Medical Assistant - Baldy View Regional Occupational Program

Transcription

MEDICAL ASSISTANT #3102
INDUSTRY SECTOR: Health Science and Medical Technology
PATHWAY: Patient Care
DESCRIPTION:
Students learn the many skills of medical assisting, including infection control, the ability to prepare patients for examination and treatment,
performing various laboratory tests and medical terminology. This course has a clinical internship at a physician’s office or clinic that is available
to eligible students. Integrated throughout the course are Common Core State Standards and Career Technical Education Standards, which
include safety, communication, technology, ethics, career planning and other employability skills.
INFORMATION:
A. Pre-requisite: Current TB Clearance and successful
completion of a health or medical technology class with a “C”
or better
B. Abilities Required: Communicate effectively, computer
literacy and basic math skills.
C. Dress Requirement and Grooming: Uniform as required by
Industry Standards.
D. Students must master 70% of the certificate
competencies to receive a certificate.
E. Course Length: 748 hours
F. Textbook: Click here to enter text.
G. UC a-g Approved: Yes meets “g”
H. Industry Certification: American Heart Associations – BLS
Healthcare Provider
I. Sequencing to Include a Capstone: Not Applicable
J. Community College Articulation: Yes
K. Common Core Alignment: Yes
L. Community Classroom: Yes
M. Career Technical Student Organization: No
N. Word Based Learning: Yes
Course Outline, p. 2
ORIENTATION
Common Core Unit Objective
Discuss course objectives, policies, procedures, teacher expectations and student outcomes.
Competencies
• Introduction to course and facilities.
• Review and discuss course syllabus including grading and evaluation.
• Identify and discuss student and instructor responsibilities.
• Identify and discuss course objectives and competencies.
• Discuss ROP Student outcomes.
• Explain class attendance and behavior objectives including community classroom responsibilities.
• Explain classroom safety, emergency, and disaster.
Key Assignments
Safety Test.
Role play to demonstrate procedures to be followed in case of emergencies.
Compare and contrast different procedures for policies regarding earthquake versus fire drill.
Anchor Standards
2.0. Communications
Acquire and accurately use Health Science and Medical Technology sector terminology and protocols at the career and
college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 910, 11-12.6).
4.0. Technology
Use existing and emerging technology to investigate, research, and produce products and services, including new
information, as required in the Health Science and Medical Technology sector workplace environment. (Direct alignment
with WS 11-12.6).
7.0. Responsibility and Flexibility
Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional
responsibility, flexibility, and respect in the Health Science and Medical Technology sector workplace environment and
community settings.
Baldy View ROP
Revised:3/9/2017
UNIT 1. INTRODUCTION TO MEDICAL ASSISTING FOUNDATIONS/ROLES AND RESPONSIBILITIES
This unit provides students with an overview of the medical assisting profession. Key topics include the history of medicine. The
health care team, licensing and educational requirements and professional organizations.
Certificate Competencies
• List and describe the significance of key events and important figures in the history of medicine.
• Identify members of the health care team and explain their responsibilities.
• Discuss the roles, responsibilities, education and licensure requirements.
• Describe the professional, safety and health organizations related to medical assisting.
Key Assignments
• Historical timeline.
• Group research and presentation: roles and responsibilities of a medical assistant.
Anchor Standards
community settings. (Direct alignment with SLS 9-10, 11-12.1).
9.0. Leadership and Teamwork
Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual
decision making, benefits of workforce diversity, and conflict resolution as practiced in the Cal-HOSA career technical
student organization. (Direct alignment with SLS 11-12.1b).
Pathway Standards
12.0. Adhere to the roles and responsibilities, within the scope of practice, that contribute to the design and implementation of
treatment planning.
12.1. Understand scope of practice and related skills within prevention, diagnosis, pathology, and treatment occupations.
12.2. Describe the various roles and responsibilities of health care workers as team members in an integrated health care
delivery system.
12.3. Demonstrate the knowledge and delivery of specific skills and procedures as outlined within the scope of practice
appropriate for patient care in prevention, diagnosis, pathology, and treatment.
12.4. Follow appropriate guidelines for implementation of various procedures.
Common Core Standards
LS 11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LS 11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
LS 11-12.6. Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
Baldy View ROP
Revised: 3/9/2017
UNIT 2. EMERGENCY CARE, CPR AND FIRST AID
In this learning module the students will sequence, analyze reasons for actions, predict and anticipate the CPR and First Aide
DVD’s and class notes to obtain CPR certification and first aid certification, to understand the design and
implementation/treatment planning.
• Demonstrate the use of an automated external defibrillator.
• Identify and demonstrate proper care for medical office emergencies.
• Assist in administering treatment for puncture wounds, abrasions, lacerations and burns.
• Demonstrate application of a spiral bandage.
• Demonstrate proper application and patient teaching related to hot and cold treatment application
Key Assignments
• Earn a Health Care Provider/Basic Life Support CPR certification.
• Earn First Aid certification.
Anchor Standards
10.5. Complete certification in emergency care as appropriate (cardiopulmonary resuscitation [CPR], automated external
defibrillator [AED], first aid).
11.1. Utilize work-based/workplace learning experiences to demonstrate and expand upon knowledge and skills gained during
classroom instruction and laboratory practices specific to the Health Science and Medical Technology sector program of
study.
11.2. Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the
postsecondary level.
Pathway Standards
2.3. Recognize common disease and disorders of the human body.
2.4 Compare normal function of the human body to the diagnosis and treatment of diseases and disorders.
Language Standards – LS – (Standard Area, Grade Level, Standard #11-12.6.).
Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Baldy View ROP
Revised: 3/9/2017
UNIT 3. NUTRITION AND HEALTHY LIFESTYLES
In this learning module the student will research, compare and contrast, and evaluate information to create a healthy lifestyle
journal using class notes from lecture, manuals, videos and textbook to implement wellness strategies to prevent injury and
illness.
• Identify and describes basic food groups, diet therapies and various vitamins and minerals.
• Complete assigned nutrition/healthy lifestyle project.
• Discuss the importance of sleep and a positive outlook toward health.
Key Assignments
• Healthy lifestyle journal.
• Healthy lifestyle project.
Anchor Standards
2.2. Identify barriers to accurate and appropriate communication.
2.3. Interpret verbal and nonverbal communications and respond appropriately.
2.7. Recognize major word parts of medical terminology including roots, prefixes and suffixes.
Pathway Standards
1.0. Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and
treatment.
5.0. Know the definition, spelling, pronunciation, and use of appropriate terminology in the health care setting.
9.0. Implement wellness strategies for the prevention of injury and disease.
13.0. Research factors that define cultural differences between and among different ethnic, racial, cultural groups and special
populations.
LS 11-12.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.)
RSIT11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
Baldy View ROP
Revised: 3/9/2017
UNIT 4. MEDICAL TERMINOLOGY
In this learning module students will develop, organize, classify and sequence using textbook, medical dictionary, and anatomy
textbook to create flash card for medical terms and abbreviations.
• Demonstrate the ability to use medical terms in their proper context.
• Define commonly used roots, prefixes, and suffixes.
• Demonstrate proper pronunciation of medical terms.
• Demonstrate positive verbal communication skills using appropriate vocabulary, demeanor, and vocal tone in the classroom
and/or worksite. Read and interpret written information and directions.
• Build medical terms using roots, prefixes, and suffixes and combining vowels.
• Identify common abbreviations used in medical, clerical and clinical areas
Key Assignments
• Maintain a medical terminology notebook.
• Develop Flash cards for all terms and abbreviations.
Anchor Standards
2.8. Understand and use correct medical terminology for common pathologies.
5.6. Read, interpret, and extract information from documents.
10.1. Interpret and explain terminology and practices specific to the Health Science and Medical Technology sector.
Pathway Standards
5.1. Use medical terminology in patient care appropriate to communicate information and observations.
5.2. Accurately spell and define occupationally specific terms related to health care.
5.3. Use roots, prefixes, and suffixes to communicate information.
5.4. Use medical abbreviations to communicate information.
5.5. Know the basic structure of medical terms.
5.6. Demonstrate the correct pronunciation of medical terms.
5.7. Practice word building medical terminology skills.
RSIT11-12.4.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text
Baldy View ROP
Revised: 3/9/2017
UNIT 5. MEDICAL/SURGICAL ASEPSIS AND INFECTION CONTROL
This unit of instruction will introduce the student to microbiology, the principles of disease transmission and infection, and
techniques of disinfection and instrument sterilization. Students will participate in hands-on lab and clinical activities.
• Understand the chain of infection and the human body’s natural defense mechanisms in the control or prevention of disease.
• Demonstrate the principles and methods of proper hand washing.
• Explain PPE requirements (Protective clothing, masks, eyewear and gloves).
• Explain components of Universal and Standard Precautions.
• Demonstrate knowledge of infection control procedures.
• Demonstrate knowledge of aseptic procedures.
• Demonstrate surgical sterilization procedures/techniques.
• Differentiate between standard precautions and transmission based precautions.
• Demonstrate how to properly clean, decontaminate, and dispose of spills including blood, body fluids, and medical waste.
• Identify common infectious diseases, modes of transmission, and signs/symptoms of each, including HIV disease, TB, and
Hepatitis.
• Discuss classic signs and symptoms of the inflammatory process.
• Describe and demonstrate how items are to be wrapped, positioned and removed from a sterilizer.
• Demonstrate the proper sanitization, disinfection procedures, and wrapping techniques for medical instruments.
• Identify common instruments and supplies and set up instruments used in minor surgical procedures and the various forms
used in documentation of procedures.
• Demonstrate the ability to maintain a sterile field with any procedure requiring sterile technique including removal and
application of sterile dressings.
• Discuss the necessary steps in preparing a patient for a surgical procedure including verifying necessary paperwork,
documentation and consent forms.
• Describe and demonstrate handling of sterile supplies to include opening peel-down packs, opening envelope wraps, pouring
of sterile solutions, and donning and removal of sterile gloves
Key Assignments
• Three page informational research paper on a communicable disease.
• PPE, hand washing, sterilization preparation and packaging skills practice with textbook rubric.
• Analyze the features of labels that contain graphics and hazardous materials information.
• Prepare for a mock minor surgical procedure.
Anchor Standards
2.1. Recognize the elements of communication using a sender–receiver model.
2.3. Interpret verbal and nonverbal communications and respond appropriately.
Baldy View ROP
Revised: 3/9/2017
6.1. Locate, and adhere to, Material Safety Data Sheet (MSDS) instructions.
6.2. Interpret policies, procedures, and regulations for the workplace environment, including employer and employee
responsibilities.
Pathway Standards
6.0. Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns.
7.0. Apply observation techniques to detect changes in the health status of patients.
7.1. Demonstrate observation techniques.
10.0. Comply with protocols and preventative health practices necessary to maintain a safe and healthy environment for patients,
health care workers, coworkers, and self within the health care setting.
11.0. Comply with hazardous waste disposal policies and procedures, including documentation, to ensure that regulated waste is
handled, packaged, stored, and disposed of in accordance with federal, state, and local regulations.
Language Standards – LS – (11-12.1.).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
11-12.6. Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing,
Reading Standards for Information Text – RSIT11-12.4.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
Baldy View ROP
Revised: 3/9/2017
UNIT 6. PATIENT RELATIONS, ETHICAL/ LEGAL OBLIGATIONS AND COMMUNICATIONS
In this unit students will discuss principles of effective verbal, nonverbal and written communications and know and understand
the ethical and legal responsibilities of a medical assistant.
• Understand the process of interpersonal communications.
• Describe pitfalls that hinder communication and the development of rapport.
• Describe and communicates with various types of patients using standard communication models.
• Define sexual harassment and discusses tactics for handling harassment situations.
• Apply appropriate workplace behavior and standards.
• Describe and explains legal regulations, duties and responsibilities of the Medical Assistant including HIPPA regulations.
• Describe various contracts and consent forms necessary between the physician and the patient.
• Describe common laws and situations that need to be reported to the authorities.
• Identify professional liabilities.
Key Assignments
• Demonstrate knowledge of HIPAA compliance through role play and documentation.
• Internet research of an ethical issue and write an argumentative essay.
Anchor Standards
5.0. Problem Solving and Critical Thinking
5.1. Identify and ask significant questions that clarify various points of view to solve problems.
5.2. Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as
appropriate.
Pathway Standards
4.2. Identify and summarize major life events as they impact health care practices and patient outcomes.
4.3. Observe patient actions, interests, and behaviors while documenting responses.
4.4. Collect and synthesize information or data about the patient’s symptoms and vital signs.
4.5. Evaluate information gathered and connect patient data to appropriate system of care.
11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
Baldy View ROP
Revised: 3/9/2017
UNIT 7. PREPARE FOR PHYSICAL EXAMINATIONS AND PROCEDURES
This unit of instruction will provide students with the skills necessary to assist in the preparation and examination of patients
within the medical office setting, both adult and pediatric. Students will participate in lab and clinical hands on activities in this
unit of instruction.
•
List the guidelines for conducting a patient interview including confidentiality and HIPAA regulations.
• Demonstrate the ability to obtain and document an accurate patient history including medication reconciliation.
• Prepare and instructs the patient for the physical exam.
• Demonstrate placing the patient in various positions for different types of specialty exams.
• Assist with specialty exams.
• Perform telephone and in person screenings.
• Assist in the care and treatment of patients from various age and cultural populations.
• Identify signs and symptoms of victims of child, sexual and elder abuse.
• Identify signs and symptoms of domestic violence victims.
• Describe characteristics of growth and development
Key Assignments
• Students will participate in a wide variety of mock clinical situations, rotating roles of medical assistant and patient.
• Students will maintain mock patient charts, to include patient intake, history and follow up instructions.
Anchor Standards
5.1. Identify and ask significant questions that clarify various points of view to solve problems.
5.2. Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as
appropriate.
5.3. Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work
environment.
Pathway Standards
6.0. Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns.
6.1. Observe and document the ability of patients to comprehend and understand procedures and determine how to adjust
communication techniques.
6.2. Use active listening skills (e.g., reflection, restatement, and clarification) and communication techniques to gather
information from the patient.
Baldy View ROP
Revised: 3/9/2017
UNIT 8. DIAGNOSTIC TESTS AND PROCEDURES
In this Unit of instruction students will be introduced to the skills and guidelines necessary for the collection of specimens, their
processing, diagnostic testing and documentation of the results. This unit will also include the preparation, obtainment, and
documentation of numerous medical office cardiology and radiology procedures. Students will participate in hands-on lab and
clinical activities.
• Demonstrate the proper technique for administering a 12 lead electrocardiogram.
• Demonstrate patient preparation techniques for the collection, transportation, handling and testing of urine, sputum, throat
and nasopharyngeal, wound, and vaginal cultures including proper documentation and labeling.
• Discuss the procedure and care of a patient using a Halter monitor
Key Assignments
• Clinical Skills practice to include 12 lead ECG, UA, T/C, finger stick for HGB and Blood Sugar. Teacher observation and
textbook rubrics.
• Students will create a skills check list to use for quick reference for skills practice.
Anchor Standards
8.4. Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
8.5. Analyze organizational culture and practices within the workplace environment.
8.6. Adhere to copyright and intellectual property laws and regulations, and use and appropriately.
Pathway Standards
4.5. Evaluate information gathered and connect patient data to appropriate system of care.
.
Baldy View ROP
Revised: 3/9/2017
UNIT 9. PHARMACOLOGY
This Unit of instruction will introduce students to pharmacology fundaments, measurement systems, basic mathematics, and
dosage calculations. Students will participate in hands on activities and labs that include the administration of oral and noninjectable medications as well as the administration of injections and immunizations.
•
Identify safety guidelines and precautions in the administration of medications.
• Demonstrate the ability to correctly compute dosage calculations using the standard, metric, and dosage, administration and
how supplied.
• Identify six diseases for which the CDC has issued immunization guidelines for healthcare workers.
• Identify the dangers and complications associated with injections.
• Demonstrate the administration of injections using the correct time, patient, route, drug, dosage, and documentation.
• Describe the proper handling, storage, and labeling of commonly used drugs, including oxygen.
• Identify the legal requirements for controlled substance inventory and administration.
• Demonstrate how to use the PDR to correctly identify drugs, describe adverse reactions, appropriate references, indications
and usage contradictions.
• Differentiate between administering, dispensing, and prescribing commonly used medications.
• Identify and describe the common types of pharmaceutical preparations and methods of administration
Key Assignments
• Analyze formatting and layout features of the PDR for looking up specific information about various drugs.
• Analyze and interpret labels to determine proper storage and handling of commonly used drugs.
• Use prescription labels to interpret medical abbreviations and symbols.
• Calculate the dosage for weekly and daily use.
• Compare and compute dosages using the standard, metric and apothecary systems.
• Measure dosages and practice administering subcutaneous, intradermal and intramuscular injections using specific criteria.
Anchor Standards
2.6. Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
Pathway Standards
1.0. Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and treatment.
3.0. Know how to apply mathematical computations used in health care delivery system.
WS 11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audienc
Baldy View ROP
Revised: 3/9/2017
UNIT 10.
BASIC HUMAN ANATOMY AND PHYSIOLOGY
This unit includes the study of body systems, including structure, function, related conditions and diseases and their
interrelationships.
• Identify muscular system diagram, catalogs muscular system functions and describes various diseases, treatments and
injuries of the muscular system.
• Identify skeletal system diagram, catalogs skeletal system functions and describes various diseases, treatments and injuries
of the skeletal system.
• Identify integumentary system diagram, catalogs integumentary system functions and describes various diseases, treatments
and injuries of the integumentary system.
• Identify digestive system diagram, catalogs digestive system functions and describes various diseases, treatments and
injuries of the digestive system.
• Identify endocrine system diagram, catalogs endocrine system functions and describes various diseases, treatments and
injuries of the endocrine system.
• Identify respiratory system diagram, catalogs respiratory system functions and describes various diseases, treatments and
injuries of the respiratory system.
• Identify circulatory system diagram, catalogs circulatory system functions and describes various diseases, treatments and
injuries of the circulatory system.
• Identify neurological system diagram, catalogs neurological system functions and describes various diseases, treatments and
injuries of the neurological system.
• Identify sensory system diagram, catalogs sensory system functions and describes various diseases, treatments and injuries
of the sensory system.
• Identify urinary system diagram, catalogs urinary system functions and describes various diseases, treatments and injuries
of the urinary system.
• Identify reproductive system diagram, catalogs reproductive system functions and describes various diseases, treatments and
injuries of the reproductive system.
• Identify and label anatomical descriptors and fundamental human body structure.
• Define anatomic reference systems and terms. (e.g. anatomic position, body planes, directions, cavities).
Key Assignments
• Group body system project.
• Oral presentation to class.
• Power point.
• Students will use notetaking information and participate in group diagraming and discussion in body systems.
Baldy View ROP
Revised: 3/9/2017
UNIT 10.
BASIC HUMAN ANATOMY AND PHYSIOLOGY
Anchor Standards
2.5. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
2.8. Understand and use correct medical terminology for common pathologies.
4.1. Use electronic reference materials to gather information and produce products and services.
4.3. Use information and communication technologies to synthesize, summarize, compare, and contrast from multiple sources.
Pathway Standards
2.0. Understand the basic structure and function of the human body and relate normal function to common disorders.
2.1. Know basic human body structure and function in relationship to specific care between prevention, diagnosis, pathology, and
treatment.
2.3. Recognize common disease and disorders of the human body.
2.4. Compare normal function of the human body to the diagnosis and treatment of disease and disorders.
9.5. Identify alternative/complementary health practices as used for injury and disease prevention.
13.2. Recognize complementary and alternative medicine as practiced within various cultures.
11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
WS 11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
Baldy View ROP
Revised: 3/9/2017
UNIT 11. CAREER PLANNING
The focus of this unit of instruction is to prepare the student for employment and introduce them to additional educational
opportunities related to careers in the medical field. Students will prepare a portfolio which includes the components necessary
to obtain employment.
• Prepare and explain the purpose of a finished, professional portfolio including: a professional fax cover sheet, cover letter,
resume, follow up thank you note, completed job application and the acquisition of letters of reference.
• Locate job opportunities through the use of want-ads, placement agencies, job boards, and networking, using current
technology and electronic resources.
• Visit at least one facility related to area of training and observes jobs performed.
• Discuss current industry trends in employment compensation including salary and benefits.
• Prepare for and critiques a simulated employment interview.
• Discuss employee rights and topics such as discrimination, sexual harassment, and The Americans With Disabilities Act.
• Identify acceptable procedures to leave a job. .
• Conduct college research including: application procedures, housing options, pre-requisite course work, tuition and financial
aid options and program lengths.
• Demonstrate appropriate personal grooming and dress.
• Describe relations with professional organizations.
• Identify the need for continuing education, professional development and professional growth in the chosen field.
Key Assignments
• Portfolio assignment (resume, fax cover sheet, cover letter, resignation letter, follow up thank you, completed job application
and letters of reference.
• Apply for a scholarship.
• College research.
• Mock employment interview.
• Job Search.
• Compare and contrast variations of labor laws for each state, regionally and national. Also compare minimum wage for each
state versus nationally.
Anchor Standards
2.0. Communications - Acquire and accurately use Health Science and Medical Technology sector terminology and protocols at
the career and college readiness level for communicating effectively in oral, written, and multimedia formats.
.
Baldy View ROP
Revised: 3/9/2017
Unit 11. CAREER PLANNING
Pathway Standards
5.4. Use medical abbreviations to communicate information.
5.5. Know the basic structure of medical terms.
5.7. Practice word building medical terminology skills.
• Language Standards – LS –11-12.1.
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Writing Standards – WS 11-12.2.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• 11-12.4.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
Baldy View ROP
Revised: 3/9/2017
UNIT 12. GENERAL TRAINING SITE KNOWLEDGE / CLINICAL ROTATION
Students eligible for advancement to clinical rotation will have the opportunity to practice and refine skills learned in Medical
Assisting Foundations. This will include up to 16 hours per week of community classroom training and 4 hours per week of
continued classroom instruction.
• Demonstrate knowledge of Student Training Plan.
• Discuss security, safety and accident procedures for training site.
• Create a professional and favorable image of a health worker. (e.g. dress, attendance, behavior and adherence to office
policies).
• Describe patient/employee accident procedures.
• Demonstrate appropriate safety practices (e.g. bending, lifting, etc.).
• Work well with others and gives/takes constructive criticism.
• Display appropriate professional behavior.
• Use effective workplace conversation.
• Read and interpret written information and directions.
• Practice various forms of written communication appropriate to the occupation.
Key Assignments
Internship in a Physician office or clinic. Minimum 200 hours (Adults). Minimum 220 hours (High School)
Anchor Standards
community settings.
Pathway Standards
1.0. Recognize the integrated systems approach to health care delivery services: prevention, diagnosis, pathology, and treatment
2.0. Understand the basic structure and function of the human body and relate normal function to common disorders.
4.0. Recognize and practice components of an intake assessment relevant to patient care.
6.0. Communicate procedures and goals to patients using various communication strategies to respond to questions and concerns
LS –11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
knowledge when considering a word or phrase important to comprehension or expression
Baldy View ROP
Revised: 3/9/2017
Baldy View ROP
Revised: 3/9/2017

Medical Assistant - Baldy View Regional Occupational Program

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