you believe that an elderly individual, receiving Medicare (U.S. federal
health insurance program available for persons over 65 years of age
regardless of income level) should be eligible for replacement surgery?
o What if the elderly individual, receiving Medicare, was your
grandparent?
Do you think patients should qualify for a second or third replacement
procedure?
10
IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE
Lesson 4
Surgical Procedure: Arthroscopy and Total Knee Replacement
Overview: The surgical procedures you will view, during the Imagine U: A Virtual
Healthcare Experience broadcast, are Arthroscopy and Total Knee Replacement
(performed at Charleston Area Medical Center).
National Standards:
National Health Care Skill Standards: http://www.nchste.org
Standard 1: Academic Foundation
Accountability Criteria: 1.1 Human Structures and Functions
1.2 Diseases and Disorders
Standard 3: Systems
Accountability Criteria: 3.1 Healthcare Delivery Systems
Standard 8: Teamwork
Accountability Criteria: 8.1 Healthcare Teams
Lesson Objectives:
Upon completion of this lesson, students will be able to describe the following:


arthroscopy
total knee replacement
WebQuest Assignments
For background information on these procedures see the following:
 American Academy of Orthopedic Surgeons’ discussion of Knee Arthroscopy
Related resources on Arthroscopy and Total Knee Replacement:
 Arthroscopy
 Total Knee Replacement
 Knee Replacement
11
Examples of Assessments (to be used at the discretion of the teacher):
Products*:
Report – summary of knowledge gained on any topic within the lesson such as
Patient Recovery
Essay – guest column for local newspaper on any topic within the lesson
Pamphlet/Brochure – on any topic within the lesson
Poster – any topic within the lesson
Power Point – any topic within the lesson
Performances*:
Creative Performance – skit, such as healthcare professional preparing a
patient as to what to expect after surgery
Interview – a patient regarding his/her preparation pre and post-surgery
Written and Oral Tests/Quizzes:
Tests and Quizzes – on acquisition and comprehension of basic knowledge
(i.e. vocabulary, structure, function, etc.)
The following website has a variety of assessment tools and includes a rubric for each
tool: http://www.hosa.org/node/117
See page 20-25 of this guide for sample rubrics.
12
IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE
Lesson 5
Recovery: Postoperative Care and Recovery
Overview: An essential component of a successful surgical procedure is appropriate
postoperative care. That care often begins in an Intensive Care Unit (ICU). The
following learning activities are designed to familiarize the student with the set up in an
ICU and the patient’s recovery process.
Unit Standards:
National Health Care Skill Standards: http://www.nchste.org
Standard 1: Academic Foundation
Accountability Criteria: 1.1 Human Structures and Function
1.2 Diseases and Disorders
Standard 5: Legal Responsibilities
Accountability Criteria: 5.1 Legal Implications
5.2 Legal Practices
Standard 6: Ethics
Accountability Criteria: 6.1 Ethical Boundaries
6.2 Ethical Practice
Standard 7: Safety Practices
Accountability Criteria: 7.1 Infection Control
Standard 9: Health Maintenance Practices
Accountability Criteria: 9.1 Healthy Behaviors
Lesson Objectives:
Upon completion of this lesson, students will be able to:
 describe an Intensive Care Unit.
 describe the postoperative care and recovery process for a patient having
a total knee replacement.
Learning/Instructional Guide:
Objectives 1 and 2
Go to the following web site:
http://www.surgeryencyclopedia.com/Pa-St/Recovery-Room.html


Scroll down the page and read the definition/description of a PACU.
After reading the information presented, write a paragraph describing what a
PACU is.
13
Go to the following web page:
www.waiting.com/waitingicu.html

Click on Equipment found in an ICU
o Select each of the following to read the definitions of equipment commonly
seen in an ICU:
 Arterial Line
 Central Venous Pressure (CVP) Line
 Electrocardiogram (ECG/EKG)
 Intravenous
 Monitor, Intensive Care
 Nasogastric Tube (NG Tube)
 Respirator/Ventilator
 Subarachnoid Screw
 Tracheostomy Tube

Click on “A guide to the medical personnel and their roles in providing care
for your loved one.”
o Review the medical personnel a patient might encounter while in the
Intensive Care Unit.
Examples of Assessments (to be used at the discretion of the teacher):
Products*:
Report – summary of knowledge gained on any topic within the lesson such as
Patient Recovery
Essay – guest column for local newspaper on any topic within the lesson
Pamphlet/Brochure – on any topic within the lesson
Poster – any topic within the lesson
Power Point – any topic within the lesson
Performances*:
Creative Performance – skit, such as healthcare professional preparing a
patient as to what to expect after surgery
Interview – a patient regarding his/her preparation pre and post surgery
Written and Oral Tests/Quizzes:
Tests and Quizzes – on acquisition and comprehension of basic knowledge
(i.e. vocabulary, structure, function, etc.)
The following website has a variety of assessment tools and includes a rubric for each
tool: http://www.hosa.org/node/117
See page 20-25 of this guide for sample rubrics.
14
REFLECTIONS
Prior to the Surgery
Expectations: What do you expect to see and how do you expect to respond to seeing
the surgery?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Are you currently interested in a career in healthcare? If so, what are your career goals
and where do you want to work? What do you think your job will be like?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
15
REFLECTIONS
During the Surgery Broadcast
Using the space below, record your reactions to the surgery.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Using the space below, record any questions you have for the surgeon.
Question__________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Answer___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Question__________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
16
Answer___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Question__________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Answer___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Question__________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Answer___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
17
REFLECTIONS
Post (after) Surgery
Looking back at your expectations for the surgery, were they accurate? How different
were your expectations from the actual surgical experience?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
After viewing the surgery, has your interest in a healthcare career changed? Would you
like to work in the operating room?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What are your impressions of the healthcare careers found within the operating room?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What are your thoughts on the Virtual Healthcare Experience you have just completed?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
18
FOLLOW-UP
Healthcare Professional Representative or Guest Speaker
Name of speaker: ___________________________________________________
Place of employment: _______________________________________________
Topic (guest speaker): _______________________________________________
Five facts you learned from the healthcare professional or guest speaker:
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
Write a paragraph summarizing your thoughts and feelings after listening to the
speaker. Use statements such as “I believe”, “I agree/disagree” or “This will help
me.”
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
19
ORAL PRESENTATION RUBRIC
Teacher Name:
________________________________________________________________________
Student Name:
________________________________________________________________________
Date:
________________________________________________________________________
4
Excellent
3
Good
Enthusiasm
Facial expressions and
body language generate a
strong audience interest
and enthusiasm about the
topic.
Posture and Eye Contact
Stands up straight; looks
relaxed and confident.
Establishes eye contact
with everyone in the room
during the presentation.
Volume is loud enough to
be heard by all audience
members throughout the
presentation.
Student is completely
prepared and has
obviously rehearsed.
Speaks clearly and
distinctly all (100-95%) of
the time and
mispronounces no words.
Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary by
defining words that might
be new to most of
audience.
Shows a full
understanding of the topic.
Facial expressions and
body language sometimes
generate a strong
audience interest and
enthusiasm about the
topic.
Stands up straight and
establishes eye contact
with everyone in the room
during the presentation.
CATEGORY
Volume
Preparedness
Speaks Clearly
Vocabulary
Content
Comprehension
Listens to Other
Presentations
Time Limit
2
Needs Some
Improvement
Facial expressions and
body language are used
to try to generate
enthusiasm, but seem
somewhat faked.
1
Needs Much
Improvement
Very little use of facial
expressions or body
language. Does not
generate much interest in
topic being presented.
Sometimes stands up
straight and establishes
eye contact.
Slouches and/or does not
look at people during the
presentation.
Volume is loud enough to
be heard by all audience
members at least 90% of
the time.
Student seems pretty
prepared but might have
needed more rehearsals.
Speaks clearly and
distinctly all (100-95%) of
the time, but
mispronounces one word.
Uses vocabulary
appropriate for the
audience. Includes 1-2
words that might be new
to most of the audience,
but does not define them.
Volume is loud enough to
be heard by all audience
members at least 80% of
the time.
The student is somewhat
prepared, but it is clear
that rehearsal is lacking.
Speaks clearly and
distinctly most (94-85%) of
the time. Mispronounces
no more than one word.
Uses vocabulary
appropriate for the
audience. Does not
include any vocabulary
that might be new to the
audience.
Volume is often too soft to
be heard by all audience
members.
Shows a good
understanding of the topic.
Does not seem to
understand the topic very
well.
Student is unable to
accurately answer
questions posed by
classmates about the
topic.
Sometimes does not
appear to be listening and
has distracting noises or
movements.
Presentation is less than 3
minutes OR more than 6
minutes.
Student is able to
accurately answer all
questions posed by
classmates about the
topic.
Listens intently. Does not
make distracting noises or
movements.
Student is able to
accurately answer most
questions posed by
classmates about the
topic.
Listens intently but has
one distracting noise or
movement.
Shows a good
understanding of parts of
the topic.
Student is able to
accurately answer a few
questions posed by
classmates about the
topic.
Sometimes does not
appear to be listening but
is not distracting.
Presentation is 5-6
minutes.
Presentation is 4 minutes.
Presentation is 3 minutes.
Student does not seem at
all prepared to present.
Often mumbles or cannot
be understood OR
mispronounces more than
one word.
Uses several (5 or more)
words or phrases that are
not understood by the
audience.
Scale:
31-40
21-30
11-20
1-10
0
A – Excellent
B – Good
C – Needs Some Improvement
D – Needs Much Improvement
F
Total = _______________________
Comments and/or bonus points:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
20
ORAL PRESENTATION (Speech) RUBRIC
Teacher Name:
__________________________________________________________
Student Name:
__________________________________________________________
Group:
__________________________________________________________
Date:
__________________________________________________________
Scoring Criteria
4
Excellent
3
Good
2
Needs Some
Improvement
1
Needs Much
Improvement
N/A
Clearly and effectively
communicates the main idea or
theme.
Presenter is self-confident and
clearly expresses ideas.
Presenter answers questions
with well thought out responses.
Holds audience attention and
maintains eye contact.
Visual aids are clear and add to
the presentation.
NOTE: N/A represents a response to the performance which is “not appropriate.”
Scale:
16-20
11-15
6-10
1-5
0
A – Excellent
B – Good
C – Needs Some Improvement
D – Needs Much Improvement
F
Total = _______________________
Comments and/or bonus points:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
See Informative Speech Rubric:
http://www.lausd.k12.ca.us/District_8/options/cd/speech-rubric.pdf
21
POWERPOINT RUBRIC
Teacher Name: ______________________________________________________________________
Student Name: ______________________________________________________________________
Date:
______________________________________________________________________
CATEGORY
Background
Use of Graphics
Text - Font Choice and
Formatting
Content -Accuracy
Spelling and Grammar
Sequencing of
Information
4
Excellent
3
Good
Background does not
detract from text or
other graphics. Choice
of background is
consistent from card to
card and is appropriate
for the topic.
All graphics are
attractive (size and
colors) and support the
theme/content of the
presentation.
Font formats (e.g.,
color, bold, italics)
have been carefully
planned to enhance
readability and content.
All content throughout
the presentation is
accurate. There are no
factual errors.
Background does not
detract from text or
other graphics. Choice
of background is
consistent from card to
card.
Presentation has no
misspellings or
grammatical errors.
Information is
organized in a clear,
logical way. It is easy
to anticipate the type of
material that might be
on the next card.
A few graphics are not
attractive, but all
support the
theme/content of the
presentation.
Font formats have
been carefully planned
to enhance readability.
Most of the content is
accurate, but there is
one piece of
information that might
be inaccurate.
Presentation has 1-2
misspellings but no
grammatical errors.
Most information is
organized in a clear
logical way. One card
or item of information
seems out of place.
2
Needs Some
Improvement
Background does not
detract from text or
other graphics.
1
Needs Much
Improvement
Background makes it
difficult to see text or
competes with other
graphics on the page.
All graphics are
attractive, but a few do
not seem to support
the theme/content of
the presentation.
Font formatting has
been carefully planned
to complement the
content. It may be a
little hard to read.
The content is
generally accurate, but
one piece of
information is clearly
flawed or inaccurate.
Presentation has 1-2
grammatical errors but
no misspellings.
Some information is
logically sequenced.
An occasional card or
item of information
seems out of place.
Several graphics are
unattractive AND
detract from content of
the presentation.
Font formatting makes
it very difficult to read
the material.
Content is typically
confusing or contains
more than one factual
error.
Presentation has more
than 2 grammatical
and/or spelling errors.
There is no clear plan
for the organization of
information.
Scale:
19-24
13-18
7-12
1-6
0
A – Excellent
B – Good
C – Needs Some Improvement
D – Needs Much Improvement
F
Total = _____________________
Comments and/or bonus points ________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
22
POWERPOINT RUBRIC
Teacher Name:
__________________________________________________________
Student Name:
__________________________________________________________
Date:
__________________________________________________________
4
Excellent
3
Good
Presentation
Well-rehearsed
with smooth
delivery that holds
audience attention.
Requirements
All requirements
are met and
exceeded.
Rehearsed with
fairly smooth
delivery that holds
audience attention
most of the time.
All requirements
are met.
Content
Covers topic indepth with details
and examples.
Subject knowledge
is excellent.
Attractiveness
Makes excellent
use of font, color,
graphics, effects,
etc., to enhance
the presentation.
CATEGORY
Includes essential
knowledge about
the topic. Subject
knowledge
appears to be
good.
Makes good use of
font, color,
graphics, effects,
etc., to enhance
the presentation.
2
Needs Some
Improvement
Delivery not
smooth, but able
to maintain interest
of the audience
most of the time.
One requirement
was not
completely met.
Includes essential
information about
the topic but there
are 1-2 factual
errors.
Makes use of font,
color, graphics,
effects, etc., but
occasionally these
detract from the
presentation
content.
1
Needs Much
Improvement
Delivery not
smooth and
audience attention
often lost.
More than one
requirement was
not completely
met.
Content is minimal
OR there are
several factual
errors.
Use of font, color,
graphics, effects.
etc., but these
often detract from
the presentation
content.
Scale:
13-16
9-12
5-8
1-4
0
A – Excellent
B – Good
C – Needs Some Improvement
D – Needs Much Improvement
F
Total = _____________________
Comments and/or bonus points _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
23
Student Name ______________________________________________ Date _____________
BROCHURE RUBRIC
Circle the number that describes the best presentation or most pleasing to your point of view.
ATTRACTIVENESS
AND
EYE APPEAL
GRAPHICSPICTURES
ORGANIZED
AND
NEAT
CONTENTACCURATE
SPELLING
WRITING
Scale:
19-24
13-18
7-12
1-6
0
4
3
2
1
Exceptionally attractive formatting.
Attractive formatting.
Average formatting.
Confusing formatting.
4
3
2
1
Graphics go well with text and good mix of text and pictures.
Graphics go well with text but so many that they distract.
Graphics go well, but not enough. Brochure is text heavy.
Graphics do not go with text or no graphics.
4
3
2
1
Well organized, typed or exceptional hand writing and neat.
Well organized; hand written and neat.
Organized.
Messy and confusing.
4
3
2
1
All facts are accurate.
90-99% of the facts are accurate.
80-89% of the facts are accurate.
Fewer than 80% of the facts are accurate.
4
3
2
1
No spelling errors.
No more than one spelling error.
No more than three spelling errors.
Several spelling errors.
4
3
2
1
Each section is clear, defined, and well explained.
Almost all sections are clear, defined, and well explained.
Most sections have a clear explanation.
Less than half the sections are clear.
A – Excellent
B – Good
C – Needs some improvement
D – Needs much improvement
F
Total = _______________
Comments and/or bonus points:
____________________________________________________________________________
____________________________________________________________________________
24
POSTER/TABLE/FACT SHEET RUBRIC
Teacher Name: ______________________________________________________________________
Student Name: ______________________________________________________________________
Date:
______________________________________________________________________
CATEGORY
Required Elements
Attractiveness
Content – Accuracy
Graphics – Originality
Graphics – Relevance
Grammar
4
Excellent
The poster includes all
required elements as
well as additional
information.
The poster is
exceptionally attractive
in terms of design,
layout, and neatness.
At least 7 accurate
facts are displayed on
the poster.
Several of the
graphics used on the
poster reflect an
exceptional degree of
student creativity in
their creation and/or
display.
All graphics are
related to the topic and
make it easier to
understand. All
borrowed graphics
have a source citation.
There are no
grammatical mistakes
on the poster.
3
Good
All required elements
are included on the
poster.
The poster is attractive
in terms of design,
layout, and neatness.
5-6 accurate facts are
displayed on the
poster.
One or two of the
graphics used on the
poster reflect student
creativity in their
creation and/or
display.
All graphics are
related to the topic and
most make it easier to
understand. All
borrowed graphics
have a source citation.
There is 1 grammatical
mistake on the poster.
2
Needs Some
Improvement
All but 1 of the
required elements are
included on the poster.
1
Needs Much
Improvement
Several required
elements were
missing.
The poster is
acceptably attractive
though it may be a bit
messy.
3-4 accurate facts are
displayed on the
poster.
The graphics are
made by the student
but are based on the
designs or ideas of
others.
The poster is
distracting, messy, or
very poorly designed.
It is not attractive.
Less than 3 accurate
facts are displayed on
the poster.
No graphics made by
the student are
included.
All graphics relate to
the topic. Most
borrowed graphics
have a source citation.
Graphics do not relate
to the topic, OR
several borrowed
graphics do not have a
source citation.
There are 2
grammatical mistakes
on the poster.
There are more than 2
grammatical mistakes
on the poster.
Scale:
19-24
13-18
7-12
1-6
0
A – Excellent
B – Good
C – Needs Some Improvement
D – Needs Much Improvement
F
Total = _____________________
Comments and/or bonus points –
_______________________
25
2013 Virtual Healthcare Experience
21st Century Learning Skills and Technology Tools are embedded within the Virtual Healthcare Experience
Project Strategies and Culminating Activities
Students’ Evidences of Success
INFORMATION
AND
COMMUNICATION
SKILLS
21st Century Skills
Learning Skills
INFORMATION AND MEDIA LITERACY
The understanding of how words, images and sound influence the way meanings are created, shared and analyzed in a
contemporary society so that a person can assign value, worth and meaning to information through a variety of media
forms.
VISUAL LITERACY
The ability to interpret, use, appreciate, and create images and video using both conventional and 21st Century media in
ways that advance thinking, decision-making, communication and learning.
COMMUNICATION SKILLS
The skills needed to generate and convey messages with meaning and understanding within and across various contexts,
cultures and media.
Learning Skills & Technology Tools
Strategies and Culminating
Evidence of Success
Activities
21C.O.9-12.1.LS.1 Student recognizes information Career Interviews:
needed for problem solving, can  Students use a 21st
Students will visit the
efficiently browse, search and
Century modality to gather CAMC website and
navigate online to access relevant
access/view the career
and interpret information
information, evaluates information
interviews.
on careers.
based on credibility, social,  Students analyze and
economic, political and/or ethical
interpret career information
issues, and presents findings
for personal problem
clearly and persuasively using a
solving and career decision
range of technology tools and
making.
media.
21C.O.9-12.1.LS.2
Student analyzes and interprets
visuals and recognizes the impact
26
Technology Tools
21C.O.9-12.1.TT.2
21C.O.9-12.1.TT.8
21C.O.912.1.TT.10
digital media influences (e.g.
design, technique, and rate of
speed) have on audiences. The
student’s visual products reflect a
sophisticated understanding of
subject, digital media and design
techniques.
Student routinely applies
keyboarding skills, keyboard
shortcut techniques, and mouse
skills with facility, speed and
accuracy.
Student uses advanced features
and utilities of database software
(e.g., to create tables, forms,
perform table relationships,
advanced queries, and simple
reports) to test hypotheses or
research questions and to report
results.
Student implements various
internet search techniques (e.g.,
Boolean searches, meta-searches,
web bots) to gather information;
student evaluates the information
for validity, appropriateness,
content, bias, currency, and
usefulness.
Pre-Op Prep:
Instructional Lessons:
 Student learning is
independent and guided by
lesson objectives.
 Students select from
multiple learning activities,
allowing an analysis and
interpretation of media in
the accomplishment of
learning objectives.
 Students must browse,
search, and navigate online
to access information
relevant to the objectives.
 Students are required to
evaluate information based
on multifaceted criteria (i.e.
credibility, validity, bias,
currency, usefulness,
ethical issues, media) in
order to draw conclusions
regarding the care of the
patient requiring a knee
replacement.
 Accomplishment of lesson
objectives requires students
to use the Internet to
research and gather
information.
Surgery Broadcast with
Interactive Communication:
 Students recognize the
impact of digital media as
seen in the interactive
presentation.
27
Students will complete each
instructional lesson either
independently or
collaboratively with peers.
Students will demonstrate
active engagement in the
use of technology to master
learning objectives.
Students will communicate
learning to their teacher and
peers.
Students will view the
surgery broadcast and have
an opportunity to
communicate with the
surgical health care
professional/clinical



THINKING,
REASONING AND
INNOVATION
SKILLS
21st Century Skills
Learning Skills
Students are digitally
connected to the hospital
and surgical environment.
Students utilize technology
to communicate and
question the healthcare
professional/clinical
specialist who resides in
their own community or
region.
Students visualize careers
in action, within the world
of work.
specialist as a means for
learning (if possible).
*After surgical broadcast,
the video will be archived
and available for viewing
for instructors who cannot
participate on the scheduled
date.
CRITICAL THINKING
The clear, precise and purposeful process of using specific cognitive skills and strategies to guide belief and action in
accomplishing goals.
SYSTEMS THINKING
The ability to see and understand the whole, to recognize patterns and interrelationships of parts, and to determine how to
structure those interrelationships in more effective, efficient ways.
PROBLEM SOLVING
The ability to apply appropriate process, including problem identification, information gathering, problem analysis,
generating and testing alternated solutions, and evaluating results in order to generate resolutions to problems.
CREATING AND INNOVATING
The act of bringing an idea, product or performance into existence that is genuinely new, original and of value either
personally and/or culturally.
Learning Skills & Technology Tools
Strategies and Culminating
Evidence of Success
Activities
21C.O.9-12.2.LS.1 Student engages in a critical
Career Interviews:
thinking process that supports
 Students will hear real-world Students will view the
synthesis and conducts evaluation
career interviews, as part
applications of careers
using complex criteria.
of the Virtual Healthcare
involved in the care of a
Experience and
patient having a knee
communicate their
21C.O.9-12.2.LS.2 Student draws conclusions from a
replacement.
impressions of the surgical
variety of data sources to analyze
 By seeing multiple careers
process and team.
and interpret systems.
necessary in the care of one
28
21C.O.9-12.2.LS.3
Technology Tools
21C.O.9-12.2.TT.2
21C.O.9-12.2.TT.3
21C.O.9-12.2.TT.4
Student engages in a problem
solving process by formulating
questions and applying complex
strategies in order to
independently solve problems.
patient, students are
introduced to the
interrelationship of parts to
the whole/systems thinking.
Pre-op Prep:
 In the accomplishment of the
Student collaborates with peers,
learning objectives, students
experts and others to contribute to
must engage in critical
a content-related knowledge base
thinking to synthesize and
by using technology to compile,
evaluate information
synthesize, produce, and
regarding all facets of care,
disseminate information, models,
for a patient undergoing a
and other creative works.
knee replacement.
Student uses multiple electronic
 Students must use a variety
sources of information and
of digital media to draw
multiple technology tools and
conclusions regarding the
resources tools (e.g., digital
pathophysiology of joint
cameras, graphing calculators,
disease and surgical
probes, MP3 players, handheld
intervention via replacement.
devices, other emerging
 Students will use technology
technologies, simulations, models,
to increase content-related
browsers, word processing,
knowledge, both
authoring tools, spreadsheets,
collaboratively with peers
databases) to collaborate with
and independently, as
others, to formulate a hypothesis,
directed by the teacher.
to solve problems, make decisions,  Students must use multiple
and present and justify the
electronic sources to satisfy
solutions.
learning objectives and
Student uses technology tools and
analyze and draw
multiple media sources to analyze
conclusions on patient care
a real-world problem, design and
(real-world) procedures and
implement a process to assess the
processes.
information, and chart and
evaluate progress toward the
solution.
29
Students articulate systems
thinking in relationship to
the healthcare industry and
patient care, as
demonstrated in the
accomplishment of
learning objectives and
activities.
30
Pre and Post-Learning Activity
– KWL:
Students will be guided in a selfassessment of learning.
Students document selfassessment of learning
using the KWL learning
activity.
Culminating Assessment:
Students must utilize all
knowledge and skills gained
from participation in the Virtual
Healthcare Experience by
developing a comprehensive list
of roles and responsibilities, as
he/she assumes the role of one of
the healthcare team members
caring for the patient during the
illness and surgical procedure.
Students apply learning in
a culminating assessment
by assuming the role of
one of the healthcare team
members caring for the
patient during the illness
and surgical procedure.
Live Surgery Broadcast with
Interactive Communication:
 Students experience
firsthand problem
identification, information
gathering, problem analysis,
alternated solutions, and the
evaluation of results in order
to generate resolutions to
problems as seen in patient
care and the surgical
procedure.
 Students view the results of
21st century medical
technology as both creative
and innovative to improve
patient care.
 Being part of the surgical
team by virtual means,
Reflections:
Students document the
personal impact made by
their participation in the
Virtual Healthcare
Experience by recording
their expectations and
post-experience
reflections.
students engage in critical
thinking, systems thinking
and problem solving as if
they were actually part of the
surgical team.
PERSONAL
AND
WORKPLACE
PRODUCTIVITY
SKILLS
21st Century Skills
Learning Skills
INTERPERSONAL AND COLLABORATION SKILLS
The ability to read and to manage the emotions, motivations and behaviors of oneself and others during social interactions
or in a social-interactive context. Collaboration means cooperative interaction between two or more individuals working
together to solve problems, create novel products, or learn and master content.
INITIATIVE AND SELF-DIRECTION
The ability to set goals, plan for achievement, initiate action, manage time and effort, and independently monitor and
assess one’s own effort.
FLEXIBILITY AND ADAPTABILITY
The ability to modify one’s thinking, attitudes or behaviors to be better suited to current or future environments, as well as
the ability to handle multiple goals, tasks and inputs with understanding and adhering to constraints of time, resources and
systems.
ETHICAL BEHAVIOR
The ability to act with integrity according to the principles or right and/or moral conduct.
SOCIAL/PERSONAL AND CROSS-CULTURAL SKILL
The acceptance of responsibility for personal actions, including responsibility for learning, and to initiate or support
actions that resolve issues in the interest of the common good.
LEADERSHIP AND RESPONSIBILITY
The process of influence or example by which an individual induces a group to pursue objectives held by the leader or
shared by the leader and his or her followers.
PROJECT PLANNING AND DEVELOPMENT
The ability to organize and achieve the goals of a specific initiative or problem with efficiency and effectiveness.
PRODUCTIVITY AND ACCOUNTABILITY
The ability to set and meet high standards for delivery of quality work on time and to demonstrate diligence and a positive
work ethic.
Learning Skills & Technology Tools
Strategies and Culminating
Evidence of Success
Activities
21C.O.9-12.3.LS.3 Student demonstrates ownership
Students must demonstrate
Career Interviews:
of his/her learning by setting
personal and workplace
 Students will see and hear
goals, monitoring and adjusting
productivity skills in order
professionals within the
performance, extending learning,
to complete all learning
healthcare industry as
using what he/she has learned to
expectations of the Virtual
leaders in various careeradapt to new situations, and
Healthcare Experience.
31
21C.O.9-12.3.LS.6
Technology Tools
21C.O.9-12.3.TT.2
21C.O.9-12.3.TT.3
displaying perseverance and
commitment to continued
learning.
Student maintains a strong focus
on the larger project goal and
frames appropriate questions and
planning processes around goal.
Prior to beginning work, student
reflects upon possible courses of
action and their likely
consequences; sets objectives
related to the larger goal; and
establishes benchmarks for
monitoring progress. While
working on the project, student
adjusts time and resources to
allow for completion of a quality
product.
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Student evaluates current trends in
information technology, discusses
the potential social, ethical,
political, and economic impact of
these technologies, and analyzes
the advantages and disadvantages
of widespread use and reliance on
technology in the workplace and
society.
32

related roles.
Students will hear real-world
references to working
collaboratively on a
healthcare team.
Pre-op Prep:
 Students, engaging in the
instructional lessons as
independent learners, must
demonstrate ownership of
learning by monitoring and
adapting until learning is
achieved.
 Students use technology (i.e.
electronic resources, online
research) to achieve
learning.
 Students are able to visualize
and comprehend the use of
technology in the healthcare
industry.
 In the accomplishment of
lesson objectives, students
use technology to address
the limits in their own
knowledge in the area of
medical technology and
healthcare.
Setting Your Goals:
 Students review the
processes of writing and
21C.O.9-12.3.TT.6
21C.O.9-12.3.TT.8
Student evaluates and applies
technology tools for research,
information analysis, problem
solving, content learning, decision
making, and lifelong learning.
Student uses technology to seek
strategies and information to
address limits in their own
knowledge.
setting goals.
Students set goals in the
areas of the VHE, education,
careers and long-range
goals.
Students’ use of technology
within the Virtual Healthcare
Experience will positively
impact future use of
technology for decision
making and lifelong
learning.
By goal setting, students
engage in the role of
planning for achievement,
self-initiation of action,
managing personal time and
efforts, and independently
monitoring and assessing
their own path toward
achievement of personal
goals.
Students apply personal
and workplace
productivity skills as they
systematically document
personal, educational and
career goals using the
worksheet provided in the
Pre-op Prep Guide.
Live Surgery Broadcast with
Interactive Communication:
 Students will view
interpersonal and
collaboration skills of the
surgical team, initiative and
self-direction of team
members to accomplish each
task necessary for a
successful surgery, ethical
behavior, the transplantation
process and procedures
performed by each team
member and productivity
Students will view the live
surgery broadcast and
communicate with the
surgical health care
professional/clinical
specialist, seeing
professional and
workplace productivity
skills firsthand.



33

and accountability in action,
as the surgical team
orchestrates the surgical
procedure and care of the
patient.
In viewing the live
broadcast, students are
choosing to use technology
to increase their learning and
the limits in their personal
knowledge base.
Students will participate in
real-world learning as each
component of the Virtual
Healthcare Experience
demonstrates the
importance of 21st century
Learning Skills.
21st Century Content Standards, Learning Skills and Technology Tools for WV Schools
Standards and Objectives selected from the West Virginia Department of Education’s 21 st Century Learning Skills and Technology Tools – Teach 21
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IMAGINE U: A VIRTUAL HEALTHCARE EXPERIENCE
ACKNOWLEDGMENTS
“Charleston Area Medical Center is pleased to work with the West Virginia Department
of Education to plan the Imagine U Virtual Healthcare Experience and to provide the
surgery footage, career interviews, patient education information and technology
support for the program.”
Charleston Area Medical Center
“The Virtual Healthcare Experience is an extraordinary teaching/learning opportunity for
the students within West Virginia’s schools. The partnership between the West Virginia
Department of Education and Charleston Area Medical Center allows learning to move
beyond the walls of the normal classroom. It transforms the classroom into a real world
learning environment. Health Science Education, within the Office of Career and
Technical Instruction, is extremely pleased to partner with Charleston Area Medical
Center on this innovative project. Over 1,800 secondary and adult students participated
in the Virtual Healthcare Experience last year.”
West Virginia Department of Education
35
NOTES
36
NOTES
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