21st Century Instructional Guide for Career Technical Education
Pharmacology and Laboratory Medicine
Health Science Education Cluster
Title:
Pharmacology and Laboratory Medicine (WVEIS 0729)
Standard Number:
HSE.S.PLM.1
Essential
Questions:
Objectives:
HSE.O.PLM.1.1
Introduction
Students will understand the history and source of drugs.
How has the advent of antibiotic therapy impacted the fight against disease?
HSE.O.PLM.1.2
compare the three type of drug names.
Students will
examine drugs including their origin and
use.
Learning Plan & Notes to Instructor:
drug origin
Note: examine drugs, origin and use included in
introductory chapters.
Drugs often have several names. When a drug is
first discovered, it is given a chemical name, which
describes the atomic or molecular structure of the
drug. The chemical name is thus usually too complex
and cumbersome for general use. Next, a shorthand
version of the chemical name or a code name (such
as RU 486) is developed for easy reference among
researchers.
When a drug is approved by the Food and Drug
Administration (FDA—the government agency
responsible for ensuring that drugs marketed in the
United States are safe and effective), it is given
a generic (official) name and a trade (proprietary or
brand) name. The trade name is developed by
the company requesting approval for the drug and
identifies it as the exclusive property of that
company. For example, Phenytoin is the generic
name and Dilantin is a trade name for the same
drug. (www.merck.com)define, compare, give
Student Learning Activity: provide examples of:
 chemical
1
 generic
 trade
Note: new chemical substances discovered in
nature; new chemicals derived from molecular
manipulation of a drug already in use.
drugs
 example
 preparation
 route of administration
HSE.O.PLM.1.3
differentiate between four sources of drugs,
giving examples.
HSE.O.PLM.1.4
determine forms in which drugs are
prepared, giving examples and route of
administration for each.
Standard Number:
HSE.S.PLM.2
Essential
Questions:
Objectives:
HSE.O.PLM.2.1
Agencies and Safety Guidelines
Students will identify the legal and ethical implication of medication administration.
What are the ethical implications of medication administration?
HSE.O.PLM.2.2
examine the drug approval process.
HSE.O.PLM.2.3
articulate the “New Drug” list.
HSE.O.PLM.2.4
determine the function of the Drug
Enforcement Administration and the
purpose of the Controlled Substance Act.
Students will
determine the role of the FDA.
Learning Plan & Notes to Instructor:
FDA
Note: See chapter three of pharmacology text,
includes origin of drug legislation, discussion of
scheduled drugs and patent medicines.
drug approval process
Note: See chapter three and four of pharmacology
text, examines drug approval process.
“New Drug” list
Note: See chapter four in pharmacology text,
explains drug design, testing, manufacturing and
origins of new drugs.
Drug Enforcement Administration
The mission of the Drug Enforcement Administration
(DEA) is to enforce the controlled substances laws
and regulations of the United States and bring to the
criminal and civil justice system of the United States,
or any other competent jurisdiction, those
organizations and principal members of
organizations, involved in the growing, manufacture,
or distribution of controlled substances appearing in
or destined for illicit traffic in the United States; and
2
HSE.O.PLM.2.5
examine controlled substances, listing the
five categories and providing five examples
of each.
HSE.O.PLM.2.6
recognize proper method for storing and
dispensing a controlled substance.
to recommend and support non-enforcement
programs aimed at reducing the availability of illicit
controlled substances on the domestic and
international markets.
(www. usdoj.gov/dea/agency/mission.htm)
Controlled Substance Act of 1970
 part of a larger piece of legislation –
Comprehensive Drug Abuse, Prevention and
Control Act
 enacted to improve the administration and
regulation of all parties involved in the
manufacturing, distribution, and dispensing of
controlled substances
o Schedule I
o Schedule II
o Schedule III
o Schedule IV
o Schedule V
Students should identify the potential for abuse
within each classification and what drugs are within
each.
categories
 Schedule I: PCP, heroin, LSD, marijuana;
peyote
 Schedule II: morphine, codeine, cocaine,
methadone
 Schedule III: Tylenol with codeine, paregoric,
OxyContin
 Schedule IV: Darvon, Librium, Valium,
Phenobarbital
 Schedule V: Lomotil, cough syrups with
codeine
storage and dispensing
 store separately from other drugs
 keep in a double-locked box or cabinet in a
safe location.
3
HSE.O.PLM.2.7
examine documentation associated with
controlled substances.
HSE.O.PLM.2.8
determine the legal considerations
associated with controlled substances and
prescription pads.
HSE.O.PLM.2.9
articulate the professions that can legally
prescribe medication.
Standard Number:
HSE.S.PLM.3
Essential
Questions:
Objectives:
HSE.O.PLM.3.1
Drug References
Students will demonstrate knowledge in the use of the PDR and other reference sources.
Which drug reference is best for the transcription industry and why?
HSE.O.PLM.3.2
examine the sections in a Physician’s Desk
Reference (PDR).
HSE.O.PLM.3.3
characterize the format of the PDR’s
product information section.
HSE.O.PLM.3.4
demonstrate the procedure for using a
PDR.
Pharmacology Measurement
Students will understand both the apothecary and metric systems of measurement by the
Standard Number:
HSE.S.PLM.4
Students will
compare types of drug reference books.
documentation
 logs maintained and used at the end of day or
end of shift
 all drugs, including drugs that are wasted,
must be accounted for
Student Learning Activity: investigate legal
considerations via Internet and develop an oral
presentation about laws concerning drug abuse and
forged prescriptions.
prescription authority
Note: chapters three and ten of pharmacology text
discusses who can legally prescribe medications.
Learning Plan & Notes to Instructor:
Student Learning Activity: conduct discussion
comparing PDR to other drug reference books such
as Quick Look Drug Book and pharmacology word
books.
PDR
 Manufacturers’ Index
 Brand and Generic Name Index
 Product Category Index
 Product Identification Guide
 Product Information
 Diagnostic Product Information
PDR format
 product information arranged alphabetically by
manufacturer
Student Learning Activity: PDR worksheet
assignments.
4
Essential
Questions:
Objectives:
HSE.O.PLM.4.1
HSE.O.PLM.4.2
HSE.O.PLM.4.3
HSE.O.PLM.4.4
HSE.O.PLM.4.5
HSE.O.PLM.4.6
HSE.O.PLM.4.7
HSE.O.PLM.4.8
HSE.O.PLM.4.9
HSE.O.PLM.4.10
Standard Number:
HSE.S.PLM.5
Essential
Questions:
Objectives:
HSE.O.PLM.5.1
HSE.O.PLM.5.2
calculation of drug doses requiring the use of decimals, fractions, ratios, and proportions.
What steps can be implemented to reduce or eliminate drug dosage errors in hospitals?
Students will
compare the two systems of measure
commonly used in pharmacology.
recognize metric units of measure.
correctly read and write metric
abbreviations.
recognize apothecary units of measure.
correctly read and write apothecary
abbreviations.
convert quantities between the systems of
measure.
relate standardized units of measure and
give examples of their use.
Learning Plan & Notes to Instructor:
chapter nine of pharmacology text discuses systems
of measurement; answer review questions and test
for understanding and retention of material.
included in chapter nine.
pop quiz.
included in chapter nine.
included in chapter nine.
worksheets-teacher made.
use essay question on test to investigate: is there a
standard measurement for a unit? student must
explain answer.
create mathematical work sheets with
metric/household conversion problems.
apply mathematical principles to
computations related to healthcare
procedures (metric and household,
conversions and measurements).
demonstrate the ability to use decimals,
test performance.
fractions, ratios, and proportions.
recognize the methods for calculating
mg/kg/day
pediatric drug doses.
Medication Orders
Students will demonstrate knowledge and skills in the interpretation and documentation of
medication orders.
What plan could be developed to reduce the incidence of forged prescriptions?
Students will
determine the meaning of pharmacology
terminology.
analyze information found on a
Learning Plan & Notes to Instructor:
oral spelling test and matching definition test.
textbook chapter devoted to prescription.
5
HSE.O.PLM.5.3
HSE.O.PLM.5.4
HSE.O.PLM.5.5
Standard Number:
HSE.S.PLM.6
Essential
Questions:
Objectives:
HSE.O.PLM.6.1
HSE.O.PLM.6.2
HSE.O.PLM.6.3
HSE.O.PLM.6.4
HSE.O.PLM.6.5
HSE.O.PLM.6.6
HSE.O.PLM.6.7
HSE.O.PLM.6.8
Standard Number:
HSE.S.PLM.7
prescription.
recognize abbreviations used on
prescriptions.
information located in text, testing on common
abbreviations follows to assess comprehension and
retention.
textbook chapter devoted to prescription.
invite pharmacist to speak to students.
interpret medication orders.
relate the technique to document verbal
medication orders.
Drug Classification and Actions
Students will demonstrate knowledge to identify classification of drugs, factors that affect drug
action, and the undesirable side effects of specific drugs.
Discuss the effects of marketing and the rising costs of prescription drugs in health care.
Should marijuana be legal in cases of medical necessity?
Students will
Learning Plan & Notes to Instructor:
determine the classification of specific
PDR assignment (worksheets).
drugs using reference books.
recognize the therapeutic action of specific drug classification chapter in text; answer review
classifications of drugs.
questions with follow-up testing.
compare the therapeutic action and side
therapeutic action and side effects discussed in
effects of specific drugs.
class, followed by chapter review questions and
testing.
recognize common contraindications.
included in therapeutic action and side effects
review.
relate precautions and adverse reactions of included in therapeutic action and side effects
specific drugs.
review.
determine the classification, action, and
integrated into sections of text dedicated to drugs
side effects of OTC drugs.
used for specific body systems, test questions
incorporated into anatomy and physiology chapter
tests.
debate alternative medications and the
classroom discussion of alternative meds correlated
action of each.
with particular body system we are studying.
differentiate drug interactions and their
classroom discussion of drug interactions and
consequences.
consequences correlated with particular body system
we are studying.
Technology
Students will understand drug nomenclature, routes of administration, and classifications.
6
Essential
Questions:
Objectives:
HSE.O.PLM.7.1
HSE.O.PLM.7.2
HSE.O.PLM.7.3
HSE.O.PLM.7.4
HSE.O.PLM.7.5
Standard Number:
HSE.S.PLM.8
Essential
Questions:
Objectives:
HSE.O.PLM.8.1
HSE.O.PLM.8.2
HSE.O.PLM.8.3
How may a transcriptionist’s understanding of drug routes and dosages impact a patient’s life?
Students will
examine pharmacological nomenclature
and principles.
recognize nine forms in which drugs are
manufactured.
classify eight routes of administration.
Learning Plan & Notes to Instructor:
pharmacologic reference material searches and
internet scavenger hunts.
answer questions at end of chapter addressing this
issue in pharmacology text.
answer questions at end of chapter addressing this
issue in pharmacology text.
coordinate assignments in pharmacology, anatomy
and physiology, and medical transcription.
correlate the relationships of drug classes
with disease processes and medical
specialities.
recognize commonly prescribed
Quick Look Drug Book assignment.
medications, including indications, actions,
dosages, and routes of administrations.
Medical Terminology
Students will understand medical language related to pharmacology and laboratory medicine.
In what ways would learning medical language be beneficial?
Compare learning medical terminology to learning a foreign language.
Students will
Learning Plan & Notes to Instructor:
examine medical language and its structure complete worksheets; conduct medical dictionary
(i.e. prefixes, suffixes, combining forms,
searches; convert medical terms to
root words, plurals, abbreviations,
adjective/adverbial/pleural forms in homework
acronyms, eponyms, homonyms,
assignments; pop quiz to follow.
antonyms, synonyms, and commonly used
foreign words and phrases).
determine, pronounce, spell, define, and
refresh and apply 4 basic rules of spelling; oral and
understand medical terminology related to
written test questions; pop quizzes; spelling tests.
anatomy, physiology, general medicine,
general surgery, medical specialties,
surgical specialties, diagnostic and
interventional procedures, pathology and
laboratory medicine, health and wellness,
imaging techniques, medications, and
alternative or complementary medicine.
examine and apply terms and concepts of
participate in class discussion; complete workbook
7
HSE.O.PLM.8.4
HSE.O.PLM.8.5
HSE.O.PLM.8.6
HSE.O.PLM.8.7
Standard Number:
HSE.S.PLM.9
Essential
Questions:
Objectives:
HSE.O.PLM.9.1
HSE.O.PLM.9.2
HSE.O.PLM.9.3
gross and microscopic human anatomical
assignments; test for retention and understanding.
structure and physiologic functioning.
examine terms related to surgical
complete teacher-made worksheets; transcribe
procedures and other diagnostic and
surgical transcription using appropriate reference
interventional treatment modalities (i.e.
materials.
anesthesia types and techniques, surgical
techniques, equipment, instruments and
accessories), as well as typical findings and
related diagnoses.
recognize procedures, techniques, and
laboratory and diagnostic textbook assignments.
findings in diagnostic and interventional
imaging.
differentiate among common tests used in
answer essay questions in chapter reviews and on
pathology and laboratory medicine,
tests to cover this.
including diagnostic indications,
techniques, expression of values, and
significance of findings.
use appropriate medical reference
participate in class discussion concerning
materials (i.e. word books, dictionaries,
appropriate medical references.
Internet, and electronic resources).
Anatomy and Physiology
Students will demonstrate knowledge and skills in human anatomy and physiology.
What are the important interrelationships between heredity and environment?
Develop a plan to increase muscle strength.
What does a cell have to do to go from one cell to two cells?
Students will
Learning Plan & Notes to Instructor:
examine the anatomy and physiology of the complete workbook assignments in anatomy and
human body.
physiology and be tested for understanding and
retention.
characterize the basic structural and
first chapter of anatomy and physiology devoted to
functional organization of the human body
body cavities and organs and plains/regions of the
including chemical, cellular, tissues,
body. Workbook assignments followed by chapter
organs, and systems.
test.
analyze body cavities and the organs they
complete workbook assignments in anatomy and
contain.
physiology and be tested for understanding and
retention.
8
HSE.O.PLM.9.4
use anatomical terminology to describe the
location of areas of the body and the
relation of one part to another.
HSE.O.PLM.9.5
compare the immune system and defense
mechanisms.
identify and use appropriate medical
AAMT Book of Style, anatomy and physiology
references and other resources to research textbook, pharmacology textbook.
and stay current with trends and
developments in medicine.
Concepts of Disease
Students will have an understanding of disease concepts related to specific body systems,
identifying current trends and development.
Does teaching sex education in schools improve the health of young teens or promote
promiscuity? Support your argument for or against this practice.
What plan could be developed to reduce climbing obesity rates in young children?
How can we apply scientific skills, processes, and methods of inquiry to solve medical mysteries?
Students will
Learning Plan & Notes to Instructor:
recognize the fundamental nature of
complete anatomy and physiology workbook
disease, including injury and repair,
assignments; participate in monthly oral disease
inflammation, immunopathology, infectious reports.
disease, cancer, hemodynamic disorders,
and pathologies of selected systems.
compare common diseases and disorders
complete anatomy and physiology workbook
of each body system (i.e. etiology, signs
assignments followed by testing for comprehension
and symptoms, prevention, pathogenesis,
and retention.
diagnoses, treatment, prognoses).
distinguish the predisposing factors and
complete anatomy and physiology workbook
direct causes of diseases that relate to the
assignments followed by testing for comprehension
human body.
and retention.
examine the general morphology of
complete laboratory and diagnostic text
organisms and their role in the disease
assignments.
process.
examine signs and symptoms of the
participate in class discussion.
disease of each of the body systems.
recognize diagnostic procedures for
complete laboratory and diagnostic text
HSE.O.PLM.9.6
Standard Number:
HSE.S.PLM.10
Essential
Questions:
Objectives:
HSE.O.PLM.10.1
HSE.O.PLM.10.2
HSE.O.PLM.10.3
HSE.O.PLM.10.4
HSE.O.PLM.10.5
HSE.O.PLM.10.6
first chapter of anatomy and physiology devoted to
body systems, cavities, organs, plains, and regions
of the body. workbook assignment followed by
chapter test.
participate in class discussion; pop quiz.
9
HSE.O.PLM.10.7
HSE.O.PLM.10.8
HSE.O.PLM.10.9
HSE.O.PLM.10.10
HSE.O.PLM.10.11
HSE.O.PLM.10.12
Standard Number:
HSE.S.PLM.11
Essential
Questions:
Objectives:
HSE.O.PLM.11.1
HSE.O.PLM.11.2
Standard Number:
HSE.S.PLM.12
Essential
Questions:
Objectives:
HSE.O.PLM.12.1
common diseases of each body system.
assignments.
recognize treatment modalities for diseases monthly oral disease reports; complete anatomy and
of each body system.
physiology workbook assignments; test for retention
and understanding.
discuss principles of infection.
pop quiz after class discussion.
recognize infection control measures.
instruct students to routinely clean workstations,
computers, desks and to wash hands frequently.
determine blood-borne diseases, including borrow video from Charleston Area Medical Center
their transmission.
designed specifically for their employees concerning
blood-borne pathogens.
recognize emerging diseases and
classroom discussion of current medical events.
disorders.
differentiate appropriate medical references participate in class discussion; complete workbook
and other resources to research and study assignments; test for retention and understanding.
common diseases and conditions and to
stay current with trends and developments
in medicine.
Information Technology Applications
Students will:
 use information technology applications.
 demonstrate use as appropriate to healthcare applications.
How do developments in science and technology affect our lives?
Students will
Learning Plan & Notes to Instructor:
Use software, hardware, and Internet throughout
implement the use of software and
delivery of CSOs.
hardware.
Use Internet for resource/research for projects and
utilize the Internet as a resource/research
assignments.
tool.
Career and Technical Student Organization
Students will participate in the local chapter of the Career and Technical Student Organization
(CTSO).
How does participation in a Career and Technical Student Organization (CTSO) impact professional
development and lifelong learning?
Students will
Learning Plan & Notes to Instructor:
See www.HOSA.org.
participate in the local chapter of the
10
HSE.O.PLM.12.2
HSE.O.PLM.12.3
HSE.O.PLM.12.4
21st Century Skills
Information and
Communication
Skills:
appropriate Career and Technical Student
Organization (CTSO).
use parliamentary procedures in chapter
meetings.
demonstrate team membership/leadership and
problem solving skills.
participate in local, state, and national projects
impacting healthcare and healthcare education.
Learning Skills & Technology Tools
21C.O.912.1.LS1.
21C.O.912.1.TT2
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
See Robert’s Rules of Order.
See HOSA Handbook.
See HOSA Handbook.
Teaching Strategies
Culminating Activity
Student recognizes information Students browse, search
needed for problem solving,
and navigate online to
can efficiently browse, search
access information
and navigate online to access
regarding pharmacology
relevant information, evaluates (topics related to unit
information based on credibility, under study) and present
social, economic, political
findings clearly and
and/or ethical issues, and
persuasively using Power
presents findings clearly and
Point or other technology
persuasively using a range of
tool.
technology tools and media.
Student routinely applies
Student routinely applies
keyboarding skills with
keyboarding skills, keyboard
speed and accuracy.
shortcut techniques, and
mouse skills with facility, speed
Students complete
and accuracy.
textbook assignments in
pharmacology and
laboratory and diagnostic
medicine.
Student engages in a critical
thinking process that supports
synthesis and conducts
Students complete
transcription assignments
utilizing the knowledge
Evidence of
Success
Students produce
Power Point or other
technology
application using
information on
pharmacology
located via Internet
search.
Students can
routinely use
keyboard with speed
and accuracy.
Evaluated via
observation and
products evaluated
for errors.
Students pass endof-chapter tests in
pharmacology and
laboratory and
diagnostic medicine.
Students produce
medical transcription
reports that include
11
21C.O.912.2.TT3
Personal and
Workplace Skills:
21C.O.912.3.LS1
21C.O.912.3.TT5
evaluation using complex
criteria.
Student uses multiple
electronic sources of
information and multiple
technology tools and resources
tools (e.g. digital cameras,
graphing calculators, probes,
mp3 players, handheld devices,
other emerging technologies,
simulations, models, browsers,
word processing, authoring
tools, spreadsheets,
databases) to collaborate with
others, to formulate a
hypothesis, to solve problems,
make decisions, and present
and justify the solutions.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
learned from the
pharmacology and
laboratory and diagnostic
medicine assignments.
correct spelling,
punctuation, and
grammar, in a timely
fashion.
Students apply critical
analysis and problem
solving to transcription
assignments.
Students work in groups
during transcription
assignments, in order to
assimilate real-life work
situations.
Students learn to listen to
unfamiliar/complex
dictation for one another,
and to collaborate by
sharing found information
in an effort to work
smarter and faster.
Students
demonstrate
mastery in
simulations by
presenting work that
is grammatically
correct and free of
spelling errors.
12
Entrepreneurship
Skills:
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Learning Skills & Technology Tools
Teaching Strategies
Culminating Activity
B.01-B.11,
Understands the personal
Students will process
B.17-28
traits/behaviors associated with leadership, personal
successful entrepreneurial
management,
performance.
communication and
interpersonal skills as they
D.01-D.07,
Understands concepts,
engage in collaborative
.09-.11, .15strategies, and systems
work, decision-making
16, 21-28.
needed to interact effectively
processes, operate
with others.
multimedia equipment,
draw career conclusions,
E.01-.15.
Understands concepts and
and identify
procedures needed for basic
entrepreneurial
computer operations.
opportunities.
N.04-.05, .07- Understands the concepts,
.10
strategies, and systems that
Students will demonstrate
businesses implement and
the highest standards and
enforce to minimize loss.
respect for the privacy of
their clients’ health related
issues.
Students will utilize the
computer and the Internet
to complete assignments
and research.
Evidence of
Success
Students display
appropriate
leadership,
communication, and
interpersonal
traits/behaviors in
personal
applications and
collaboration with
others.
Students
successfully use
basic computer
operations to
complete tasks and
projects.
Students draw
conclusions
regarding
educational
requirements, job
duties, and salary
expectation in their
area of interest.
Throughout
coursework,
13
students
demonstrate
mastery of basic
computer operations
as evidenced by
completion of work
Culminating Assessment
Culminating
Assessment:
Industry
Accreditation/
Certification
Final Examination
Industry Accreditation/Certification
Industry Credential Exam – Registered Medical Transcription Certification
Links and Other Resources
Links and Other
Resources:
Related Websites:
Charleston Area Medical Center
www.camc.org/2007/home
Understanding Pharmacology for Health Professionals
www.prenhall.com/turley
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
14
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts
Contacts:
HSE Teachers: See HSE Directory
15
HSE Coordinators: Rebecca Davis rdavis@access.12.wv.us
Cynthia Sundstrom csundstr@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
16