COURSE DESCRIPTION: An intense study of the medical language used in all health career major areas. Pronunciation, spelling, and application rules of medical terminology are included. It is a standalone course meaning is does not have a pre-requisite.
COURSE OBJECTIVES: The objective of this course is to introduce students to the special language of Medical Terminology which is an important step in preparing for a career as a health care professional. Students will begin by learning word parts and move on to understanding new terms made up of interchangeable word parts used in different combinations. The course is organized by body systems which will give the student and excellent foundation for anatomy and physiology.
TEXTBOOK/SUPPLIES:
The text is Introduction to Medical Terminology, Second Edition, by Ann Ehrlich and Carol L. Schroeder. The text will be available for students through the trimester and should be maintained in good condition.
COURSE OUTLINE
1. Successful completion of this class will be obtained if you complete assigned reading, complete assignments and projects, and remain alert and attentive during class. You will find the class much more enjoyable as you engage in meaningful discussion of daily topics and relate your personal experiences related to the topic of the day.
2. Chapters will include power point presentations by the instructor and students, team building activities, system specific study guides, lab activities using mannequins, writing activities, and quizzes/tests consisting of a variety of objective and essay/writing questions.
3. Project activities may involve group work, research, current events, and use of the computer as well as other activities.
4. Students will be writing a career related informational writing piece applying appropriate medical terminology
5. Guest speakers are incorporated into the curriculum as appropriate.
6. Students are responsible for returning all the student application, medical release form, class expectations, and field trip permission form one calendar week from the time of distribution. Points will be deducted at the rate of 5 points per day thereafter until the forms are turned in. Failure to turn in a medical release and field trip permission form will forfeit the student’s opportunity to participate in educational learning experiences outside of class.
7. Students will keep this syllabus, assignments, notes, and quizzes/tests in their folder and store any computer work on your location on the file server. Anyone involved in cheating with get a “0” for that assignment/quiz/test.
GRADING: The grading scale is:
A=90-100; B=80-89; C=70-79; D=60-69; F=0-59
Grades will be determined by the following weights:
Homework/Class work = 40%, Quizzes/Tests = 40%, Writing/Reading = 10%, Final Exam 10%. It is important for students to set high goals early in the semester and work hard to achieve them. I will keep you apprised frequently regarding your progress, and you are certainly welcome to inquire about your grades.
I may be reached at 270-259-3195 or or
Chapters Chapter Title Assessment Project
Week 1
Orientation and HOSA -Paperwork, safety, introduction presentation
Class expectations, medical release forms, drug forms, and syllabus
· AE 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes
· AE 2.16 Students observe, analyze, and interpret human behaviors, social groups, and institutions to better understand people and the relationships among individuals and among groups
· AE 4.1 Students effectively use interpersonal skills.
· AE 4.2 Students use productive team membership skills.
· CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
· CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared; having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
· SS 8 Healthcare professionals will understand the roles and responsibilities of individual members as part of the healthcare team, including their ability to promote the delivery of quality healthcare. They will interact effectively and sensitively with all members of the healthcare team.
· SS 8.21 Recognize methods for building positive team relationships
Potential Activities and Resources:
Getting to know you activity
Medical Terminology Pre test
ORQ
Weeks 1- 2
Chapter 1 Introduction to Medical Terminology x
· AE 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
· AE 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to difference audiences for different purposes.
· AE 1.2 Students make sense of the variety of materials they read.
· AE 1.4 Students make sense of the various messages to which they listen.
· AE 6.2 Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.
· CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared; having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Potential Activities and Resources:
Chapter 1 Power Point Presentation
Study Guide
Review time questions
Internet Activity
Critical thinking exercise
Student CD ROM for practice
Summative Assessment
Week 3
Chap. 2 The Human Body in Health and Disease x
· AE 1.2 Students make sense of the variety of materials they read
· AE 1.3 Students make sense of the various things they observe.
· AE 2.3 Students identify and analyze systems and the ways their components work together or affect each other.
· CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
· AE 5.1 Students use critical thinking such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.
· AE 6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
· SS1.24 Analyze body system changes in light of diseases, disorders, and wellness.
Potential Activities and Resources:
Chapter 2 Power Point Presentation
Study Guide
Review time questions
The Human Touch Critical Thinking Activity
Student CD ROM for practice
Summative Assessment
Week 4
Chapter 3 The Skeletal System x
· AE 2.3 Students identify and analyze systems and the ways their components work together or affect each other
· AE 5SS 2.32 Interpret, transcribe, and communicate information, data, and observations using medical terminology within scope of practice.
· CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
· SS 6.2 Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.
· SS 6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
· 2.3 Students identify and analyze systems and the ways their components work together or affect each other.
· Case Study: R#4—Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a technical context.
Potential Activities and Resources:
Chapter 3 Power Point Presentation
Study Guide
Review Time Questions
Critical Thinking Exercise
Chapter 3 Crossword Puzzle
Case Study and Medical Mystery reading activity
Skeletal System Jeopardy
Differentiation Station Activity and Student CD ROM for practice
Summative Assessment
Week 5
Chap. 4 The Muscular System x
· AE 2.3 Students identify and analyze systems and the ways their components work together or affect each other
· AE 3.7 Students demonstrate the ability to learn on one's own.
· AE 5.1 Students use critical thinking such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.
· CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
· CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)
· . SS 2.32 Interpret, transcribe, and communicate information, data, and observations using medical terminology within scope of practice.
· SS 6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
· R#1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
· R#2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
· W#4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
· W#6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
· W#10 Write routinely over extended times frames and shorter time frames for a range of tasks, purposes, and audiences.
Potential Activities and Resources:
Chapter 4 Power Point Presentation
Study Guide
Current Event reading and writing activity/ presentation
Muscular System Cross word Puzzle
Muscular System Jeopardy
Review Time Questions
Critical Thinking Exercise
Student CD ROM for practice
Summative Assessment
Week 6-7
Chapter 5 The Cardiovascular System x x
· AE 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
· AE 2.3 Students identify and analyze systems and the ways their components work together or affect each other
· CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
· CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
· SS 1.15 Describe the basic structure and function of all major body systems.
· SS 2.32 Interpret, transcribe, and communicate information, data, and observations using medical terminology within scope of practice.
· SS 4.1 Key employability skills
· SS 6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
· R#2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
· W#2—Write informative/explanatory texts, including the narration of technical processes;
· W#4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
· W#6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Potential Activities and Resources:
Chapter 5 Power Point Presentation
Study Guide
Heart Circulation Poster
Career Research Project/ Presentation- begin research on health care career, rubric provided
Review time questions
Critical thinking exercise
Cardiovascular System Crossword Puzzle and Jeopardy
Student CD ROM for practice
Summative Assessment
Weeks 7-11
Chapters 6-9- The Lymphatic, Respiratory and Digestive Systems x
· AE 2.3 Students identify and analyze systems and the ways their components work together or affect each other
· AE 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.
· AE 2.37 Students demonstrate the ability to learn on one's own.
· AE 6.1 Students connect knowledge and experiences from different subject area
· CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
· SS 1.15 Describe the basic structure and function of all major body systems.
· SS 2.32 Interpret, transcribe, and communicate information, data, and observations using medical terminology within scope of practice.
· SS 1.24 Analyze body system changes in light of diseases, disorders, and wellness.
· R#4—Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a technical context.
Potential Activities and Resources:
Chapter Power point presentations
Study Guides
Blood and Body Fluids Safety Lab
Case Studies and Medical Mystery Reading activities
Chapter Crossword puzzles
Critical thinking exercise
Respiratory System” What Am I” game
Chapter Jeopardy games
Student CD ROM for practice
Summative Assessment
Week 12
Final Exam Review
Final Exam