Presented by: D. Kacher http://fojailnohel.wordpress.com/2009/04/26/global-health/

•  An inquiry course that allows students to:

explore track & analyze

- the most common global health problems & - evaluate their connection to populations & environment

malaria!

cholera!

hepatitis!typhoid!

tuberculosis!rotavirus!

cancer!

shigellosis!

onchocerciasis!

cardiovascular disease!

HIV/AIDS!

dengue fever!

•  health care systems around the world

•  teaming & collaboration •  giving professional presentations over various

research topics

•  globalization and health •  cutting-edge biotechnology

& engineering

• To help students: – gain an understanding of variations of health &

global disease patterns – Explore health disparities between countries &

medical technology to resolve these problems

– make multidisciplinary connections

Health Science Bio-

engineering

Public Health Path/o

Gov / Economics

Geography

Cultural Anthropology History

projects!presentations!

activities!

•  Each learning unit begins with teacher giving a “mini-lecture” - (foundation information)

…cancer…staging…grading…cellsuicide

yada,yada,yada…

•  After lecture, students divided into research groups & given a research question •  Students also have research rubric to follow

for each topic (evaluation rubric) •  For instance: - Topic of study: Cancer - Big research question: What cancer has

highest incidence rate in Brazil ? - How does the Brazilians’ rate of this ca

compare with other countries? - What factors contribute to the high rate?

Find out that cervical cancer has higher incidence in Brazil than any other country in world�

Compares rates of specific cancers in various populations

Rubric questions students need to address:

Population density?

Country where disease is prevalent?

Rural or urban area?

Country’s infrastructure? Economic status

of country?

General health of affected population?

Another investigative topic example:

•  Most diarrhea-related deaths occur in children in developing countries Number of those deaths is equivalent to: 20 jumbo jets crashing with no survivors-- every day for a year.

Discussions questions to ask students: How is diarrhea treated in developed countries? How is it treated in developing countries?

Diarrheal diseases Student foundation information would include:

Their big investigative question:

•  What are some simple, cost effective ways to prevent & treat diarrheal diseases in developing countries?

Through their investigation they will find information over:

oral rehydration mixture •  1 liter (approximately 4 cups) boiled water •  1 teaspoon salt •  8 teaspoons sugar

other ways to deal with this problem - better packaging/distribution rehydration mix - grass-root education - sources for clean water - new technology (water filters, vaccines)

Students continuation collaboration and look for:

www.pbs.org/.../i/video/dis_oraltherapy_lg.jpg

•  Each student group is given a timeline for completion of an end-of-year project

•  The project: – a medical technology prototype that can be

engineered to help resolve medical problems in developing countries.

•  Directing students to related journal articles to augment understanding of assigned topic

•  Facilitating students with their activities, investigations, projects, & presentations

•  Evaluating each stage of investigative work

•  Can use online web-sharing site: – Del.icio.us – Digg – Diigo

My teacher/student web sharing site

•  Teachers RESIST! •  Remember this is a student investigative course

•  You can give them ideas or examples to jump-start a project

•  After that, they need to work through any questions they encounter.

PEIMS # 13020900

• Use HST World Health Research PEIMS # & •  follow those TEKS

• Use STEM’s Research & Design PEIMS # 13037200 • Can still follow World Health Research TEKS • Student’s projects follow scientific method •  incorporate 40% lab/fieldwork

•  It’s multidisciplinary –  allows students to make connections between

disciplines •  Promotes – student inquiry skills, – problem solving, – teamwork, – presentation proficiency & – an understanding of our global society

•  Any science or HST teacher with a background in or strong interest in:

– public health / epidemiology – biomedical engineering &

technology – global events – people from different

cultures www.addictionrecov.org

•  Rice University - Beyond Traditional Borders: - Workshop: Bioengineering & World Health - Month-long summer workshop - Curriculum/Lesson Plans/Activities - Stipend - http://cohesion.rice.edu/collaborations/btb/

programs.cfm?doc_id=9299#mshs

•  Center for Disease Control & Prevention (CDC) - Workshop: Teach Epidemiology - Week-long summer workshop - Curriculum/Lesson Plans/Activities - Good if you want to use the epidemiology

towards 40% lab for science course. -  http://www.cdc.gov/gcc/exhibit/teacher.htm

World Health Research Lesson Plans at our Texas Health Science web site: http://www.texashste.com/

•  Ms. Kacher’s Webpage http://www.quia.com/pages/dkacher/

dhsteachershare -or google

kacher quia