Seminars exploring current research and topical issues in the biomedical sciences, addressed at the general theme of innovation. Seminars are organized in blocks with related content, and are presented by prominent outside speakers as well as by HST faculty members and graduate students. Each seminar block includes several semi-weekly presentations, in addition to wide-ranging discussions among speakers, faculty, and students. Discussions involve issues such as relations between presented research areas, requirements for further advances in the "state of the art", the role of enabling technologies, the responsible practice of biomedical research, and career paths in the biomedical sciences.

Body Physics: Supplementary Material serves as a repository for materials and information designed to supplement the general physics textbook Body Physics: Motion to Metabolism, which can be seen at: https://openoregon.pressbooks.pub/bodyphysics/. The supplementary material is not necessary to make use of Body Physics: Motion to Metabolism, which is self-contained including practice and reinforcement exercises, lab activities and group project ideas.

This book offers a web-based multimedia platform to enable students in Architecture, Civil Engineering, and Construction Engineering to learn fundamentals of BIM using Revit and be able to create building architectural, mechanical and structural models, develop construction documentation and analyze building performance. The platform include: book chapters on detailed Revit instructions and videos.

This Medical Office Communications course is designed to help prepare you to use effective communication in the medical setting. You will learn a variety of communication methods specific to the medical office. This course is designed to assist you in discovering applications of good communication skills, as well as provide elements of critical thinking. This course has 3 Credit Units that emphasize a variety of communication competencies.

NOTE: This is a Communication class which inherently requires meaningful interaction with other people. As a student in this class, you will be required to regularly have other individuals assist you with assignments. Use the Credit Unit Syllabi found below to help you plan ahead so that as you prepare to take this course you have a pool of individuals available who are willing to help you complete Module assessments.

Furthermore, although this is NOT a writing course, it is expected that you will write in a professional manner similar to the expectations when you are employed. This course requires APA style writing. For more information on this type of writing, the Purdue Online Writing Lab provides an excellent resource and can be found at the following link: OWL (Links to an external site.)Links to an external site. (Web page)

Write in complete sentences.
Do not use abbreviations. (Example: Do not instead of don't)
Use 12 point font - preferably New Times Roman or Arial
Use a program and check your spelling and grammar before submission EVERY time.

Course Outcomes:
1. Use language/verbal skills that enable patients' understanding.
2. Recognize communication barriers.
3. Advocate on behalf of patients.
4. Respond to nonverbal communication.
5. Apply active listening skills.
6. Use appropriate body language and other nonverbal skills in communicating with patient, family and staff.
7. Demonstrate awareness of the territorial boundaries of the person when communicating.

This course prepares the student to properly document and organize information for the medical record. This class prepares the student to initially screen patient calls for emergency and other medical intervention.

NOTE: This is a class that will require you to submit roleplay videos. Plan ahead as you prepare to take this course, and have a pool of individuals available who are willing to be videotaped for these short roleplay assessments.

Course Outcomes:

1. Create a list of current community resources for patient needs.
2. Perform patient screening using established protocols.
3. Organize technical information and summaries.
4. Use medical terminology correctly to document patient encounters.
5. Document in appropriate formats in Electronic Medical Record.
6. Demonstrate professional telephone techniques.

This course is designed to prepare you to comprehend, interpret, and respond to legal and ethical situations in the healthcare setting with diverse populations in a culturally competent way.

NOTE: This is an ethics class, which inherently requires meaningful conversations with other people. As a student in this class, you will be required to regularly meet with other individuals to discuss ethical questions that occur in healthcare. Be aware that you will be required to facilitate a group discussion for most Modules. Plan ahead as you prepare to take this course, and have a pool of individuals available who are willing to have ethical discussions with you.

Couse Outcomes

1. Demonstrate respect for diversity in approaching patients and families.
2. Identify the role of self-boundaries in the healthcare environment.
3. Recognize the role of patient advocacy in the your professional practice.
4. Discuss legal scope of practice for medical assistance and coders.
5. Explore issue of confidentiality as it applies to the medical assistant and to coders.
6. Describe the implications of HIPAA for the medical assistant and the coder in various medical settings.
7. Discuss licensure and certification as it applies to healthcare providers.
8. Describe liability, professional, personal injury, and third party insurance.
9. Compare and contrast physician, medical assistant, and coder roles in terms of standard of care.
10. Compare criminal and civil law as it applies to practicing medical assistant and coders.
11. Provide an example of tort law as it would apply to a medical assistant and coders.
12. Explain how the following impact the healthcare practice and give examples: Negligence.
13. Explain how the following impact the healthcare practice and give examples: Malpractice.
14. Explain how the following impact the healthcare practice and give examples: Statute of Limitations.
15. Explain how the following impact the healthcare practice and give examples: Good Samaritan Act(s).
16. Explain how the following impact the healthcare practice and give examples: Uniform Anatomical Gift Act.
17. Explain how the following impact the healthcare practice and give examples: Living Will/Advanced directives.
18. Explain how the following impact the healthcare practice and give examples: Medical durable power of attorney.
19. Identify how the Americans with Disabilities Act (ADA) applies to the medical assisting and coding profession.
20. List and discuss legal and illegal interview questions.
21. Discuss all levels of governmental legislation and regulation as they apply to medical assisting practice, including FDA and DEA regulations.
22. Describe the process to follow if an error is made in patient care Respond to issues of confidentiality.
23. Perform within scope of practice. Apply HIPAA rules in regard to privacy/release of information.
24. Practice within the standard of care for a medical assistant and/or coder.
25. Incorporate the Patient's Bill of Right's into personal practice. and medical office policies and procedures.
26. Complete an incident report.
27. Document accurately in the patient record.
28. Apply local, state and federal healthcare legislation appropriate to the medical assisting and coding practice setting.
29. Demonstrate sensitivity to patient rights.
30. Demonstrate awareness of the consequences of not working within the legal scope of practice.
31. Recognize the importance of local, state and federal legislation and regulations in the practice setting.
32. Differentiate between legal, ethical, and moral issues affecting healthcare.
33. Compare personal, professional and organizational ethics.
34. Discuss the role of cultural, social and ethnic diversity in ethical performance in the healthcare practice.
35. Identify where to report illegal and/or unsafe activities and behaviors that affect health, safety and welfare of others.
36. Identify the effect personal ethics may have on professional performance.
37. Report illegal and/or unsafe activities and behaviors that affect health, safety and welfare of others to proper authorities.
38. Develop a plan for separation of personal and professional ethics.
39. Apply ethical behaviors, including honesty, integrity in the performance of medical assisting and coding practice.
40. Examine the impact personal ethics and morals may have on the individual's practice.
41. Demonstrate awareness of diversity in providing patient care.

This course is designed to prepare you to comprehend, interpret, and respond to legal and ethical situations in the healthcare setting with diverse populations in a culturally competent way.

NOTE: This is an ethics class, which inherently requires meaningful conversations with other people. As a student in this class, you will be required to regularly meet with other individuals to discuss ethical questions that occur in healthcare. Be aware that you will be required to facilitate a group discussion for most Modules. Plan ahead as you prepare to take this course, and have a pool of individuals available who are willing to have ethical discussions with you.

Class Outcomes:
1. Demonstrate respect for diversity in approaching patients and families.
2. Identify the role of self-boundaries in the healthcare environment.
3. Recognize the role of patient advocacy in the your professional practice.
4. Discuss legal scope of practice for medical assistance and coders.
5. Explore issue of confidentiality as it applies to the medical assistant and to coders.
6. Describe the implications of HIPAA for the medical assistant and the coder in various medical settings.
7. Discuss licensure and certification as it applies to healthcare providers.
8. Describe liability, professional, personal injury, and third party insurance.
9. Compare and contrast physician, medical assistant, and coder roles in terms of standard of care.
10. Compare criminal and civil law as it applies to practicing medical assistant and coders.
11. Provide an example of tort law as it would apply to a medical assistant and coders.
12 Explain how the following impact the healthcare practice and give examples: Negligence.
13. Explain how the following impact the healthcare practice and give examples: Malpractice.
14. Explain how the following impact the healthcare practice and give examples: Statute of Limitations.
15. Explain how the following impact the healthcare practice and give examples: Good Samaritan Act(s).
16. Explain how the following impact the healthcare practice and give examples: Uniform Anatomical Gift Act.
17. Explain how the following impact the healthcare practice and give examples: Living Will/Advanced directives.
18. Explain how the following impact the healthcare practice and give examples: Medical durable power of attorney.
19. Identify how the Americans with Disabilities Act (ADA) applies to the medical assisting and coding profession.
20. List and discuss legal and illegal interview questions.
21. Discuss all levels of governmental legislation and regulation as they apply to medical assisting practice, including FDA and DEA regulations.
22. Describe the process to follow if an error is made in patient care Respond to issues of confidentiality.
23. Perform within scope of practice. Apply HIPAA rules in regard to privacy/release of information.
24. Practice within the standard of care for a medical assistant and/or coder.
25. Incorporate the Patient's Bill of Right's into personal practice. and medical office policies and procedures.
26. Complete an incident report.
27. Document accurately in the patient record.
28. Apply local, state and federal healthcare legislation appropriate to the medical assisting and coding practice setting.
29. Demonstrate sensitivity to patient rights.
30. Demonstrate awareness of the consequences of not working within the legal scope of practice.
31. Recognize the importance of local, state and federal legislation and regulations in the practice setting.
32. Differentiate between legal, ethical, and moral issues affecting healthcare.
33. Compare personal, professional and organizational ethics.
34. Discuss the role of cultural, social and ethnic diversity in ethical performance in the healthcare practice.
35. Identify where to report illegal and/or unsafe activities and behaviors that affect health, safety and welfare of others.
36. Identify the effect personal ethics may have on professional performance.
37. Report illegal and/or unsafe activities and behaviors that affect health, safety and welfare of others to proper authorities.
38. Develop a plan for separation of personal and professional ethics.
39. Apply ethical behaviors, including honesty, integrity in the performance of medical assisting and coding practice.
40. Examine the impact personal ethics and morals may have on the individual's practice.
41. Demonstrate awareness of diversity in providing patient care.

This course prepares the student to function in the administrative outpatient setting.

Course Outcomes:
1. Operate EMR systems
2. Effectively communicate in a professional environment
3. Work effectively in a medical office environment
4. Perform basic medical office accounting.

This peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing ‘Creative Strategies’ that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in 'what to do,' the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.

This course prepares students to understand the evolution and function of health insurance, to include Medicare, Medicaid, commercial and managed care. The students will learn to understand, prepare and process claims.

Course Outcomes:
1. Identify types of insurance plans and models of managed care currently deployed in the health related insurance field.
2. Apply third-party insurance guidelines to complete and process insurance claim forms after performing basic mathematical calculations, obtaining exact answers to claims processing functions, and determining whether those answers are reasonable.
3. Communicate results of claims processing using mathematical processes and concepts that demonstrate the following: copay, coinsurance, write-off/discount, primary insurance payment, secondary insurance payment, patient responsibility.
4. Demonstrate competency in applying and utilizing RVU's (relative value units), RBRVS (resource based relative value system) and DRG's (Diagnostic Related Groups).

CARDIOVASCULAR PATHOPHYSIOLOGY FOR PRE-CLINICAL STUDENTS, is an undergraduate medical-level resource for foundational knowledge of common cardiovascular diseases, disorders and pathologies. This text is designed for a course pre-clinical undergraduate medical curriculum and it is aligned to USMLE(r) (United States Medical Licensing Examination) content guidelines. The text is meant to provide the essential information from these content areas in a concise format that would allow learner preparation to engage in an active classroom. Clinical correlates and additional application of content is intended to be provided in the classroom experience. The text assumes that the students will have an understanding of basic cardiovascular physiology that will be helpful to understand the content presented here.

Cell Biology, Genetics, and Biochemistry for Pre-Clinical Students (2021) is an undergraduate medical-level resource for foundational knowledge across the disciplines of genetics, cell biology and biochemistry. This USMLE-aligned text is designed for a first-year undergraduate medical course that is delivered typically before students start to explore systems physiology and pathophysiology. The text is meant to provide the essential information from these content areas in a concise format that would allow learner preparation to engage in an active classroom. Clinical correlates and additional application of content is intended to be provided in the classroom experience. The text assumes that the students will have completed medical school prerequisites (including the MCAT) in which they will have been introduced to the most fundamental concepts of biology and chemistry that are essential to understand the content presented here. This resource should be assistive to the learner later in medical school and for exam preparation given the material is presented in a succinct manner, with a focus on high-yield concepts.

The 276-page text was created specifically for use by pre-clinical students at Virginia Tech Carilion School of Medicine and was based on faculty experience and peer review to guide development and hone important topics.

Available Formats
978-1-949373-42-4 (PDF)
978-1-949373-43-1 (ePub) [coming soon]
978-1-949373-41-7 (Pressbooks) https://pressbooks.lib.vt.edu/cellbio
Also available via LibreTexts: https://med.libretexts.org/@go/page/37584

How to Adopt this Book
Instructors reviewing, adopting, or adapting parts or the whole of the text are requested to register their interest at: https://bit.ly/interest-preclinical.

Instructors and subject matter experts interested in and sharing their original course materials relevant to pre-clinical education are requested to join the instructor portal at https://www.oercommons.org/groups/pre-clinical-resources/10133.

Features of this Book
1. Detailed learning objectives are provided at the beginning of each subsection
2. High resolution, color contrasting figures illustrate concepts, relationships, and processes throughout
3. Summary tables display detailed information
4. End of chapter lists provide additional sources of information
5. Accessibility features including structured heads and alternative-text provide access for readers accessing the work via a screen-reader

Table of Contents
1. Biochemistry basics
2. Basic laboratory measurements
3. Fed and fasted state
4. Fuel for now
5. Fuel for later
6. Lipoprotein metabolism and cholesterol synthesis
7. Pentose phosphate pathway (PPP), purine and pyrimidine metabolism
8. Amino acid metabolism and heritable disorders of degradation
9. Disorders of monosaccharide metabolism and other metabolic conditions
10. Genes, genomes, and DNA
11. Transcription and translation
12. Gene regulation and the cell cycle
13. Human genetics
14. Linkage studies, pedigrees, and population genetics
15. Cellular signaling
16. Plasma membrane
17. Cytoplasmic membranes
18. Cytoskeleton
19. Extracellular matrix

Suggested Citation
LeClair, Renée J., (2021). Cell Biology, Genetics, and Biochemistry for Pre-Clinical Students, Blacksburg, VA: Virginia Tech Publishing. https://doi.org/10.21061/cellbio. Licensed with CC BY NC-SA 4.0.

About the Author
Renée J. LeClair is an Associate Professor in the Department of Basic Science Education at the Virginia Tech Carilion School of Medicine, where her role is to engage activities that support the departmental mission of developing an integrated medical experience using evidence-based delivery grounded in the science of learning. She received a Ph.D. at Rice University and completed a postdoctoral fellowship at the Maine Medical Center Research Institute in vascular biology. She became involved in medical education, curricular renovation, and implementation of innovative teaching methods during her first faculty appointment, at the University of New England, College of Osteopathic Medicine. In 2013, she moved to a new medical school, University of South Carolina, School of Medicine, Greenville. The opportunities afforded by joining a new program and serving as the Chair of the Curriculum committee provided a blank slate for creative curricular development and close involvement with the accreditation process. During her tenure she developed and directed a team-taught student-centered undergraduate medical course that integrated the scientific and clinical sciences to assess all six-core competencies of medical education.

Accessibility Note
The University Libraries at Virginia Tech and Virginia Tech Publishing are committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The HTML (Pressbooks) and ePub versions of this book utilize header structures and include alternative text which allow for machine-readability.

Please report any errors at https://bit.ly/feedback-preclinical

In this course we will explore how altered metabolism drives cancer progression. Students will learn (1) how to read, discuss, and critically evaluate scientific findings in the primary research literature, (2) how scientists experimentally approach fundamental issues in biology and medicine, (3) how recent findings have challenged the traditional “textbook” understanding of metabolism and given us new insight into cancer, and (4) how a local pharmaceutical company is developing therapeutics to target cancer metabolism in an effort to revolutionize cancer therapy.

Learn about the interaction between chemical messages and their target cells in this video about hormone action.

100+ concise, engaging case studies on various topics in ethics. Case studies cover current topics in digital ethics, free speech, journalism, advertising, public relations, political communication, art, health communication, and sports media. Each case highlights arguments and values on various sides of a conflict, and each case study is available in PDF form with discussion questions and references for further information.

Clinical Nursing Skills is designed to equip nursing students with the practical knowledge and hands-on skills necessary to provide comprehensive patient care. The material emphasizes the application of clinical judgment in a variety of settings, ensuring that students are prepared to deliver high-quality care across different patient populations and clinical scenarios. The content utilizes concepts promoting the development of clinical judgment by building upon the systematic model developed by the National Council of State Boards of Nursing (NCSBN).

Clinical Nursing Skills provides detailed instructions on basic procedures such as hygiene, mobility, vital signs assessment, medication administration, and wound care. It also guides students through more complex skills, including intravenous therapy, catheterization, tracheostomy care, and emergency interventions. By integrating the Clinical Judgment Measurement Model, the material helps students recognize, analyze, prioritize, create, act, and evaluate outcomes in various clinical situations, fostering critical thinking and clinical decision making. By studying Clinical Nursing Skills, students will gain the confidence and competence needed to perform essential nursing tasks, make informed clinical decisions, and provide compassionate, patient-centered care, which will prepare students for success in their clinical rotations and future professional practice.

Senior Contributing Authors
Christy Bowen, Chamberlain University

Contributing Authors
Taranee Albert, Northwestern Medicine
Mary Anne Bera
Jessica Crockett, Baptist Health Care
Lindsay L. Draper, University of North Carolina Greensboro
Sandy Grimm, Nurse Educate
Alissa Hershberger, University of Central Missouri
Stephanie Hoffman, Chamberlain University
Czarina Hounsel, University of Texas at Arlington
Lindsay Jusino, The University of West Florida
Lori Kelly, Lipscomb University
Heather Moore, Xavier University
Amisha Parekh de Campos, University of Connecticut
Margaret Riley, Nurse Educate
Susan M. Rouse (Retired)
Leigh A. Waldron, Western Governors University