HOSA in the Classroom

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HOSA in the Classroom
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Why HOSA in the Classroom?

• HOSA is an integral part of the Health
  Occupations Education program and provides an
  enhancement to the objectives taught in the
  classroom.
• The value of HOSA competitive events program is
  twofold.

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• Teachers can use the program as a motivational
  and recognition tool by encouraging students to
  participate in local, area, state and national
  competitive events.
• Teachers can also use the competitive events
  program tools to enhance classroom instruction.

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Why does HOSA Sponsor a National Competitive
Events Program?

• HOSAs origins are in the curriculum -When HOSA
  was created as an integral part of the
  curriculum, it was designed to support and
  reinforce classroom learning outcomes not the
  other way around.
• HOSAs purpose is learning - What HOSA does is
  motivate students to learn. HOSA conferences,
  events, and partnerships all motivate Health
  Science Technology Education students to do more
  than would be reasonable within the classroom
  walls.

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• HOSA's learning value reaches program content and
  beyond - HOSA members learn HOE goals and
  competencies, and they learn them well. They also
  learn about leadership, responsibility, teamwork,
  communication, and other real world skills.

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The HOSA Competitive Events Program can be a
powerful instructional tool.

• When you focus on the purpose of the competitive
  events program, you focus on achieving HOE goals.
  The goals are achieved through the process not
  the reward!
• What are the REAL goals?

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• Learning
• Fun (relationships)
• Self-respect and personal satisfaction
• These goals are achieved when students take part
  in the competitive events program. They are not
  dependent on winning but rather on
  participating in the process.

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• The medals are NOT the goal - they are the reward
  we use to motivate students to achieve the goals.
   

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Guiding Thoughts about Competitive Events

• The priority is to offer the best learning
  experience possible through Health Occupations
  Education. HOSA is a part of that process.   
• The value of competitive events happens before
  the competition. It is the learning that takes
  place in the days, weeks and months BEFORE the
  competition.   

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• The competitive events program is designed to be
  comprehensive, challenging, and efficient, with
  minimal duplication of effort.   
• The competitive events program is not just a
  bunch of events its a comprehensive PROGRAM.

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• Participation in the HOSA National Competitive
  Events program can reinforce classroom learning.
• Quite often we see an improvement in classroom
  performance in students who participate in
  competitive events.
• This happens when learning becomes a choice for
  students, instead of something that is forced
  upon them.

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The learning outcomes of involvement in CE can be
summarized as follows

• Health Science Events (Terminology, Math,
  Spelling and Knowledge) reinforce and remind
  students of fundamental concepts of Health
  Science Technology Education. These events should
  serve as a review for students who plan to
  continue their education, as the terminology of
  medicine is central to all health professions.

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• Health Professions Events (Skill events) help
  individualize skill instruction based on the
  students career goal. They provide the outline
  for individualized units of instruction in a
  comprehensive HOE class, or support actual
  classroom goals for career-specific courses.
  Specifically, students who plan to pursue any
  health career could learn the knowledge and
  skills associated with the event as their
  individualized instructional plan for a unit on
  career development.

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• Emergency Preparedness Events (CPR, EMT, CERT,
  Emergency Preparedness, Epidemiology, MRC) help
  build teamwork skills while strengthening
  individual and team skill instruction for
  emergency situations.

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• Leadership Events (Health Poster, Speaking,
  Writing, Job Seeking, Medical Photography)
  strengthen the leadership and basic communication
  skills of future healthcare professionals using
  many forms of communication.

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• Teamwork Events help build teamwork skills while
  strengthening understand of the medical community
  (Community Awareness, Medical Reading, Health
  Education, Public Service Announcement), medical
  knowledge (HOSA Bowl, Biomedical Debate) careers
  (Career Health Display, Forensic Medicine) and
  critical thinking (Parliamentary Procedure and
  Creative Problem Solving.)

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• Recognition Events provide an opportunity for
  community service (National Service Project,
  Barbara James) and recognition (National
  Recognition Program, Outstanding HOSA Chapter,
  Chapter Newsletter, HOSA Week).

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• Participating in the HOSA National Competitive
  Events program gives the HOE student a golden
  opportunity to network with health care
  professionals beyond the classroom and clinical
  experience. The added learning supports the
  students ability to make informed personal
  career decisions, and to become a contributing
  member of the health care community.

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• Using HOSA in the Classroom

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Health Science Events

• Testing Medical Terminology
• Print the guidelines, explain the test plan.
• Using the unit terminology list have the
  students write definitions for the words.
• Next, have the students write at least 20
  multiple choice items to measure the terminology
  content.
• Then have them develop a test plan based on
  their questions. (This uses math to find
  percentages.)
• Take up the assignment and then give the tests
  to the students the next day to complete for a
  daily grade. (Make sure you do not give a
  student their own test.)

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• For the Medical and Dental Spelling tests,
  simply write the definition and then four
  response choices.
• For example The largest bone in the body is
  the
• A. Feemer.
• B. Femur.
• C. Feemur.
• D. Femer.

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Health Professions Events

• Skill Events
• Different states, facilities, organizations and
  authors may differ on specific skill
  requirements.
• HOSA operates a National program and must be
  sensitive to differences in skill procedures.
• We believe the students have the right to know
  the standards to which they will be held
  accountable.

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• HOSA does not believe that one specific text
  resource is better than another.
• We do believe that it helps students to know the
  source of steps in a specific procedure, which is
  why a resource is selected and published in event
  guidelines.

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• The skill events also have a test prior to the
  skill round. There are many reasons for including
  a Round One test, including
• Tests mirror the industry. Most health
  professions use testing to qualify a candidate
  for certification or licensure. HOSA strives to
  model professional standards by requiring that
  students demonstrate an understanding of the
  skills in addition to being able to perform the
  skills.

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• Testing raises the bar. HOSA believes that
  students who must take a test in order to qualify
  for Round Two will work harder and study more
  than students who do not have a test. For that
  reason, testing raises the learning value of the
  event.   
• There is a correlation between test scores and
  skill scores. For years, HOSA gathered evidence
  by comparing skill scores to test scores. We
  found that, consistently, students who are highly
  skilled are also knowledgeable. Students who
  performed very poorly on skills also performed
  poorly on the tests.

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• HOSA uses a 70 rule in national competitive
  events skills and encourages chapter advisors to
  use the same standard (or higher) in classroom
  skill instruction.
• The 70 rule means that competitors must score at
  least 70 of the total possible score for a skill
  (or combined skills) in order to be recognized in
  National Competition. For example, lets assume a
  student in Nursing Assisting is going to Make an
  Occupied bed and then Measure and Record Vital
  Signs.

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• Skill Points Possible 70 Make an Occupied Bed 71
  50 Measure and Record Vital Signs 96 67 Total 167
  117 In order for a student to earn finalist
  honors or a medal in this event, he or she must
  score a 117 or higher on the skills.

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• Skill Points Possible 70
• Make an Occupied Bed 71 50
• Measure and Record Vital Signs 96 67
• Total 167 117
• In order for a student to earn finalist honors
  or a medal in this event, he or she must score a
  117 or higher on the skills.
• The test score does NOT count in the 70 rule.

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Skill Chart
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Practicing Skills

• Select a HOSA skill checklist from the event
  guidelines as a skill rubric for instruction in
  classroom skills.   
• Have students practice the skill using the
  selected skill checklist.   
• Allow fellow students to serve as the judges in
  rating the student on the skill (2-3 judges per
  skill). It is often a good learning experience to
  allow students to chance to see how it feels to
  judge.   
• Debrief the activity

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• How many students earned perfect skill scores?
  How did that feel?   
• For those who didnt earn perfect scores, why
  didnt they? What would it take to get a perfect
  score?   
• Did all the judges who judged a skill end up with
  the same rating? Can you explain why? Or why not?
    
• Did the student performing the skill think he/she
  earned a better score than actually achieved?
  What does that tell us?   
• Have students read Your Ticket to Orlando . Do
  they agree with the article? Why or why not?
  http//www.hosa.org/emag/articles/news_october03_p
  g5.pdf

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Clinical Specialty

• In this assignment you will be using the Clinical
  Specialty event guidelines as a career
  exploration project.   
• Give students a copy of the Clinical Specialty
  guidelines and a copy of the article Clinical
  Specialty from the HOSA e-Magazine.   
• Instruct students to follow the rules outlined in
  the guidelines, with the exception of the career
  choice. For this assignment, students should
  either choose the health career they plan to
  pursue, or a career they wish to know more about.
    

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• Note If students wish to use this project for
  future HOSA competition, they would need to
  assure that the career choice does fall within
  the guidelines.   
• Provide class time for independent research on
  this project. Provide direction and
  encouragement.   
• Depending on the time available and classroom
  circumstances, the teacher may wish to eliminate
  the skill portion of the assignment.   
• Bring in community health professionals to
  judge the final product. Involving parents and
  school administrators can also provide positive
  publicity for your program. Dont hesitate to
  invite your local newspapers. They like to write
  about innovative learning activities in schools.

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Leadership Events

• Leadership events are designed to promote
  leadership and learning in HOE students. This
  category offers a series of events and rubrics
  that are readily integrated into any unit of
  instruction in all HOE courses.
• The HOSA events in this category reinforce
  cognitive, creative and real-world skills. As
  classroom tools, these events can be used to
  reinforce the content in all HOE courses and
  serve to reinforce basic skills.

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Extemporaneous Health Poster

• This event should become a regular in your
  classroom because it develops a students
  thinking skills and creativity and provides a
  lasting instructional tool (posters!).
• In the classroom, use the concept and rating
  sheet (rubric) but not the competition.   
• Try to assign each student or group a different
  topic. For example, when teaching the Endocrine
  system, assign each group a different disease or
  disorder.
• Be sure the topic is complex. Assigning the
  function of the digestive system requires more
  thought than simply assigning the anatomy of the
  digestive system.

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• This makes an excellent homework assignment.
  Depending on the availability of resources, the
  teacher may assign the topic as homework to be
  created in draft format on a plain sheet of
  paper, then transferred in the classroom to
  poster board provided by the teacher.   
• One teacher assigned each student a health hero
  about 2 weeks before starting that unit. The
  assignment was to create a poster about the
  person assigned. When it was time to begin the
  unit on historical perspectives in health care,
  the walls of the room were filled with posters
  that told of each individuals accomplishments

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• Be sure to display student posters. If the topic
  is a public health issue, display the posters
  around campus.   
• This is the type of assignment to do twice a
  semester.   
• When using this process, you may notice one or
  two lower performing students do exceptionally
  well with this type of assignment.

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Job Seeking Skills

• This event is an excellent tool for reinforcing a
  unit of instruction on finding and securing a
  job. In this instance, implementing every step of
  the event exactly as written in the guidelines is
  a good idea.
• Use judges and choose them wisely. School or
  central office administrators make good judges.
  Invite a health care personnel director. Remember
  that whomever you choose, the judge will come
  away with a better understanding of the Health
  Science program and the quality of your students.

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• Another option is to use parts of the process in
  a role play situation. If you are teaching about
  historical figures in health care, have students
  create a resume for an assigned historical
  figure. If you are teaching a career unit, have
  students act out an interview between an employer
  and someone pursuing a specific assigned career.
  Let students take on the roles of interviewer and
  interviewee.

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• Integrate Job Seeking Skills into classroom
  instruction.   
• This event works well as the culmination of a job
  seeking skills unit.   
• Be sure to let students know the process you will
  be using. Give students the rating sheet or tell
  them where to find the rating sheet on HOSAs
  website.

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Prepared Speaking and Extemporaneous Speaking

• Speaking events are an excellent tool for
  developing student learning and leadership
  skills. These events can easily be adjusted to
  meet the desired learning outcomes in the
  classroom.
• In many classrooms, writing a speech is a
  homework assignment. Assign a variety of topics
  that relate to course content, and be sure to add
  an element that requires higher order thinking
  skills. Rather than assign Diabetes have them
  write a speech from the perspective of someone
  who has just been diagnosed with diabetes.

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• Extemporaneous speaking can provide a fun method
  of reviewing for a midterm or final exam. Here is
  one way to do use this event
• Explain what will be done at least 2 days ahead
  of time.  
• Give students topic areas to study.   
• Put the name of the speech in an envelope and let
  students draw a topic. Make the topic fun,
  creative, and related to the areas for review.
    
• Reduce preparation time to one minute. While one
  student is preparing you can be rating the
  student who just spoke.   
• Another option would be to have students write
  down important points after each speech both
  based on what they heard and what they know
  themselves. The teacher can clarify those points.
  Remember, this is a review!

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General Rules for Classroom Speeches

• When speeches are to be given in class, often the
  time is adjusted down in order to take up less
  class time and assure that all students have a
  chance to give their speech.   
• Sometimes students are terrified of speaking in
  front of classmates. Some teachers will allow a
  student to give the speech to the teacher in
  private.

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• The first time you assign classroom speeches,
  allow students to give the speeches in pairs or
  small groups. It is sometimes easier to give a
  speech when the parts are shared by another
  classmate.   
• You can allow students to use the HOSA event
  rating sheet to evaluate the speeches of their
  peers.

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• Finally, it is often an interesting experience to
  have a teacher give a speech while students rate
  the speech using the HOSA event rating sheet.
  What we find is that the scores will range from a
  high of 100 to a low of about 60. This is because
  of the subjective nature of evaluating speaking
  skills.

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• Integrate either Extemporaneous Speaking,
  Prepared Speaking, or Researched Persuasive
  Speaking into classroom instruction.   
• Determine what event (process) you will use and
  for what content.   
• Write out the process you will use. Give students
  a copy of the process and rating sheet.   

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• Be sure to develop a process that makes good use
  of class time and requires students to THINK! For
  example, rather than assign organs in the
  digestive system and have students talk about the
  facts, have them write a speech such as Why its
  so bad if you lose your liver. Or something
  creative.

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Extemporaneous Writing

• This event lends itself to all types of classroom
  content while reinforcing an important basic
  skill. As a homework assignment, classroom
  activity or assessment, Extemporaneous Writing
  should be frequently used in the HSTE classroom.
• Be sure students have a copy of the rating sheet
  (rubric) before starting this or any assignment
  that uses HOSA competitive events. Students need
  to know the standards by which they will be
  evaluated.

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• There are many websites available to help
  students improve writing skills. Here are just a
  few
• Writing Tips Essay Builder from WritingDEN
  http//www2.actden.com/writ_den/tips/essay/  
• The Guide to Writing a Basic Essay
  http//members.tripod.com/lklivingston/essay/ 
• Paradigm Online Writing Assistant
  http//www.powa.org/  
• Top 10 Essay Writing Tips http//www.studentnow.co
  m/features/essayswritingtips.html

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• Integrate Extemporaneous Writing into classroom
  instruction.   
• Give students a copy of the EW rating sheet and
  an essay topic.   
• Have students write their first draft, and then
  schedule a day in the Internet lab. Students
  should use the time to review Internet resources
  that provide instruction on writing an essay, and
  let them revise their essays using what they
  learned doing their Internet research.   
• Note to teacher Students typically write LOTS of
  papers in college. You can help them to create a
  tremendously good essay by teaching them how to
  write and rewrite a good essay.

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Researched Persuasive Speaking

• This event combines research, writing and
  speaking. As a classroom assignment it is often
  done as a major classroom project.
• This event differs from other speaking events in
  that it asks students to defend a point of view.
  As a classroom assignment, the teacher should
  assign a topic based on course content, and allow
  students to support an opinion on either side of
  the topic.
• Researched persuasive speaking involves current
  health-related issues. Students are often
  required to do Internet research. The HOE teacher
  should help students understand the following
  guidelines.

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Internet Research Guidelines

• Internet resources must be evaluated for
  accuracy.   
• Identify and develop your topic.   
• Use more than one search engine. A few common
  search engines are   
• Yahoo    www.yahoo.com
• HotBot    www.hotbot.com

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• Google    www.google.com
• For a complete listing of search engines go to
  http//library.albany.edu/internet/engines.html
• Search engines provide a number of features to
  help with your search, so be sure to read any of
  the help menu or advanced search options
  information.

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Teamwork Events

• Parliamentary Procedure
• Here is what students gain from participation in
  this event
• Basic knowledge of parliamentary procedure they
  will use in church, clubs and business meetings
  for the rest of their lives.   
• A real team experience.   

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• Practice in thinking, speaking and debating.  
• Participation in a democratic process that   
• Enables a group to transact business with speed
  and efficiency.   
• Protects the rights of each individual.   
• Preserves a spirit of harmony within the group.

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Parliamentary Procedure

• Divide the class into two or three teams of five
  - eight students per team.   
• Follow the process for Parliamentary Procedure
  Three Days in the Classroom.   
• Teach parliamentary procedure using the
  Parliamentary Procedure PowerPoint and the
  Parliamentary Procedure Information handouts.   
  
• Give students a day to practice in class.   
• Facilitate team demonstrations of a simulated
  HOSA chapter meeting using parliamentary
  procedure.

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Career Health Display (CHD)

• The Career Health Display rubric (rating sheet)
  can be adapted to evaluate a display that
  illustrates a number of different topics. This
  makes the Career Health Display an excellent
  classroom tool.   
• Present students with topic options. The topic
  can be a health career (as required in the
  guidelines) or any number of topics. Virtually
  anything that is taught in the classroom can be
  demonstrated using the CHD rating sheet.

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• Possible examples include   
• Diseases and Disorders
• Body Systems
• Historical Figures in Health Care
• Health Facilities
• Technology in Health Care   
• Have students create a display on an assigned
  topic, either independently or in pairs. Grade
  the display using the adapted rating sheet. If
  possible, exhibit the best displays in the media
  center or during a school open house.

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HOSA Bowl

• Have students write four - five questions from
  the unit being studied. Write each question on a
  different index card. The questions should be
  short answer with the answer coming at the end of
  the question.   
• Use the HOSA Bowl format and buzzer system as a
  fun method of reviewing for an exam, using the
  student-created questions.

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Biomedica Debate

• This event makes an outstanding classroom
  assignment using the existing guidelines and
  rating sheets.   
• First, decide if both the preliminary and debate
  rounds are going to be used, or just the debate
  round.   
• Divide students into teams of three - four
  members per team.   

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• Determine the topic(s) to be debated. At least
  two teams must have the same topic in order to
  debate each other.   
• Usually, teachers assign the topic one - two
  weeks before the presentation to provide plenty
  of time to research the topic. A day in the
  school computer lab is helpful in completing
  Internet research. At least one day in the
  classroom for practice is also recommended.   
• Invite professionals from the health care
  community to judge classroom presentations.

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Medical Reading

• Instructors use this event to promote reading
  skills in students.   
• At the beginning of the year, select one or two
  books from the Medical Reading list.  
• Divide students into teams of three members per
  team.   
• Assign the books for out-of-class reading. A
  semester is usually a good amount of time for the
  assignment.  
• Have each student write two - three questions per
  book on an index card. The questions should be
  short answer, with the answer provided on the
  same side of the card.   

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• Write a 25 item multiple choice test for the
  books and administer the test.   
• Allow the top three scoring teams to compete in
  the question-answer round using the questions
  written by students.   
• Select judges from the top three scoring students
  (using the multiple choice test) whose team did
  not make it to the final round.   
• Present awards to the winning team.   
• Debrief the activity. How does the content in the
  book(s) relate to what was learned in the
  classroom this year?   

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Creative Problem Solving

• Write a secret problem that relates to the course
  unit being studied.   
• Divide the class into teams of three - four
  members per team.   
• Give teams 15 minutes to consider the secret
  problem to be solved.   
• Allow teams to present their solution to the
  class.   
• Use the HOSA Creative Problem Solving rating
  sheet to evaluate each teams presentation.

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National Recognition Program

• This event should be required of EVERY Health
  Occupations Education student.
• The big picture purpose of Health Occupations
  Education is to prepare tomorrows health care
  professionals, and no event helps students more
  toward achieving that goal than the National
  Recognition Program.

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• Through the National Recognition Program (NRP)
  students create a portfolio. The completed
  portfolio provides evidence of a students
  accomplishments in preparation for a health
  career. Successful completion of the portfolio
  will satisfy portfolio components of the
  Certificate of Achievement for National Health
  Care (Foundation) Skills Standards. (For more
  information www.nchste.com.)

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• In addition, students are encouraged to use the
  portfolio as evidence of pre-professional growth
  and accomplishments when participating in
  interviews for scholarships, college admission,
  and jobs.
• The student must satisfy ten criteria for the
  portfolio. The event rating sheet lists the
  criteria and a description. The HOSA website at
  http//www.hosa.org/emag/articles/leadership_may03
  _pg1.pdf contains sample pages for each criteria
  to give the novice an idea of what the portfolio
  should look like.

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• Here are some tips for implementing the National
  Recognition Program in the classroom.
• Give students as much time as possible to
  complete the portfolio.  
• Some instructors prefer to use this as a senior
  project type of assignment.   
• Invite community leaders or advisory committee
  members to judge the portfolios.   
• If the portfolio is not done as part of HOSA
  competition, then the student can put more
  individual expression in the format of the
  portfolio.   
• On the other hand, this is a great classroom
  assignment that can also provide positive
  recognition for students through state and
  national HOSA conferences.

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• If the event is to be used for HOSA, but sure to
  follow the guidelines EXACTLY as written.
• The portfolio is not rated on a scale with many
  different levels of achievement as with many
  rubrics, but instead, is rated on a two-point
  scale. Each criteria is rated as
• Yes, the standard was met as described in the
  description column, or   
• No, it was not.   
• When the portfolio is part of classroom
  instruction, students are often given a second
  chance to fix a section until it reaches the
  standard set by the instructor.

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• See
• Tips for Success National Recognition Program
  http//www.hosa.org/emag/articles/leadership_march
  03_pg2.pdf
• See
• Integrating Competitive Events into the
  Classroom Laboratory
• http//www.hosa.org/natorg/hoeguide/events.html

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• VIII. Instructional Techniques See
• http//www.hosa.org/natorg/hoeguide/itech.html
• From A Guide For Integrating HOSA Into The HOE
  Classroom

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Save Time and Have Fun

• Use the HOSA Competitive Events Guidelines to
  save time, make things easier and prepare
  students for competitive events.
• Have fun in the classroom. Let the students do
  the work.

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Thank You

• Please call me for any questions
• 919 807-3900
• HOSA Web Sites
• National HOSA www.hosa.org
• NC HOSA www.nchosa.org