Medical Interventions
Essential Learning
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Unit One: How to Fight Infection
MI 1.1.1 – Determine the role that medical interventions play in the prevention, diagnosis and
treatment of diseases.
MI 1.1.2 – Explain and follow the steps that epidemiologists take during an outbreak.
MI 1.1.3 – Explain the principles of the ELISA test, including how it is used to obtain qualitative (to indicate the
presence or absence of an antigen/antibody) and quantitative results (to determine the concentration of an
infectious agent or antibody produced in response to the disease agent in the patient fluids).
Perform ELISA testing to diagnose patients and determine patient zero in an outbreak.
MI 1.1.4 – Describe how bioinformatics can be used to identify a pathogen and the applications of
bioinformatics in health and wellness.
o Use bioinformatics to identify a pathogen by searching a DNA sequence with a molecular database.
MI 1.1.5 – Calculate serial dilutions and resultant concentrations.
MI 1.2.1 – Explain how several different antibiotics function to disrupt the pathways that bacteria use to
survive.
MI 1.2.2 – Explain and evaluate the multiple pathways bacterial cells use
to gain resistance to antibiotics.
MI 1.2.3 – Explain and evaluate the multiple pathways in which bacterial
cells can share genetic information.
MI 1.2.4 – Examine how the overuse and misuse of antibiotics promotes
the selection of resistant bacteria.
MI 1.3.1 – Identify the structures of the ear and their function in hearing.
o Determine how damage / problems with one or more
structures in the ear causes various types of hearing loss
MI 1.3.2 – Perform simple hearing tests that can diagnose hearing loss,
including Rinne, Pure Tone, and Speech-in-Noise tests and evaluate the
results.
MI 1.3.3 – Differentiate between sensorineural and conductive hearing loss and
use an audiogram to diagnose a patient.
o Determine the appropriate medical intervention for those patients.
MI 1.4.1 – Describe how vaccines interact with and activate the human immune
system in order to prevent disease outbreaks.
MI 1.4.2 – Differentiate between several types of vaccines and describe the
laboratory methods used to manufacture them.
MI 1.4 3 – Examine the use of plasmids as vectors for recombinant DNA
technology and the use of molecular tools, such as ligase and restriction enzymes, to produce vaccines.
Medical Interventions
Essential Learning
Unit Two: How to Screen What is in
Your Genes
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MI 2.1.1 – Evaluate and explain the process of PCR and
its applications in genetic testing.
MI 2.1.2 – Explain how single base pair changes called
Single Nucleotide Polymorphisms (SNPs) can be
identified through genetic testing and often correlate
with specific traits or diseases.
o Perform a PCR using molecular tools to
identify the presence or absence of a SNP
in order to determine the genotype for a
specific patient.
MI 2.1.3 – Evaluate the role of a genetic counselor by
analyzing a patient case file and providing feedback
regarding potential genetic outcomes.
MI 2.1.4 – Compare the neonatal genetic testing
processes of amniocentesis and Chorionic Villus
Sampling.
MI 2.2.1 – Explain the process of gene therapy
and how it can be used to treat a genetic
disorder.
o Debate the safety and overall
effectiveness of gene therapy and
defend an argument governing the
future of gene therapy research.
MI 2.2.2 – Differentiate between various
vectors and their use to transfer DNA into
human cells.
MI 2.2.3 – Explain and evaluate how sperm sorting and preimplantation genetic diagnosis (PGD)
can provide parents the option to select the gender of a child.
MI 2.2.4 – Differentiate and evaluate the process of reproductive cloning vs. therapeutic cloning.
Medical Interventions
Essential Learning
Unit Three: How To Conquer
Cancer
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MI 3.1.1 – Compare the uses for X-Rays, CT Scans, MRI, PET Scans and
Bone Scans and how each technology works.
MI 3.1.2 – Explain the process of a normal cell becoming
cancerous and the role of gene sequences, mutations and
expressions in this process.
MI 3.1.3 – Examine the role of the p53 gene in tumor
suppression.
MI 3.1.4 – Compare the characteristics of cancer cells with
normal cells.
MI 3.1.5 – Explain the process of DNA microarray and the
analysis of mRNA production and its applications in the study
of cancer.
o Perform a simulated microarray and evaluate the
gene expression patterns to provide feedback to
the patient.
MI 3.2.1 – Determine the behavioral, biological, environmental and genetic risk factors that can
increase the chance of developing cancer and the interventions used to lower those chances.
o Understand the role of early detection in cancer diagnosis and the routine screenings
that allow for this.
MI 3.2.2 – Design a controlled experiment, recognizing and eliminating confounding variables.
MI 3.2.3 – Graph and analyze experimental data in attempt to draw meaningful conclusions.
MI 3.2.4 – Explain the use of Short Tandem Repeats (STRs) in DNA as genetic markers and their
applications in marker analysis techniques for detecting inherited genetic mutations.
MI 3.2.5 – Determine how viruses inserting their DNA/RNA into a host cell can lead to genetic
mutations which can sometimes cause cancer.
MI 3.3.1 Recognize that there are many cancer treatments, such as chemotherapy, and radiation
therapy, and differentiate how each one slows growth but cause negative side effects.
MI 3.3.2 – Explain the effects of biofeedback therapy on the human body systems and how this
therapy is used to treat chronic and painful diseases/disorders.
MI 3.4.1 – Explain how pharmacogenomics investigates genetic variations in SNP profiles and
uses those correlations with responses to medication and its benefits.
o Use a patient’s SNP profile to predict his/her response to a medication.
MI 3.4.2 – Explain how nanotechnology is being applied to
cancer research and treatment.
MI 3.4.3 – Explain why controlled, randomized, doubleblind studies are considered best for clinical trials.
MI 3.4.4 – Evaluate how guidelines for clinical trials ensure
valid data and ethical treatment.
Medical Interventions
Essential Learning
Unit Four: How to Prevail When
Organs Fail
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MI 4.1.1 – Examine how DNA sequences directly relate to amino acid sequences
which directly affect the structure and function of proteins.
MI 4.1.2 – Explain how bacterial transformation is used in the process of protein
production.
o Perform bacterial transformation with recombinant DNA and calculate the transformation
efficiency.
MI 4.1.3 – Outline the steps required to produce a protein in a laboratory
and the biomedical professionals involved in each step.
MI 4.1.4 – Explain how electrophoresis can be used to separate proteins
in a mixture and determine the purity of the sample.
o Perform electrophoresis to separate proteins and graph the
results to determine the molecular weight of an unknown
protein.
MI 4.1.5 – Use column chromatography to isolate a protein based on its
chemical properties.
MI 4.2.1 – Examine the symptoms and test results of a patient with ESRD.
o Research and prescribe treatment options for ESRD.
MI 4.3.1 – Use federal organ policy guidelines to defend who should receive a donated organ.
MI 4.3.2 – Explain the process of blood and HLA typing and their
importance in matching an organ with a compatible recipient.
MI 4.4.1 – Examine the benefits, risks and ethical considerations for using
xenotransplantation and tissue engineering for replacement organs.
Number of Patients
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Patients in Tennessee on
Transplant Waiting Lists
as of May 2015
all
time
Kidney 2437
0-6
mo.
447
6 mo. 1-2 yrs 2-3 yrs 3-5 yrs 5+ yrs
- 1 yr
420
537
416
352
265
Liver
234
97
37
43
18
15
24
Heart
137
38
25
41
22
10
1
Lung
15
8
5
2
0
0
0