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01-Introduction To Biomedical Sciences For HIM Professionals
01-Introduction To Biomedical Sciences For HIM Professionals
01-Introduction To Biomedical Sciences For HIM Professionals
Introduction to the Biomedical
Sciences for HIM Professionals
BIOL 1050 – WEEK 1
Meet your classmates and your professors
Analyze your current knowledge of the biomedical
sciences
Identify your learning style and study method
Outline the course expectations and requirements
Homework Checks
o Schaum’s Text
o Shiland Text
o Patho Text
Practice Quizzes
Disease/Disorder Profiles
Reference Resource
Discuss why HIM professionals need to study the
Biomedical Sciences
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Learning Activities
Complete a short test to help your professor
understand your preconceptions about the
course material
Create a weekly schedule for your personal
and school life.
Outline the due dates of your weekly
activities in your planner
Introduce yourself to your classmates via
our discussion board
In your own words, describe while HIM
professionals should have an understanding
of the Biomedical Sciences
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Meet your Instructors
MEG KYLE
Full‐time Professor Part‐time Professor
Program Coordinator Clinical Coder at Brockville General Hospital
Data/Informatics Analyst
Interested in Clinical Terminologies as they
relate to Computer‐assisted Coding
Meg and Kyle will split the course by rotating classes
Discussion Board
Post: Introduce
Yourself
WHY ARE YOU INTERESTED IN
STUDYING HIM?
DO YOU HAVE ANY EXPERIENCE
IN THE BIOMEDICAL SCIENCES?
WHAT IS YOUR FAVOURITE WAY
TO STUDY?
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Course Outline and
Learning Plan
Course Outline & Learning Plans
Course Outlines detail what you must know and be able to do by the end of the course
◦ Learning Outcomes for Health Information Management (CHIMA)
◦ Vocational Learning Outcomes & Essential Employability Skills (Ontario Ministry of Colleges & Universities)
Course Learning Plans
◦ Assessment Plan
◦ How your instructors will assess you have met the learning outcomes of the course
◦ Detailed delivery schedule of the course content
◦ What are you going to learn
◦ When are you going to learn it
◦ Learning Resources & Materials
◦ Tools you will need to learn the content or demonstrate your understanding
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Course Schedule
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Synchronous vs Asynchronous Learning
SYNCHRONOUS ASYNCHRONOUS
Live learning On demand learning
Must be present during scheduled class time Provide flexibility to learn when you are ready
Better for student engagement Better for knowledge retention
MS Teams Blackboard
First class of the week is synchronous Middle classes are asynchronous
◦ Monday or Tuesday ◦ Tuesdays/Wednesdays
◦ There will be no meeting on MS Teams
Some Thursday classes are synchronous
◦ You work on you own and seek clarification
◦ Weeks 4, 6, 8‐13
when necessary
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Communication
Discussion Boards, Email, Microsoft Teams
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Email
Most emails do not need to be sent, ensure that you
have looked every where for your answer
‐ google, blackboard, learning plans, discussion board,
rubrics, fellow classmates
Follow proper email etiquette: 15 Essential Email
Etiquette Tips for Every College Student – Word Counter
If you need a conversation, request a meeting.
Instructors will respond within 24‐48 hours
◦ Not including weekends
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Microsoft Teams
Video Conferencing software for live,
synchronous classes ( Mondays/Tuesdays,
Thursdays)
Interacting with colleagues through video
conferencing is necessary for future work
You should participate with your video turned
on in a distraction free environment
Learn more about how SLC uses MS Teams
here: Learn @ SLC ‐ MS Teams (learnatslc.ca)
Video Conferencing Best Practices for College
Students (post.edu)
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Discussion Boards
Fosters collaborative learning
◦ You can help you classmates by answer their questions
Repository of questions
◦ Prevents the same questions from being asked multiple times in separate emails
Fosters critical thinking and collaboration skills
◦ Provides opportunities for students to explore topics in more depth
Students have greater control of their learning environment
◦ Peer‐to‐Peer interaction can increase student cognitive presence
We will use discussion boards to ask questions about the course content
Resource: https://www.trentu.ca/academicskills/how‐guides/how‐learn‐online/successful‐participation‐online‐discussion‐board
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Discussion Boards
If the discussion question asks you to respond to an open‐ended query pertaining to a particular
problem, challenge, or idea, a good thread will incorporate three parts:
Part 1 :What do • State what your thought or recommendation might be. In other
words, answer the question
you think?
• State why you think what you think. Examine your own
Part 2: Show experiences, beliefs, or knowledge.
• It is also a good place to provide references, textual quotations,
how you know and/or links to materials that reinforce your opinion.
Part 3: Look • State what you wish you knew or directly solicit the opinion of
classmates (in other words, ask a question!)
Closer
Resource: https://www.trentu.ca/academicskills/how‐guides/how‐learn‐online/successful‐participation‐online‐discussion‐board
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Rubric –
Discussion
Board
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Assessments
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Alignment of Learning Objectives,
Activities and Assessments
Learning objectives: What do I want
students to know how to do when they leave
this course?
Assessments: What kinds of tasks will reveal
whether students have achieved the learning
objectives I have identified?
Instructional strategies: What kinds of
activities in and out of class will reinforce my
learning objectives and prepare students for
assessments?
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Disease/Disorder Profiles
For each disease/disorder profile you must include:
• A brief description of the disease/disorder including etiology,
signs, and symptoms
• Common diagnostic tests used to verify and the test results that
are used to confirm the disease
• Common treatments for the disease, both medically and surgically
Due on Wednesdays – taken up on Thursdays
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Due Weekly on Thursdays
Homework Checks
The class will be delivered mostly You choose when you are ready to study and
asynchronously learn
Homework Checks are done instead of Be honest with yourself
us having synchronous activities during Given marks for showing your work, not
class time. copying answers from the index.
Complete the practice activities in your textbooks, take a picture and upload
them to Blackboard
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Practice Quizzes & Tests
FORMATIVE‐ LEARN & PRACTICE SUMMATIVE – ASSESS PERFORMANCE
Practice Quizzes due on Fridays.
Tests will be on Thursday February 17, Wednesday March 23 & Monday April 25
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Reference Portfolio
A collection of resources and activities which you may find
useful in the future
Allows you to demonstrate that you can locate and find
information as per the CHIMA Learning Outcomes
• Resource usage to clarify understanding of medical terms
and conditions, including but not limited to: medical
dictionaries, drug reference books, pathology textbooks,
electronic resources.
Many different ways to do it
• Website, OneNote, OneDrive Folder
Will be assessed before your tests
• Should be updated weekly
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Due Dates – No flexibility
Exact due dates can be found in the Calendar on Blackboard
You can also click on the assessment to find the exact dues dates.
Weekly assessments
◦ Disease/Disorder Profiles – Wednesdays
◦ This allows us to review the content on Thursdays
◦ Homework Checks – Thursdays
◦ To give you time to review your understanding
◦ Practice Quizzes – Fridays
◦ Your homework should prepare you for the practice tests
Reference Portfolios are due before your tests, you may want to explore what resources you
have examined while studying.
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Quick Quiz
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Quick Quiz ‐ 22 questions
Let’s us gauge your understanding of the course material
This is not worth any grades
20 minutes to complete
Please do not look up the answers, just answer honestly.
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Quick Quiz Results
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Resources & References
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Technology Devices
•Every student must have their own computer with Internet access in order to take this course.
Hardware Laptop or Desktop with 8GB random access memory (RAM) and 120 GB of
free hard‐drive space
Internal or external Webcam and microphone
Operating Windows (Version 10)
System
Internet Access High speed internet connection with a minimum bandwidth of 8 Mbps
upload/download speed
Web Browser Latest version of Google Chrome, Firefox or Microsoft Edge
Software All mandatory software will be provided by the college (Microsoft Office)
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Focus on Shiland Textbook
Practice your understanding with Schaum’s and Patho Made Easy
◦ Available for free through the Library eBook Collection.
Textbooks & Resources
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Helpful Resources & References
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Biomedical Sciences and
Health Information
Management
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Clinical/Medical Coder
HIM specific job
Translate clinical statements into alpha‐
numeric codes
◦ Diagnoses: ICD‐10‐Ca (International
Classification of Diseases and Health Related
Problems, 10th Revision, Canadian Edition) ICD‐10‐Ca
◦ Interventions: CCI (Canadian Classification of
Interventions)
Codes can be used for a variety of secondary
purposes in health care
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Epidemiology
Study of the causes, conditions and distributions
of disease
Epidemiological research helps us to understand:
◦ how many people have a disease or disorder,
◦ if those numbers are changing, and
◦ how the disorder affects our society and our
economy.
Epidemiologists look for the
◦ Incidence Rate: The number of new cases in a
year
◦ Prevalence Rate: The total number of new and
old cases of a disease within a year
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Clinical Coding and Epidemiology
Epidemiologists use collected data (ICD‐10‐Ca
and CCI codes) submitted by HIM professionals
Monitor the frequency and distribution in
populations
◦ Endemic – normal or average number of
cases in a population
◦ Sporadic – A disease affects small numbers,
does not threaten the population
◦ Epidemic – An increase in the number of
cases in a population
◦ Pandemic – A disease that is distributed
worldwide
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Tasks and Due Dates
Obtain textbooks and locate links to free copies
o Bookstore – Purchase Shiland text
o Library – Free copies of Patho texts
Create a weekly work/study schedule for the class
Write your due dates for assessments in your calendar
Introduce yourself to the class using the discussion board
o Due date – Thursday January 20th
Write a discussion board post in your own words
describing why HIM professionals should have an
understanding of the Biomedical Sciences.
o Due date – Thursday January 20th
o Remember to provide evidence to support your claims
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Student Success
Facilitator Visit –
January 24
SSF: Mary Finkle
Office: Room 11675,
Kingston Campus
Phone: 613.544.5400, ext.
1427
Email: mfinkle@sl.on.ca
Click here to book an
appointment with Mary
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