| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
school year.
(1) No later than August 31, 2024, the commissioner
of education shall determine whether instructional materials funding
has been made available to Texas public schools for materials that
cover the essential knowledge and skills identified in this section.
(2) If the commissioner makes the determination that
instructional materials funding has been made available, this section
shall be implemented beginning with the 2024-2025 school year and
apply to the 2024-2025 and subsequent school years.
(3) If the commissioner does not make the determination
that instructional materials funding has been made available under
this subsection, the commissioner shall determine no later than August
31 of each subsequent school year whether instructional materials
funding has been made available. If the commissioner determines that
instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that
this section shall be implemented for the following school year.
(b) General requirements. This course is recommended
for students in Grades 11 and 12. Prerequisites: one credit in biology
and at least one credit in a Level 2 or higher course from the health
science career cluster. Students shall be awarded one credit for successful
completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards, industry-relevant
technical knowledge, and college and career readiness skills for students
to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning,
managing, and providing therapeutic services, diagnostic services,
health informatics, support services, and biotechnology research and
development.
(3) The World Health and Emerging Technologies course
is designed to examine major world health problems and emerging technologies
as solutions to these medical concerns. It is designed to improve
students' understanding of cultural, infrastructural, political, educational,
and technological constraints and inspire ideas for appropriate technological
solutions to global medical care issues.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) demonstrate verbal and non-verbal communication
in a clear, concise, and effective manner;
(B) exhibit the ability to cooperate, contribute, and
collaborate as a member of a team; and
(C) exemplify professional work standards such as appearance,
attire, time management, organizational skills, and responsibilities.
(2) The student explores and discusses current major
human health problems in the world. The student is expected to:
(A) describe the pathophysiology of the three leading
causes of death in developing and developed countries;
(B) discuss history of diseases and the evolution of
medical technology over time;
(C) contrast health problems in developing and developed
countries;
(D) compare the functions of public health organizations,
including the Centers for Disease Control and Prevention (CDC) and
World Health Organization (WHO), at the local, state, national, and
international levels;
(E) define and calculate incidence, morbidity, and
mortality;
(F) identify and describe the challenges in global
health that can have the greatest impact on health in developing nations;
and
(G) investigate various social determinants of health
such as food insecurity, homelessness, or financial insecurities.
(3) The student explains who pays for health care in
the world today. The student is expected to:
(A) compare the availability and quality of health
care in developing and developed countries;
(B) discuss and contrast the four basic healthcare
system models, including the Beveridge Model, Bismarck Model, National
Health Insurance Model, and the Out-of-Pocket Model, and compare these
models to existing payment mechanisms in the United States of America;
(C) explain how countries that have different healthcare
systems such as Canada, the United Kingdom, Japan, Germany, Taiwan,
Switzerland, and the United States of America pay for health care
and compare their patient outcomes such as infant mortality rates,
rate of cancer, or rate of heart disease;
(D) describe how healthcare expenditures have changed
over time; and
(E) identify the major contributors to the rising healthcare
industry costs.
(4) The student describes the engineering technologies
developed to address clinical needs. The student is expected to:
(A) describe technologies that support the prevention
and treatment of infectious diseases;
(B) explain the implication of vaccines on the immune
system and on public health;
(C) discuss the dangers of antibiotic overuse and misuse;
(D) investigate technologies such as genetics and molecular
diagnostics used for the early detection and treatments of several
types of cancers;
(E) describe and discuss the technologies used in the
diagnosis and treatment of heart disease;
(F) describe and discuss technologies developed to
support vital organ failure; and
(G) investigate emerging digital technology such as
telehealth and remote monitoring and its impact on healthcare delivery.
(5) The student explores how human clinical trials
are designed, conducted, and evaluated. The student is expected to:
(A) describe and discuss types of clinical trials,
including the role of the institutional review board;
(B) define and calculate a sample size;
(C) identify quantitative and qualitative methods used
in clinical trials; and
(D) compare and contrast different phases of pharmaceutical
trials.
(6) The student recognizes the ethical and legal aspects
involved in clinical research. The student is expected to identify
issues and explain the ethical and legal guidelines, including informed
consent and patient confidentiality, for the conduct of research involving
human subjects.
(7) The student explains how research guides the development
of new medical technologies. The student is expected to:
(A) describe how health science research is funded;
(B) explain the role of the U.S. Food and Drug Administration
in approving new drugs and medical devices; and
(C) analyze factors that affect the dissemination of
new medical technologies.
(8) The student applies research principles to create
a project that addresses a major health topic. The student is expected
to:
(A) facilitate data analysis and communicate experimental
results clearly by effectively using technology such as creating visual
aids; and
(B) present the project to classmates, health professionals,
parents, or instructors.
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