TEACHERS OF MEDICAL CAREERS

Subpart 1. Scope of practice. A teacher of medical careers is authorized to provide students in grades 7 through 12 instruction that is designed to develop an effective understanding of the National Health Care Skills Standards in the following areas: A. academic foundations specific to the medical field; B. health care systems and issues; C. medical communication; D. ethics and legal responsibilities in health care; E. medical/health career exploration and investigation; and F. standard safety and infection control practices. Subp. 2. Licensure requirements. A candidate for licensure as a teacher of medical careers shall possess or have possessed licensure or certification to practice in a medical career, direct practical experience as a medical professional, and have completed at least a baccalaureate degree from a regionally accredited college or university and a teacher preparation program approved under chapter 8705 including: A. the standards of effective practice under part 8710.2000 ; B. the core skills for teachers of career and technical education under part 8710.8000 ; and C. the standards under subpart 3. Subp. 3. Subject matter standard. A candidate for licensure as a teacher of medical careers must complete a preparation program under subpart 2 that must include the candidate's demonstration of the knowledge and skills in items A to F. A. A teacher of medical careers must demonstrate the knowledge and applications of the academic subject matter required for proficiency in the following areas: (1) knowledge of life sciences such as biology, chemistry, physics, and human growth and development to client care situations within specific medical careers; (2) reading and writing in health care situations, such as case studies, medical charts, manuals, and journals; (3) mathematical operations, such as computations for drug and fluid dosages and assessment of client condition; and (4) health care terminology for interstaff communication and interpretation of information to clients. B

lopment to client care situations within specific medical careers; (2) reading and writing in health care situations, such as case studies, medical charts, manuals, and journals; (3) mathematical operations, such as computations for drug and fluid dosages and assessment of client condition; and (4) health care terminology for interstaff communication and interpretation of information to clients. B. A teacher of medical careers must demonstrate the knowledge and applications of health care delivery systems and issues including: (1) where and how factors, such as cost, managed care, technology, an aging population, access to care, alternative therapies, and how lifestyle/behavior changes may affect various health care delivery systems; (2) the range of services available to clients; (3) delivery of health care to diverse groups in a variety of situations; (4) quality improvement processes as they relate to client outcomes; (5) effects on the health care system caused by past and present influences of technology, epidemiology, bioethics, socioeconomics, and other various forms of complimentary (nontraditional) medicine; and (6) the use of medical facility resources, such as staff, policy and procedure manuals, and training opportunities. C. A teacher of medical careers must demonstrate the knowledge and applications of the various methods of giving and obtaining information including: (1) interpreting, transcribing, and communicating information, data, and observations using medical terminology within various health care situations; (2) reporting subjective and objective client information in relevant order of occurrence; and (3) using decision-making models within the context of problem solving in the health care environment. D

ds of giving and obtaining information including: (1) interpreting, transcribing, and communicating information, data, and observations using medical terminology within various health care situations; (2) reporting subjective and objective client information in relevant order of occurrence; and (3) using decision-making models within the context of problem solving in the health care environment. D. A teacher of medical careers must demonstrate knowledge and application of legal responsibilities and ethical practices in health care, including: (1) morality and ethics and the relationship of each to health care outcomes; (2) legal and policy issues impacting health care, such as malpractice, negligence, and liability; (3) the primacy of client confidentiality; (4) patient protection documents, such as the Client Bill of Rights and the Vulnerable Adults Protection Act; and (5) requirements for reporting and documentation of any activity that adversely affects the welfare of clients or fellow workers, such as incident reports, medication, or treatment errors. E. A teacher of medical careers must demonstrate knowledge of the diagnostic, therapeutic, environmental, and informational medical career clusters by: (1) describing potential health career paths and ladders in occupations found in aforesaid clusters; (2) describing the levels of education, licensing/certification requirements, employment opportunities, workplace environments, and career growth potential for a specific medical career; and (3) utilizing personal occupational experiences to make medical careers meaningful to the students. F

rs by: (1) describing potential health career paths and ladders in occupations found in aforesaid clusters; (2) describing the levels of education, licensing/certification requirements, employment opportunities, workplace environments, and career growth potential for a specific medical career; and (3) utilizing personal occupational experiences to make medical careers meaningful to the students. F. A teacher of medical careers must demonstrate knowledge and application of safety principles and infection control practices including: (1) standard precautions as described in the rules and regulations of the Occupational Safety and Health Administration (OSHA); (2) infection control procedures; (3) safety procedures to protect clients, co-workers, and self; (4) body mechanics and ergonomics; (5) environment modification to create safe conditions in the health care setting; (6) methods of fire prevention and response; (7) material safety data sheets (MSDS) and adhering to hazardous labeling requirements; (8) safety signs, symbols, and labels; (9) facility evacuation plan; and (10) emergency plan in response to a natural disaster or other unusual incident. Subp. 4. [Repealed, 47 SR 986]