RHS 205-61

Concepts of Allied Health




Professor: Alex Lukaj


Office Hours: Per Request

Phone: 347-882-0386


RHS 205-61/Concepts of Allied Health/ 3 Credits 

In the course, the students will receive basic information that health care workers would need to work in any level of the health care environment. This will include an orientation to the health care system, hospital and department structure. Different occupations will be identified and discussed. Students will develop a comprehensive foundation of basic medical terminology, anatomy, radiation safety, medical ethics and law, and quality assurance for use in health care careers. The multi-disciplinary skills needed for success in the health care environment will be established.


Course Pre-Requisite- None


Course Co-Requisites- None


Course Texts

Adler, A., & Carlton, R. (2016). Introduction to Radiologic Sciences and Patient Care, 6th edition. St. Louis: Elsevier.


Additional Readings:

Pocket medical dictionary strongly recommended.


Student Learning Outcomes & Assessments (must include)

Learning Outcomes                                                           Assessment

The student will be able to demonstrate effective communication and patient interaction

Review Questions


The student will be able to differentiate between the roles and responsibilities of health care organizations

Review Questions


The student will be able to identify, verify, and assess medical records

Case Study

Review Questions


The student shall be able to identify basic medical terminology

 Review Questions


The student shall demonstrate critical thinking skills

Interactive case study/discussion


The student shall differentiate how Diverse groups impact team members

Group discussion/Review Questions


The student shall demonstrate an understanding of Ethics

Review Questions


The student shall demonstrate basic knowledge of law in Allied Heath setting

Review Questions


The student shall demonstrate a basic understanding of career choices and the impact in Allied Health



The student shall demonstrate understanding of basic Radiation Safety

Review Questions


Course Requirements and Expectations


  1. Attendance – Students are required to attend all classes. Excessive absences will negatively affect the student’s grade. A student is allowed up to 2 unexcused absences during the semester. Every absence thereafter will result in 5 points being deducted from the final grade with maximum amount of 5 total absencesIf you miss 5 or more classes, you will fail the course. While it is understood that unexpected incidents do occur, each student has signed up for this course with the understanding that it is their responsibility to attend each class. In the event you miss a lecture you must reach out to a fellow classmate to see what assignments are to be done.
  2. Lateness – Lateness to class is disruptive to class discussion. Therefore, lateness will impact negatively on the student’s grade. There will be a 5-minute grace period before being considered late. While it is understood that unexpected incidents do occur 3 or more lateness throughout this course will result in a 10% decrease in overall grade.
  3. Leaving Early – Leaving class early is disruptive to the class discussion. Therefore, leaving early will impact negatively on the student’s grade. While it is understood that unexpected incidents do occur no, any student requiring leaving early due to unforeseen circumstances must reach out to me at least 1 day prior to the start of the next class.
  4. Course Homework Assignments/Readings – Assignments are due at the beginning of the next class meeting. 
  5. Class Participation –all students are expected to participate in weekly class discussions.
  6. Midterm –
  7. Final Presentations – Final presentations on your career choices will be submitted/presented on week 15. The paper will consist of 3-4 pages in AMA format.

8.   Professional Behavior – You are expected to be a professional at all times. This means to be considerate of others: be on time, attend all lectures and make sure assignments are punctual. Practice scrupulous honesty in everything you do in class. Whatever you submit or do is expected to be your own work. Violations of the honor code will be brought to the attention of the administrator in the appropriate school and will have consequences, which may include a failing grade in the assignment, exam or course. Absences, lateness and leaving early, as well as cell phone interruptions will not be tolerated.  


Policy on Academic Integrity

The mission of Manhattan College is to provide a contemporary, person-centered educational experience characterized by high academic standards, reflection on faith, values and ethics and lifelong career preparation.


In keeping with this mission, Manhattan College has devoted itself to fostering a climate of academic trust and integrity, so that our students master their disciplines through their own hard work and manifest their respect for their own work and the work of others through openness and honesty. Our students accept the Academic Code of Honor and pledge that they will not cheat lie or steal or tolerate others who do. Academic integrity is at the heart of the Manhattan College learning experience.


Academic integrity means that every member of the academic community accepts the responsibility to be honest, truthful, ethical and accountable for all intellectual efforts, for all access to and presentation of data, facts, information and opinions, and for all access to and use of data or other files (printed, oral, audio, video or digital) related in any way to students, faculty staff or administration.


Policy on Students with Disabilities

If a student has a documented disability (or disabilities) that require(s) special accommodation(s), the student needs to provide acceptable documentation of that disability (or disabilities) to the Specialized Resource Center—not to the faculty in charge of the course. The Specialized Resource Center will then provide documentation to the faculty in charge of the course with appropriate instructions to accommodate the student’s needs.


Academic Support

The Center for Academic Success (CAS) has two locations — the Learning Commons & the Leo Learning Center. These offices, conveniently spread across campus, will provides students with a quiet space to study with a peer tutor, or engage in small group study sessions. The services offered include individual peer tutoring in most 100-200 level and select 300-600 level courses, professional and peer academic coaching, writing center services (in-person and online) and English language instruction. All services are free of charge. Appointments are preferred but drop-ins are welcome. To make an appointment contact the CAS at 718.862.7414, email or visit in Thomas Hall, 3rd Fl. For more information please visit their website.


Writing Center

The Writing Center, located within the Learning Commons, is a student-staffed writing tutoring service that provides one-on-one assistance with papers from all disciplines at any stage of the drafting process — from brainstorming through final editing. Our trained writing tutors can help writers at all skill levels define an appropriate topic, develop research strategies, organize material, analyze drafts for strengths and weaknesses, revise, edit and so forth.

To make an appointment, call 718-862-7414 or email





Overall Grade




Class participation……………20%

Midterm Exam/Final Exam…….40%


Weekly Course Overview





Text Assignment




Career Choices/ Medical terminology







History Allied Health Professional/medical terminology

Chapter 1/handout

Quiz on Chapter 1/Medical terminology




Hospital Organization/Medical Terminology

Chapter 6/handout

Quiz on Chapter 6/Medical terminology




 Sectional Anatomy modules 1-5

Power point/handout

Quiz on sectional anatomy sections 1-5




Sectional Anatomy modules 6-9

Power point/handout

Quiz on sectional anatomy sections 6-9





Mid-Term Exam




Patient interaction/Medical Terminology

Chapter 11

Quiz on Chapter11/Medical terminology




  Ethics, Professional Advocacy/ Medical Terminology

Chapter 24 /handout

Quiz on Chapter24/Medical terminology




Infection control/communication

Chapter 17/handout

Quiz on Chapter 17 /Medical terminology




Health records & Health Information Management, PACS, Diacom/ Medical Terminology

Chapter 25/handout

Quiz on Chapter 25 /Medical terminology


Lecture/ interactive


Critical Thinking and Problem solving/ Medical Terminology

Chapter 4/handout

Case studies 4 / group discussion




Human Diversity/ Medical Terminology

Chapter 10/handout

Quiz on Chapter 10 /Medical terminology




Radiation Safety

Power point/handout

Quiz on Chapter/Medical terminology





Chapter 26/handout

Quiz on Chapter 26 /Medical terminology










Presentation Evaluation Grade Sheet








Student presents information in logical, interesting sequence which audience can follow.

Student presents information in logical sequence which audience can follow.

Audience has difficulty following because student jumps around.

Audience cannot understand presentation because there is no sequence of information.


Subject Knowledge

Student Demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.

Student is at ease with expected answers to all questions, but fails to elaborate.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student does not have grasp of information; student cannot answer questions about subject.



Student’s graphics explain and reinforce screen text and presentation.

Student’s graphics relate to text and presentation.

Student occasionally uses graphics that rarely support text and presentation.

Student uses superfluous graphics or no graphics.



Presentation has no misspellings or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Student’s presentation has four or more spelling errors and/or grammatical errors.


Eye Contact

Student maintains eye contact with audience, seldom returning to notes.

Student maintains eye contact most of the time but frequently returns to notes.

Student occasionally uses eye contact, but still reads most of report.

Student reads all of report with no eye contact.



Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student mumbles, incorrectly pronounces terms, and speaks too quietly for audience members to hear.


Total Points:    ___/24