Medical Interventions Essential Learning

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).

o 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

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.

oPerform 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.

oDebate 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

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.

oPerform 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.

oUnderstand 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.oUse 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, double-blind 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

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.

all time 0-6 mo. 6 mo. - 1 yr

1-2 yrs 2-3 yrs 3-5 yrs 5+ yrs

Patients in Tennessee on Transplant Waiting Lists

as of May 2015

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