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We offer students the opportunity to enroll in college-level biomedical courses at OCTC during each year of high school: Principles of Biomedical Science, Human Body Systems, Medical Intervention and Medical Innovation (coming Fall 2015). Each course is worth 4 college credits, meaning a senior-year LSA student will have 16 transferable college credits at the time of graduation. Our curriculum is hands-on, student-directed and cutting-edge. We are preparing our students to meet the healthcare needs of tomorrow!
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Year 1: Principles of Biomedical Science
Engages students in the study of human medicine, research processes and an introduction to bioinformatics. Exposes students to investigations of human body systems and various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. Challenges students to determine the factors that led to the death of a fictional person, after which the students investigate lifestyle choices and medical treatments that might have prolonged the person’s life. Includes analysis of key biological concepts including: homeostasis, metabolism, inheritance of traits, feedback systems, the relationship of structure to function and defense against disease. Outlines all the courses in the Biomedical Sciences™ program to lay the scientific foundation necessary for student success in the subsequent courses.
Currently enrolled: Class of 2018
Year 2: Human Body Systems
Students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases and often play the role of biomedical professionals to solve medical mysteries.
Currently enrolled: Class of 2017
Year 3: Medical Interventions
In the Medical Interventions course, students will investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family. A “How-To” manual for maintaining overall health and homeostasis in the body, the course will explore how to prevent and fight infection, how to screen and evaluate the code in our DNA, how to prevent, diagnose and treat cancer, and how to prevail when the organs of the body begin to fail. Through these scenarios, students will be exposed to the wide range of interventions related to Immunology, Surgery, Genetics, Pharmacology, Medical Devices, and Diagnostics. Each family case scenario will introduce multiple types of interventions and will reinforce concepts learned in the previous two courses, as well as present new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions will be showcased across the generations of the family and will provide a look at the past, present and future of biomedical science. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important role scientific thinking and engineering design play in the development of interventions of the future.
Currently enrolled: Class of 2016
Year 4: Biomedical Innovation (to begin 2015-2016 school year):
In this capstone course, students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. They have the opportunity to work on an independent project and may work with a mentor or advisor from a university, hospital, physician’s office, or industry. Throughout the course, students are expected to present their work to an adult audience that may include representatives from the local business and healthcare community.
Engages students in the study of human medicine, research processes and an introduction to bioinformatics. Exposes students to investigations of human body systems and various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. Challenges students to determine the factors that led to the death of a fictional person, after which the students investigate lifestyle choices and medical treatments that might have prolonged the person’s life. Includes analysis of key biological concepts including: homeostasis, metabolism, inheritance of traits, feedback systems, the relationship of structure to function and defense against disease. Outlines all the courses in the Biomedical Sciences™ program to lay the scientific foundation necessary for student success in the subsequent courses.
Currently enrolled: Class of 2018
Year 2: Human Body Systems
Students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real world cases and often play the role of biomedical professionals to solve medical mysteries.
Currently enrolled: Class of 2017
Year 3: Medical Interventions
In the Medical Interventions course, students will investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family. A “How-To” manual for maintaining overall health and homeostasis in the body, the course will explore how to prevent and fight infection, how to screen and evaluate the code in our DNA, how to prevent, diagnose and treat cancer, and how to prevail when the organs of the body begin to fail. Through these scenarios, students will be exposed to the wide range of interventions related to Immunology, Surgery, Genetics, Pharmacology, Medical Devices, and Diagnostics. Each family case scenario will introduce multiple types of interventions and will reinforce concepts learned in the previous two courses, as well as present new content. Interventions may range from simple diagnostic tests to treatment of complex diseases and disorders. These interventions will be showcased across the generations of the family and will provide a look at the past, present and future of biomedical science. Lifestyle choices and preventive measures are emphasized throughout the course as well as the important role scientific thinking and engineering design play in the development of interventions of the future.
Currently enrolled: Class of 2016
Year 4: Biomedical Innovation (to begin 2015-2016 school year):
In this capstone course, students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. They have the opportunity to work on an independent project and may work with a mentor or advisor from a university, hospital, physician’s office, or industry. Throughout the course, students are expected to present their work to an adult audience that may include representatives from the local business and healthcare community.
The Project Lead the Way Curriculum
In order to meet our objectives, we rely on curriculum developed by Project Lead the Way (PLTW), the nation’s leading provider of rigorous and innovative STEM (Science, Technology, Engineering and Math) education. The curriculum is comprehensive and collaboratively developed with PLTW teachers, university educators, engineering and biomedical Professionals and school administrators. It relies heavily on activities, projects and problems to provide a context for exploration of biomedical principles (see figure at left).
Project Lead the Way Students:
1- Exceed average academic growth rate in science and math
2- Intend to pursue higher education at a higher rate (92% vs. 67%)
3- Achieve higher ACT scores and
4- Achieve higher ACT math and science scores
5- Are 5 to 10 times more likely to study a STEM field in college
6- Sustain higher GPAs while attending college: 3.03 vs. 2.85
Visit- pltw.org/about-us/impact
Project Lead the Way Students:
1- Exceed average academic growth rate in science and math
2- Intend to pursue higher education at a higher rate (92% vs. 67%)
3- Achieve higher ACT scores and
4- Achieve higher ACT math and science scores
5- Are 5 to 10 times more likely to study a STEM field in college
6- Sustain higher GPAs while attending college: 3.03 vs. 2.85
Visit- pltw.org/about-us/impact