Maryland State Department of Education
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
Unit 1: Event and Hospital Care
INFORMATION
UNIT 1: INTRODUCTION
Students will begin to identify the characteristics that are required to work in healthcare,
as well as how their personal attributes might fit with a healthcare career.
Unit 1 is intended as an opening to the course and will introduce the healthcare field, and
healthcare pathways. Students will consider what the term “healthcare provider” means
and what careers are included in the healthcare pathways. They will also begin to identify
the characteristics that are required to work in healthcare, as well as how their personal
attributes might fit with a healthcare career. The initial class discussion and selfawareness project lead into an introduction of the scenario that unifies the entire course
and the interview project. In this portion of the unit, the students conduct an interview of
a healthcare professional (chosen from a list based on the scenario), in order to gain more
information about a particular healthcare career. A Career Profile and PowerPoint
presentation are completed by each student.
Contents
1.1 Characteristics of Healthcare Professionals
1.2 Self-Awareness Activity
1.3 Interview Project
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Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
1.1 CHARACTERISTICS OF HEALTH PROFESSIONALS
1.1 Lesson Summary: A class discussion will be used to introduce the topic of health
professions to the students.
1.1 Activity Background
Every time you have a physical for school, get a cavity filled or have your braces
adjusted, fill a prescription, or even visit the school nurse, you come into direct contact
with a health professional. Health professionals have the responsibility of diagnosing,
treating or preventing disease and disability. In addition to the health professionals who
work directly with patients, there are also many health professionals that work behind the
scenes to provide appropriate healthcare to individuals.
Healthcare professionals generally complete special training in order to work in their
field. Many healthcare professions have specific licensing requirements, and some also
require extensive advanced education. In addition to the specific education requirements,
health professionals typically exhibit certain values, attitudes, personality traits and
behaviors and skills. These characteristics are often what lead patients to choose specific
health professionals. They are also what lead people, such as yourself, to choose a career
in the health professions.
1.1 Prerequisite Skills and Knowledge
 A basic understanding of the role of a healthcare professional
 Be able to create and deliver a presentation using PowerPoint.
 Be familiar with and exhibit professional behaviors related to conducting an
interview, including proper dress and appropriate behaviors and interactions
(verbal and written).
1.1 Activity Learning Objectives
After completing this section students will be able to:
 Define the term healthcare, and healthcare professional
 Explain the role of a healthcare professional
 Identify the characteristics of good healthcare professionals
 Identify values compatible with the role of a healthcare professional
 Identify careers within the healthcare field
1.1 Activity Outcomes
Relevant AHP Program Outcomes
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


Demonstrate effective communication skills through reading, writing, listening
and speaking.
Identify career areas of interest within health care and make informed decisions
about career options, educational requirements and career preparation.
Present information visually, verbally and in written form to peer and professional
audiences utilizing a variety of methods.
Relevant Course Outcomes
 Evaluate the career options available in the health and biosciences cluster.
Relevant National Healthcare Foundation Standards
 Standard 2: Communications – Healthcare professionals will know the various
methods of giving and obtaining information. They will communicate effectively,
both orally and in writing.
o Accountability Criteria 2.11 – Interpret verbal and nonverbal
communication.
o Accountability Criteria 2.13 – Apply speaking and active listening skills.
o Accountability Criteria 2.3 – Written communication skills

Standard 4: Employability Skills – Healthcare professionals will understand
how employability skills enhance their employment opportunities and job
satisfaction. They will demonstrate key employability skills and will maintain and
upgrade skills, as needed.
o Accountability Criteria 4.11 – Classify personal traits or attitudes
desirable in a member of a healthcare team.
o Accountability Criteria 4.23 – Engage in continuous self-assessment and
career goal modification for personal and professional growth.
o Accountability Criteria 4.31 – Compare careers within the health science
career pathways (diagnostic services, therapeutic services, health
informatics, support services, or biotechnology research and
development).
o Accountability Criteria 4.32 – Recognize levels of education,
credentialing requirements, employment opportunities, workplace
environments, and career growth potential.
o Accountability Criteria 4.41 – Develop components of a personal
portfolio.

Standard 8: Teamwork – Healthcare professionals will understand the roles and
responsibilities of individual members as part of the healthcare team, including
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 1: Section 1_Teacher Version2
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their ability to promote the delivery of quality healthcare. They will interact
effectively with all members of the healthcare team.
o Accountability Criteria 8.11 – Understand roles and responsibilities of
team members.

Standard 11: Information Technology Applications
o Accountability Criteria 11.21 – Communicate using technology (fax, email, and Internet) to access and distribute data and other information.
1.1 Activity Description
Your teacher will break you into small groups of 3-5 students. Using the questions below
you will have a discussion about the values, attitudes and behaviors you think are
important in healthcare providers. All group members should take notes of the discussion
on the attached sheets. When your teacher stops the discussion, one member of each
group will be asked to report the results of the discussions to the rest of the class.
Following the discussion, your group will compile a list of the top 10 most important
attributes of a health care professional.
1.1 Activity Deliverables
1.1 List of characteristics of healthcare professionals – to be placed in the Course
1 portfolio.
1.1 Teaching Notes
Small group activities could be done in different ways, including, but not limited to:
 Every group report 1-2 characteristics they felt were important in
healthcare providers and explain why. Then, each group report 1-2
additional healthcare careers their group discussed, followed by a short
general class discussion to add any other careers. These additional
healthcare careers should be added to the list generated earlier (this list
could be posted in the classroom for the entire course, and additional
careers added as they are discussed).
 Half of the groups could be asked to report 1-2 characteristics of
healthcare providers, while the other half are asked to report on
additional healthcare careers. This could be followed up by a short
general class discussion to add any additional careers.
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Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
1.2 SELF-AWARENESS ACTIVITY
1.2 Lesson Summary: Students will fill out an inventory which guides them to assess
their values, skills, interests, and characteristics. They will then decide if these align with
characteristics of healthcare professionals and careers.
1.2 Activity Background
When making a decision about which career to pursue, there are several important things
that must be considered:
Skills are things that are done well, and can be improved with practice.
Interests are things that are enjoyed. A job that involves doing things that are
interesting to you will give you more job satisfaction.
Values are strongly held beliefs. They are the standards and principles that are
important to you.
Passions are things that energize you and make you happy. Passions can be
actively pursued in your career, or they can be things you do outside of work.
Selecting a career which incorporates elements of the above factors is important
for creating job satisfaction.
1.2 Prerequisite Skills and Knowledge
 Familiarity with the essay writing.
1.2 Activity Learning Objectives
After completing this section students will be able to:
 Identify the characteristics of good healthcare professionals
 Identify their own strengths and weaknesses
 Relate their strengths and weaknesses to career pathways
 Identify values compatible with the role of a healthcare professional
 Identify careers within the healthcare field
1.2 Activity Outcomes
Relevant AHP Program Outcomes
 Demonstrate effective communication skills through reading, writing, listening
and speaking.
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 1: Section 1_Teacher Version2
Page 5


Identify career areas of interest within health care and make informed decisions
about career options, educational requirements and career preparation.
Present information visually, verbally and in written form to peer and professional
audiences utilizing a variety of methods.
Relevant Course Outcomes
 Evaluate the career options available in the health and biosciences cluster.
Relevant National Healthcare Foundation Standards
 Standard 2: Communications – Healthcare professionals will know the various
methods of giving and obtaining information. They will communicate effectively,
both orally and in writing.
o Accountability Criteria 2.11 – Interpret verbal and nonverbal
communication.
o Accountability Criteria 2.13 – Apply speaking and active listening skills.
o Accountability Criteria 2.3 – Written communication skills

Standard 4: Employability Skills – Healthcare professionals will understand
how employability skills enhance their employment opportunities and job
satisfaction. They will demonstrate key employability skills and will maintain and
upgrade skills, as needed.
o Accountability Criteria 4.11 – Classify personal traits or attitudes
desirable in a member of a healthcare team.
o Accountability Criteria 4.23 – Engage in continuous self-assessment and
career goal modification for personal and professional growth.
o Accountability Criteria 4.31 – Compare careers within the health science
career pathways (diagnostic services, therapeutic services, health
informatics, support services, or biotechnology research and
development).
o Accountability Criteria 4.32 – Recognize levels of education,
credentialing requirements, employment opportunities, workplace
environments, and career growth potential.
o Accountability Criteria 4.41 – Develop components of a personal
portfolio.

Standard 8: Teamwork – Healthcare professionals will understand the roles and
responsibilities of individual members as part of the healthcare team, including
their ability to promote the delivery of quality healthcare. They will interact
effectively with all members of the healthcare team.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 1: Section 1_Teacher Version2
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o Accountability Criteria 8.11 – Understand roles and responsibilities of
team members.

Standard 11: Information Technology Applications
o Accountability Criteria 11.21 – Communicate using technology (fax, email, and Internet) to access and distribute data and other information.
1.2 Activity Description
Students will complete an inventory of attitudes and values which are designed to foster
self-awareness in terms of:
i. Values
ii. Behavioral traits and characteristics
iii. Skills and aptitudes
iv. Interests
Using the values, strengths, and weaknesses identified through this inventory, they will
reflect upon how these relate to careers within the healthcare professions.
1.2 Activity Deliverables
1.2 Reflection Essay – to be placed in the Course 1 portfolio.
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Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
1.3 INTERVIEW PROJECT
1.3 Lesson Summary: Students will research a healthcare profession, and interview a
healthcare professional to compile a career profile.
1.3 Prerequisite Skills and Knowledge
 A basic understanding of the role of a healthcare professional
 Be able to create and deliver a presentation using PowerPoint.
1.3 Activity Learning Objectives
After completing this section students will be able to:
 Identify careers within the healthcare field
1.3 Activity Outcomes
Relevant AHP Program Outcomes
 Demonstrate effective communication skills through reading, writing, listening
and speaking.
 Identify career areas of interest within health care and make informed decisions
about career options, educational requirements and career preparation.
 Present information visually, verbally and in written form to peer and professional
audiences utilizing a variety of methods.
Relevant Course Outcomes
 Evaluate the career options available in the health and biosciences cluster.
Relevant National Healthcare Foundation Standards
 Standard 2: Communications – Healthcare professionals will know the various
methods of giving and obtaining information. They will communicate effectively,
both orally and in writing.
o Accountability Criteria 2.11 – Interpret verbal and nonverbal
communication.
o Accountability Criteria 2.13 – Apply speaking and active listening skills.
o Accountability Criteria 2.3 – Written communication skills

Standard 4: Employability Skills – Healthcare professionals will understand
how employability skills enhance their employment opportunities and job
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 1: Section 1_Teacher Version2
Page 8
satisfaction. They will demonstrate key employability skills and will maintain and
upgrade skills, as needed.
o Accountability Criteria 4.11 – Classify personal traits or attitudes
desirable in a member of a healthcare team.
o Accountability Criteria 4.23 – Engage in continuous self-assessment and
career goal modification for personal and professional growth.
o Accountability Criteria 4.31 – Compare careers within the health science
career pathways (diagnostic services, therapeutic services, health
informatics, support services, or biotechnology research and
development).
o Accountability Criteria 4.32 – Recognize levels of education,
credentialing requirements, employment opportunities, workplace
environments, and career growth potential.
o Accountability Criteria 4.41 – Develop components of a personal
portfolio.

Standard 8: Teamwork – Healthcare professionals will understand the roles and
responsibilities of individual members as part of the healthcare team, including
their ability to promote the delivery of quality healthcare. They will interact
effectively with all members of the healthcare team.
o Accountability Criteria 8.11 – Understand roles and responsibilities of
team members.

Standard 11: Information Technology Applications
o Accountability Criteria 11.21 – Communicate using technology (fax, email, and Internet) to access and distribute data and other information.
1.3 Activity Description
Students will read the “In and Instant” scenarios, select and research one of the healthcare
professions that may have been involved in this scenario, and then interview a healthcare
professional in that field. The students will then prepare a written career profile and
prepare and deliver an in-class PowerPoint presentation on the health care career.
1.3 Activity Deliverables
PowerPoint Presentation
Career Profile – to be placed in the Course 1 portfolio.
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1.3 Teaching Notes
o The students will then prepare a written career profile and prepare and deliver an inclass PowerPoint presentation on the health care career. Teachers have the option of
assigning just the Interview portion of the project. A different interview template
form is attached for this option.

Each student is to research one career. Teachers may assign a career to each
student, or students may select a career of interest, or the students may
randomly select careers out of a hat. An alphabetical list of healthcare
professionals who may have played a role in the scenario to this point is
included in the Resources.

Refer students to the web-based resources listed in the Instructional Resources
to begin their research and give them class time (in a computer lab if
necessary) to conduct their research. A data collection form for students to
complete as they gather information is included in the Student Materials.
Teachers who opt to assign only the interview portion of the project will not
use the data collection form and will use the alternate interview template (see
below).

As students complete their research, begin to discuss ways to find an
interview subject. Students may find candidates to interview in many of these
careers by contacting their local hospital’s public relations department.
Students may also use the yellow pages for some types of professionals (e.g.
physicians, physical therapists, pharmacists) or they may use web-based
search engines to find local practitioners. In addition, many specialties have
specific websites that permit a student to find practitioners in his/her local
area. Some specific points of contact for selected careers related to the
scenario are included in the Instructional Resources.

Distribute and explain the use of the Interview Template to the students.
Teachers who opt to assign only the interview portion of the project will use
the Alternate Interview Template (for students who have not done research on
their healthcare profession).

Distribute and explain the instructions for the PowerPoint presentation,
including the Career Profile. Each student will complete a profile of his/her
healthcare profession based on his/her research and interview by completing
the Career Profile. The Profile will be graded and returned to the student.
The student will revise the Career Profile and resubmit it to the teacher for
duplication and distribution to the class at the time of the student’s
PowerPoint presentation. (The teacher may want each student to obtain a 1”
binder to be used as a career binder. Career profiles could be collected
throughout the course so that by the end of the course, each student will have
an extensive collection of profiles describing careers in healthcare).
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
Each student will prepare and deliver a PowerPoint presentation that includes
elements of the research, the interview and career profile, as applicable. Each
presentation must include a title slide. Slides defining and explaining the
particular healthcare profession, the education necessary to become this
healthcare professional, the nature of the work done by this healthcare
professional, and any other interesting facts learned about the healthcare
profession should be included. Students should use illustrations and/or
animations. The presentation should end with a reference slide that provides
the name of the healthcare professional interviewed and a list of references
used by the student. Presentations should be 6-8 slides. Teachers may choose
to have all students present at once, over a few class days. Alternatively,
teachers may choose to spread the student presentations out over a few weeks
or months, with 2-3 students presenting at a time.

The students in the class should grade each of their peers on these
presentations using the Peer Presentation Rubric. The teacher should use
his/her discretion in determining how heavily to weight the peer ratings in the
student’s grade for the presentation.

PLEASE NOTE: Before the students conduct the interview, the teacher may
wish to hold a discussion on how to conduct an interview. The teacher should
assist students in identifying appropriate ways to interact with an interview
subject, including dealing with a subject who refuses or is unable to
participate in the interview. The teacher can ask leading questions to help
students identify appropriate and inappropriate types of interactions (e.g.
“how will you address the person you are interviewing?”). Key points to be
covered during this discussion include:
 be polite
 students should clearly explain who they are, the school they
attend, and the purpose of the interview
 thank the interview subject before and after the interview
 call the interviewee by his/her professional title and name (e.g. Mr.
Jones, Dr. Smith)
 If the person requests that you call later at a specific time, be sure
to do so or explain why that time is inconvenient and ask for an
alternate time.
 Be positive and upbeat
 Remember email etiquette – use proper English, spelling,
capitalization and punctuation.
Teachers may also wish to role-play sample interviews to elicit certain
interview pitfalls (e.g. a person who refuses to participate or is nasty or
negative).
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1.3 Additional Resources
Web Resources for Healthcare Career Research
This list contains suggested websites to begin researching your assigned healthcare
profession.
o Emergency medical technician (EMT) http://explorehealthcareers.org/en/Career/43/Emergency_Medical_TechnicianParame
dic
o Emergency physician – http://www.acep.org/
o Medical laboratory technician http://www.americanmedtech.org/Certification/MedicalLabTechnician.aspx
http://www.marylandhealthcareers.org/html/student/lab.techs.htm
o Medical technologist http://www.americanmedtech.org/Certification/MedicalTechnologist.aspx
http://www.marylandhealthcareers.org/html/student/lab.techs.htm
o Neurologist (physician) - http://www.healthcommunities.com/brain-nerve-tests/whatis-a-neurologist.shtml
o Neurosurgeon http://www.ohsu.edu/ohsuedu/academic/som/neurosurgery/about/what-isneurosurgery.cfm
o Nurse - http://www.nursingworld.org/EspeciallyForYou/What-is-Nursing
o Occupational therapist http://explorehealthcareers.org/en/Career/6/Occupational_Therapist#Tab=Overview
o Orthopedist (physician) - http://www.ibji.com/blog/2011-12-08/what-is-orthopedics
Pain specialist physician - http://www.healthcommunities.com/chronic-pain/painmanagement-specialist.shtml
o Paramedic – Contact local fire department, or
http://www.firemanemtparamedic.com/how_to_become_a_paramedic.html
o Pharmacist - http://explorehealthcareers.org/en/Career/14/Pharmacist
o Pharmacy technician - http://pharmtechinfocenter.com/about/basics.html
o Physical therapist http://careerplanning.about.com/od/occupations/p/phys_therapist.htm
o Physician assistant – http://www.aapa.org/
o Primary care doctorhttp://www.ehealthinsurance.com/ehealthinsurance/aboutUsCopy/WhatIsAPrimaryCa
rePhysician.html
o Psychiatrist - http://www.psychiatry.org/medical-students/what-is-a-psychiatrist
o Psychologist - http://www.guidetopsychology.com/be_psy.htm
o Radiologist http://www.radiologyinfo.org/en/careers/index.cfm?pg=diagcareer&bhcp=1
o Radiology technician (radiographer) - http://www.asrt.org/main/careers/careers-inradiologic-technology/explore-careers
o Rehabilitation physician- http://www.aapmr.org/patients/aboutpmr/pages/faqs.aspx
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o Respiratory therapist http://careerplanning.about.com/od/occupations/p/resp_therapist.htm
http://www.bls.gov/ooh/healthcare/respiratory-therapists.htm
o Social worker http://www.socialworkers.org/pressroom/features/general/profession.asp
o Surgeon - http://library.thinkquest.org/05aug/01153/pages/job_desercription.htm
o Toxicologist - http://www.agriculture.purdue.edu/usda/careers/toxicologist.html
Career Websites
o Health Occupations Students of America (HOSA) Career Center –
http://www.hosa.org/career/career_center.html
o Maryland Business Roundtable for Education - http://www.bewhatiwanttobe.com
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