CH-4 Integumentary System – Medical Language for Modern Health Care : Chapter Notes

CHAPTER 4 – Integumentary System The Language of Dermatology Chapter 4 Teaching Overview When students are asked to think of an organ, they probably think of the heart or liver. The skin is the largest organ of the body. What, then, makes the skin an organ? The answer is the same as what makes a heart or a liver an organ. It is a composition of the atoms, molecules, cells, tissues, etc., all working together to perform a specific function. A significant number of exercises have been provided working with the Case Reports in this, and all succeeding chapters. After writing their responses to the Case Report questions, students should be asked to discuss their answers in class. This encourages critical thinking and gives an opportunity to correct their pronunciation of terms as needed. As with all lessons in this Lesson Planning Guide, you can and should modify them to best meet the needs of your students, your schedule, and your curricula. Teacher to Teacher: • There is a big emphasis on skin in today’s world. Some hot topics of discussion relating to the skin include the following: “aging” skin, anti-aging creams, excessive cosmetic plastic surgery and Botox, tanning salons, and the increasing incidence of skin cancer. • It’s a good idea to have students do some outside research on the effects of the sun on our skin and ways to protect the skin from too much sun exposure. Chapter 4: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 4.1 Explain the functions of the skin. 4.2 Define the regions of the skin surface area and their percentage of the total surface area. 4.3 Describe the structure of the skin: epidermis, dermis, hypodermis. 4.4 Discuss common disorders of the skin. 4.5 Describe the anatomy and physiology of the accessory skin organs. 4.6 Identify disorders of the accessory skin organs. 4.7 Discuss wounds and burns of the skin. 4.8 Describe the process of healing and repair of the skin. 4.9 Discuss the diagnostic procedures used in dermatology. 4.10 Describe the therapeutic procedures used in dermatology. 4.11 Define the types of pharmacologic agents used in dermatology. Note: These lessons are designed with ultimate flexibility in mind. When customizing the lessons for your own class, always choose activities that are most relevant to your curriculum, your students, and your teaching goals—especially if you do not have time to implement all the provided activities into your class period. Lesson 4.1: Functions and Structure of the Skin Total Time: 50 Minutes Lesson 4.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 4.1.1 Discuss the functions and structure of the skin. 4.1.2 List the layers of the skin. 4.1.3 Name the tissues in the different layers of the skin. 4.1.4 Identify the functions of the different layers of the skin. 4.1.5 Describe disorders affecting the superficial layers of the skin, including cancers. 4.1.6 Apply correct medical terminology to the anatomy, physiology, and disorders of the superficial layers of the skin. Prepare Your Materials: • Small paper bag containing 5 or 6 tactile objects – Examples of tactile objects might include pine cones, sandpaper, aluminum foil, feathers, velvet or fleece, artificial flowers, rocks, clay, cotton, marbles, etc. Try to have several items that will be easy for students to identify, as well as several that will be more difficult. • Dry erase board – (or chalkboard or butcher’s block paper) • Lesson 4.1 PowerPoint® presentation – Found on Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 4.1 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Lesson 4.1 Questions Handout – Found on Page 4-7 of this Instructor Manual. • Lesson 4.4 Case Documentation Handout found at the end of this Instructor Manual. Instructor Lesson Plan Date: ___________ Chapter 4—Lesson 4.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up 10 min Activity Description: Introduction to the skin. Step 1: Walk around with the paper bag and allow students to reach inside without looking and try to guess what items are inside. Have students write down their guesses on a sheet of paper. Step 2: When each student has had a chance to feel the items inside the paper bag, ask volunteers to share what they think the items were. Step 3: One by one, take the items out of the bag and show them to students. Step 4: Ask students how they were able to identify the items in the bag. Suggested response: by touching them and recognizing their shape or feel. Step 5: Tell students they were using their sense of touch, which is just one of the functions of the skin. Paper bags containing several tactile objects; suggested items: feathers, sandpaper, crumpled tin foil, tissue paper, paper clips, rubber bands, ribbon, business card, mini pretzels, peanuts in the shell, dry pasta (shapes) 4.1.1 Introduction 5 min Step 1: Ask students what some of the other purposes of the skin are and list their responses on the dry erase board. Possible responses may include: • Protection from injury • Protection from germs • Keeping your insides in and things outside out • Moisture regulation • Temperature regulation • Sensory reception (the sense of touch) Step 2: Now, ask students to provide some examples of different injuries or diseases that can affect the skin and list their responses on the dry erase board. Possible responses may include: • Sunburn • Blisters • Burns from chemicals or heat • Allergies/rashes • Scrapes and cuts • Bruises • Skin cancer • Pimples, ingrown hairs, or boils • Acne • Fungal infections Step 3: Ask students how many of them have ever had one or more of these skin injuries or diseases (probably everyone will raise his or her hand). Step 4: Ask students if any of them have ever lost any skin, due to peeling of a sunburn, a blister, a scrape, or a cut. (Again, most everyone will raise his or her hand.) Ask students if they still have a patch of missing skin from any of these injuries or diseases (suggested response: no). Step 5: Students should conclude that the skin regenerates—and that we lose many dead cells from the top layer of our skin each day. When cells in this layer fall off or are rubbed off, those cells are replaced by the layer of skin just beneath them. New cells are constantly forming to replace lost cells from layers above. Step 6: Connect what students already know with what they will learn in Lesson 4.1 lecture/discussion. Dry erase board 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6 Lecture 20 min Lesson 4.1 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 4.1 PowerPoint Presentation 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6 Active Learning & Practice 10 min Activity Description: Students will generate questions on the Lesson 4.1 material and pose those questions to other students for practice. Step 1: Have students work in small groups or in pairs to write at least 5 review questions from the Lesson 4.1 material on a sheet of paper. You may want to divide up the content and assign portions to each group, so the entire lesson is covered. Step 2: Instruct students to write the answers to their questions on a separate sheet of paper and save it so they can grade the other groups’ responses to their questions later. Step 3: Have groups exchange questions. Each group should answer the questions of another group on a separate sheet of paper. Step 4: Continue exchanging question lists until all students or groups have had a chance to answer all other groups’ questions on separate sheets of paper. Step 5: Groups will grade the rest of the groups’ responses to their questions. When all groups’ question responses have been graded, they should be passed back so each group can see how they did on the other group’s questions. Large sheets of paper Pencils Colored markers Sticky notes Textbook 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6 Review 5 min Step 1: Go through Lesson 4.1 exercises from the textbook as a group; explain or clarify anything that is difficult for students. Step 2: Reinforce correct pronunciation of each term as students read the exercises aloud. Textbook, Lesson 4.1 exercises 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6 Homework Assignment 5 min • Students read Lesson 4.2 in the textbook. • Ask students to find an article and picture depicting/describing a disease or disorder of the skin and bring it to the next class. Lesson 4.1 Masters • Lesson 4.1 Questions Handout Answers to Lesson 4.1 Masters • Lesson 4.1 Questions Handout – Answer Key Medical Language for Modern Health Care: Lesson 4.1 – Functions and Structures of the Skin Directions: Write questions that will help your fellow students practice the medical terms covered in Lesson 4.1. The types of question to be written are listed below. Record your answers to these questions on a separate sheet of paper. QUESTIONS: 1. Multiple choice: Write a question on the line below, and then write four options from which to choose when answering it. One of the four options should be correct, and the other three should not. Question: _______________________________________________________ A. ________________________________________________ B. ________________________________________________ C. ________________________________________________ D. ________________________________________________ 2. True or false: Write a statement concerning a medical term below. The person answering the question will circle A or B to answer the question. Question: _______________________________________________________ A. True B. False 3. Fill in the blank: Write a sentence containing a term, but leave the term out so the person answering the question must fill it in. 4. Deconstruct word elements: Write a medical term on the line below. Those answering this question will be expected to break the term down into its elements—root/combining form, prefix, and suffix. / /__________________________ 5. Free choice: Design your own type of question. Think of a creative way to test others’ understanding of the spelling, pronunciation, meaning, or use of one or more medical terms. Use the space here to construct your question or activity. Medical Language for Modern Health Care: Lesson 4.1 – Functions and Structures of the Skin – Answers Directions: Write your answers to the questions you created for your fellow students. Use this answer key to assist you in grading the other students’ answers to your questions. QUESTIONS: Multiple choice answer: Question: _______________________________________________________ A. _______________________________________________________ B. _______________________________________________________ C. _______________________________________________________ D. _______________________________________________________ 2. True or false answer: ____________ Question: _______________________________________________________ 3. Fill in the blank answer: Question: _______________________________________________________ Answer: _______________________________________________________ 4. Deconstruct word elements answer: Question: _______________________________________________________ Answer: _______________________________________________________ 5. Free choice answer: Question: _______________________________________________________ Answer: _______________________________________________________ Lesson 4.2: Disorders of the Skin Total Time: 50 Minutes Lesson 4.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 4.2.1 Describe common disorders of the skin. 4.2.2 Identify the different types of infections of the skin. Prepare Your Materials: • Lesson 4.1 Review Crossword Puzzle – Create using terms from Lesson 4.1 (a quick search on the Internet will yield many sites at which you can type in your own terms and definitions and have a crossword puzzle generated automatically) • Articles and pictures of skin disorders – (to be brought in by students as per the Lesson 4.1 homework assignment) • Lesson 4.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 4.2 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Examples of printed patient education materials – Check to see if area physicians or medical facilities will provide a few of these that you can show to students. Instructor Lesson Plan Date: ________________ Chapter 4—Lesson 4.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Step 1: Distribute Lesson 4.1 Review Crossword Puzzle to students. Step 2: Have students work on this crossword puzzle as individuals or in pairs. Step 3: When students are finished, go over the correct answers to ensure understanding. Lesson 4.1 Review Crossword Puzzle (Review Lesson 4.1 terms) Introduction 5 min Activity Description: Examine the articles and pictures of skin disorders brought in by students (from the Lesson 4.1 homework assignment.) Step 1: Ask students to share with the class the examples of skin disorders they were able to find in magazines, newspapers, or via the Internet. 4.2.1 Lecture 20 min Lesson 4.2 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 4.2 PowerPoint Presentation 4.2.1 4.2.2 Active Learning & Practice 10 min Activity Description: Students will create patient education handouts on various skin disorders. Step 1: Explain to students that part of the job of health professionals is patient education. Step 2: Ask students if they have ever seen pamphlets, brochures, handouts, or articles in their physician’s office. Ask them to describe the types of information they have seen, and where they often see it (many times it is in a display on a table or in a pocket-type shelf on the wall; it is sometimes handed out by members of the health care team.) Step 3: Allow students to examine some examples of printed patient education materials. Ask them to identify their characteristics (e.g., they have a title, they are brief, they use bullets, they include artwork, etc.) Examples of printed patient education materials 4.2.1 4.2.2 Step 4: Put students into groups and assign each group a skin disorder and an audience (e.g., parents of small children, caregivers of seniors, adult patients, etc.) Step 5: Instruct students to create a patient education handout designed to inform the specified audience about the assigned skin disorder. Review 5 min Step 1: Have each group present their patient education handout with the rest of the class. Step 2: Discuss each group’s use of the terminology about accuracy, pronunciation, and precision. Also discuss whether the handout is appropriate for the intended audience. 4.2.1 4.2.2 Homework • Students read Lesson 4.3 in the textbook. Textbook, 4.2.1 Assignment • Complete the exercises located in Lesson 4.2. Lesson 4.2 4.2.2 exercises Lesson 4.2 Masters • (none) Lesson 4.3: Accessory Skin Organs Total Time: 50 Minutes Lesson 4.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 4.3.1 Name the associated skin organs. 4.3.2 Identify the anatomy and physiology of the associated skin organs. 4.3.3 Match the structures of the different organs to their functions. 4.3.4 Describe disorders affecting the associated skin organs. 4.3.5 Explain the etiology of disorders affecting the associated skin organs. Prepare Your Materials: • Dry erase board – (or chalkboard or butcher’s block paper) • Lesson 4.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 4.3 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. Instructor Lesson Plan Date: ___________ Chapter 4—Lesson 4.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Structure and Function of the Skin and Skin Disorders and Diseases. Step 1: Ask students to answer Lesson 4.2 review questions in a round robin method. Step 2: Go over the correct answers to the exercises. Explain or re-teach any concepts or terms that cause confusion for students. Correct any mispronunciation of terms. Textbook, Lesson 4.2 exercises 4.2.1 4.2.2 Introduction 5 min Step 1: Write the following words on the dry erase board: • Pimples • Sweat/body odor • Nail fungus • Dandruff • Earwax • Ingrown toenails Step 2: Tells students that in addition to diseases and disorders of the skin, there are additional problems that can occur with accessory structures of the skin. Step 3: Tell students to look at the list and try to determine what some of the “accessory organs and structures” of the skin might be. Suggested responses: • Finger and toenails • Hair follicles • Sweat glands • Sebaceous glands Dry erase board 4.3.1 4.3.2 4.3.3 Lecture 20 min Lesson 4.3 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 4.3 PowerPoint Presentation 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 Active Learning & Practice 10 min Activity Description: Students will write a story utilizing medical terms from Lesson 4.3. Step 1: Tell students it is time to activate their imaginations. Tell them they will write a story using at least 10 terms from Lesson 4.3. Step 2: Take a minute or two to help students brainstorm story ideas. Tell them to think about how they might use dialogue (conversation), and what types of events might happen in their stories. Step 3: Give students time to write their stories. Step 4: Allow students to share their stories with the rest of the class. Alternatively, if students need more time to finish the stories, they could be finished as homework. 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 Review 5 min Step 1: Allow students to work in pairs to complete Lesson 4.3 exercises. Step 2: When students are finished, go over the answers to the exercises. Reinforce correct pronunciation while going over the answers. Textbook, Lesson 4.3 exercises 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 Homework Assignment • Students read Lesson 4.4 in textbook. • Finish writing stories, if needed. 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 Lesson 4.3 Masters • (none) Lesson 4.4: Burns and Injuries to the Skin Total Time: 50 Minutes Lesson 4.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 4.4.1 Distinguish the four types of burns. 4.4.2 Describe the inflammatory process of the skin when it is injured. 4.4.3 Explain the process of healing and repair of the skin. 4.4.4 Describe wounds, burns, and the process of healing and repair. 4.4.5 Describe the Rule of Nines for estimating the surface area of the six different regions of the skin. Prepare Your Materials: • Lesson 4.4 Case Report Handout – Found on Page 4-20 of this Instructor Manual. • Lesson 4.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 4.4 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Highlighters – (optional) Instructor Lesson Plan Date: ___________ Chapter 4—Lesson 4.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of previous lessons in Chapter 4. Step 1: Create a 10 question review quiz (this quiz can also be done orally, simply asking each question and calling upon students for the answers, or students can write the answers on a sheet of paper and turn it in for a grade) Step 2: Once the quiz (or oral review) is finished, go over the correct answers to be certain students are ready to move on. 10 question review quiz (Review Lessons 4.1, 4.2 and 4.3 concepts), Introduction 5 min Step 1: Read aloud (or ask a student) the Case Report for Lesson 4.4 concerning patient Steven Hapgood. This can be read from the text or using Lesson 4.4 Case Report Handout (found on page 4-20 of this Instructor Manual). Step 2: Ask students to point out significant parts of the case. Encourage students to share anything they may already know about this type of situation and how it relates to the skin and injuries to the skin. Step 3: Remind students to listen for some of these terms during today’s lecture. Textbook or Lesson 4.4 Case Report Handout (found on Page 4-20 of this Instructor Manual) 4.4.4 Lecture 20 min Lesson 4.4 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 4.4 PowerPoint Presentation 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 Active Learning & Practice 10 min Step 1: Distribute Lesson 4.4 Case Report Handout (found on Page 4-20 of this Instructor Manual). Step 2: Arrange students into small groups or partners. Step 3: Instruct groups to re-read the Case Report, but this time, they should circle or underline (or highlight with a highlighter) any medical terms they recognize from the lecture/discussion (or previously assigned reading) as related to the skin, burns, and injuries to the skin. Step 4: Once each group has highlighted all the appropriate terms, have them list the terms at the bottom of the handout and write a brief definition. Encourage students to discuss the terms within their groups to reinforce correct pronunciation. Step 5: After the terms have been defined, have students answer the questions on the handout. Step 6: Once groups are finished with the handout, bring everyone back together and share answers. Ask students questions about the importance of these terms to the Case Report and the treatment that was given to the patient. Lesson 4.4 Case Report Handout (found on Page 4-20 of this Instructor Manual) 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 Review 5 min Step 1: Go through Chapter 4.4 Review Exercises in the textbook as a large group, or with students working in small groups or as individuals. Step 2: Do as many exercises in class as possible and assign any remaining exercises as homework. Textbook, Lesson 4.4 Review exercises 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 Homework Assignment • Read Chapter 4, Lesson 4.5 in textbook. Lesson 4.4 Masters • Lesson 4.4 Case Report Handout found on Page 4-20 of this Instructor Manual. Lesson 4.5: Procedures and Pharmacology Total Time: 35 Minutes Lesson 4.5 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 4.5.1 Describe common diagnostic procedures used in dermatology. 4.5.2 Identify common therapeutic procedures used in dermatology. 4.5.3 Define the types of pharmacological agents used in the treatment of skin disorders. Prepare Your Materials: • Lesson 4.5 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 4.5 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Smart device with Internet access: computer, tablet, cell phone. Instructor Lessor Plan Chapter 4 – Lesson 4.5 Date: ___________ TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 5 min Activity Description: Step 1: Ask students to think about various diagnostic tests that can be done to identify skin condition. Step 2: Ask students to think about medications (topical) that can be used to treat skin conditions. 4.5.1 4.5.2 4.5.3 Lecture 20 min Lesson 4.5 Lecture/Discussion Reference the Speaker Notes for each slide to assist you in discussing the talking points. You can view or print “Notes Pages” to use during the lecture for easy reference (in PowerPoint, select “View,” then “Notes Page”). Lesson 4.5 PowerPoint Presentation 4.5.1 4.5.2 4.5.3 Active Learning & Practice 10 min Activity Description: Step 1: Have half of the students look up pictures of diagnostic procedures on the skin on their smart devices (diascopy, cultures, biopsies, Wood’s light) Step 2: Have the other half of the class look up therapeutic procedures on the skin on their smart devices (photodynamic therapy, laser therapy, chemical peels, cryotherapy, dermal fillers) Step 3: Students share their pictures and information with their class mates. Step 4: Ask students to pronounce the classification of medications used to treat skin conditions. Smart devices with internet access (cell phones, tablets, computers) 4.5.1 4.5.2 Review 5 min Step 1: Go over Lesson 4.5 exercises from the textbook as a group, explain or clarify anything that is difficult for students. Step 2: Reinforce correct pronunciation of each term as students read the exercises aloud. Textbook, Lesson 4.5 exercises 4.5.1 4.5.2 4.5.3 Homework Assignment 5 min • Students complete Chapter 4 review exercises in the textbook. • Go over the answers next class. 4.1.1 – 4.1.6 4.2.1 – 4.2.2 4.3.1 – 4.3.5 4.4.1 – 4.4.5 4.5.1 – 4.5.3 Medical Language for Modern Health Care: Lesson 4.4 – Case Report: Medical Terms in Documentation Directions: (1) Read the Case Report below and underline or circle any medical terms. (2) List and briefly define the identified terms below (use additional paper if needed). If you do not know a definition for a term, look it up in the glossary. (3) Then, answer the question at the bottom of the page. (1) Medical Terms in Patient Documentation YOU ARE A burn technologist employed in the Burn Unit at Fulwood Medical Center YOUR PATIENT IS Steven Hapgood, a fifty-two-year-old man admitted to the Fulwood Burn Unit with severe burns over his face, chest, and abdomen. After an evening of drinking, he had been smoking in bed and fell asleep. His next-door neighbors in the apartment building smelled smoke and called 911. In the burn unit, his initial treatment included large volumes of intravenous fluids to prevent shock. Mr. Hapgood’s burns were mostly third degree. The protective ability of the skin to prevent water loss had been removed, as had the skin barrier against infection. The burned, dead tissue form an eschar that can have toxic effects on the digestive, respiratory, and cardiovascular systems. The eschar was surgically removed by debridement. Your role: Your role will be to participate in his care as a member of the Burn Unit team and to document the care and his response to it. (2) Medical Terms Identified: Medical Term Definition (3) Medical Terms Applied: Explain what debridement is and why it was necessary in this patient’s case. (Students may need to use additional sources of information, or the Internet, to answer this question.) Medical Language for Modern Health Care: Lesson 4.4 – Case Report: Medical Terms in Documentation Directions: (1) Read the Case Report below and underline or circle any medical terms. (2) List and briefly define the identified terms below (use additional paper if needed). If you do not know a definition for a term, look it up in the glossary. (3) Then, answer the question at the bottom of the page. 1. Medical Terms in Patient Documentation YOU ARE A burn technologist employed in the Burn Unit at Fulwood Medical Center YOUR PATIENT IS Steven Hapgood, a fifty-two-year-old man admitted to the Fulwood Burn Unit with severe burns over his face, chest, and abdomen. After an evening of drinking, he had been smoking in bed and fell asleep. His next-door neighbors in the apartment building smelled smoke and called 911. In the burn unit, his initial treatment included large volumes of intravenous fluids to prevent shock. Mr. Hapgood’s burns were mostly third degree. The protective ability of the skin to prevent water loss had been removed, as had the skin barrier against infection. The burned, dead tissue form an eschar that can have toxic effects on the digestive, respiratory, and cardiovascular systems. The eschar was surgically removed by debridement. Your role: Your role will be to participate in his care as a member of the Burn Unit team and to document the care and his response to it. 2. Medical Terms Identified: Medical Term Definition Burns Injury to tissues of body caused by hot objects, flames, chemicals or radiation Chest Cavity enclosed by ribs, sternum. Diaphragm; the thorax Abdomen Area of body between thorax and pelvis Intravenous Pertaining to inside a vein Shock Sudden physical or mental collapse or circulatory collapse Third degree Burn that involves the epidermis, dermis and subcutaneous tissues Eschar The burned, dead tissue that lies on top of a third-degree burn Toxic Poisonous Digestive The system that deals with the breakdown, absorption and elimination of food Respiratory The system that takes in oxygen and eliminates carbon dioxide Cardiovascular The system that pumps deoxygenated blood to the lungs to pick up oxygen and pumps oxygenated blood to the entire body System A group of organs working together Debridement The removal of injured or necrotic tissue 3. Medical Terms Applied: Explain what debridement is and why it was necessary in this patient’s case. (Students may need to use additional sources of information, or the Internet, to answer this question.) Answers will vary. End of Chapter Answer Exercises Page 65 A. Ans 1: B: mass Ans 2: A: dermatology Ans 3: C: temperature Ans 4: A: skin Exercises Page 67 A. Ans 1: strata Ans 2: stratum B. Ans 1: 2 Ans 2: 5 Ans 3: 3 Ans 4: 1 Ans 5: 4 C. Ans 1: B: color Ans 2: E: clear Ans 3: E: cell Exercises Page 69 A. Ans 1: hypo/derm/is Ans 2: adip/ose Ans 3: sub/cutane/ous B. Ans 1: C: fibroblast Ans 2: C: adipose Exercises Page 71 A. Ans 1: nevus Ans 2: basal Ans 3: nevi Ans 4: melanoma Exercises Page 73 A. Ans 1: Allergy; allergic Ans 2: allergenic Ans 3: allergens B. Ans 1: verb Ans 2: noun Exercises Page 75 A. Ans 1: pediculosis Ans 2: cellulitis B. Ans 1: furuncle Ans 2: carbuncle Ans 3: impetigo Ans 4: scabies Ans 5: tinea Ans 6: thrush; candidiasis Exercises Page 77 A. Ans 1: C: red Ans 2: A: pertaining to Ans 3: A: root/combining form Ans 4: B: prefix Exercises Page 79 A. Ans 1: D: wax Ans 2: E: sac, bladder Ans 3: B: containing pus Ans 4: A: point Ans 5: C: whitehead, blackhead Ans 6: I: seborrheic scales from the scalp Ans 7: H: break or tear of any organ or part Ans 8: F: hormone that produces masculine characteristics Ans 9: J: small, circumscribed elevation of the skin Ans 10: G: excessive amount of sebum B. Ans 1: True Ans 2: False Ans 3: False Ans 4: True Exercises Page 81 A. Ans 1: black Ans 2: axilla Ans 3: cortices Ans 4: medulla; middle Ans 5: cortex Ans 6: alopecia Ans 7: medication B. 1. axillary 2. cortical 3. medullary Exercises Page 83 A. Ans 1: onych/o/myc/osis Ans 2: mer/o/crine Ans 3: pher/omone Ans 4: par/onych/ia B. Ans 1: hypoxia Ans 2: paronychia Ans 3: onychomycosis Ans 4: malnutrition Exercises Page 85 A. Ans 1: D: to reconstitute a lost part Ans 2: B: burned, dead tissue Ans 3: E: removal of injured or necrotic tissue Ans 4: A: sudden physical collapse Ans 5: C: excessive collection of fluid in cells and tissues Exercises Page 87 A. Ans 1: heterograft Ans 2: homograft Ans 3: autograft B. Ans 1: D: different Ans 2: A: other Ans 3: E: foreign Ans 4: B: same, alike Ans 5: C: self C. Ans 1: eschar Ans 2: C: full thickness Ans 3: C: shock Exercises Page 89 A. Ans 1: 3; 4; 2; 1 Ans 2: keloid Ans 3: granulation tissue Ans 4: fibroblast Ans 5: abrasion Ans 6: laceration Ans 7: suture Exercises Page 91 A. Ans 1: Juvederm Ans 2: cryotherapy Ans 3: fluoresce Ans 4: diascopy Ans 5: Botox B. Ans 1: C: cry/o- Ans 2: B: through Ans 3: A: to view Ans 4: A: -osis Exercises Page 93 A. Ans 1: antifungal Ans 2: topical B. Ans 1: B: semisolid emulsion in an alcohol base Ans 2: D: powder mixed with oil and water Ans 3: E: semisolid preparation of oil and water Ans 4: A: adhesive membrane attached to the surface of the skin Ans 5: C: powder dissolved in alcohol or water Chapter 4 Review A. Ans 1: B: skin graft from another person or cadaver Ans 2: A: skin graft taken from the individual who is receiving the graft Ans 3: B: skin graft from another person or cadaver Ans 4: C: a graft from another species Ans 5: C: a graft from another species B. Ans 1: papillae Ans 2: matrices Ans 3: cortices Ans 4: axillae C. Ans 1: SC Ans 2: IM D. Ans 1: D: psoriasis Ans 2: G: systemic lupus erythematosus Ans 3: I: dermatomyositis Ans 4: C: rosacea Ans 5: B: vitiligo Ans 6: F: scleroderma E. Ans 1: D: 22% Ans 2: C: IV fluids Ans 3: A: eschar Ans 4: C: epidermis, dermis, and hypodermis Ans 5: B: infection F. Ans 1: E: itching Ans 2: C: swelling Ans 3: A: can infiltrate or metastasize Ans 4: B: body as a whole Ans 5: D: to scratch G. Ans 1: C: cryosurgery Ans 2: C: deep Ans 3: B: stratum corneum Ans 4: C: antipruritic Ans 5: D: adipose tissue Ans 6: D: nevus Ans 7: C: decubitus Ans 8: E: necrotizing fasciitis Ans 9: B: herpes zoster Ans 10: C: SLE H. Ans 1: A: dermis Ans 2: B: dermal Ans 3: B: pathology Ans 4: A: pathological Ans 5: B: anesthetic I. Ans 1: dermato/logy Ans 2: ex/cori/ate Ans 3: de/cubitus Ans 4: pedicul/osis Ans 5: an/esthes/ia Ans 6: anti/prurit/ic J. Ans 1: B: patch test Ans 2: A: vesicles; B: pruritus; D: swelling Ans 3: B: earlobes Ans 4: pruritus Ans 5: nickel Ans 6: B: dermatitis K. Ans 1: metastasize Ans 2: metastatic Ans 3: metastasis L. Ans 1: B: ear wax Ans 2: D: mammary Ans 3: A: sweat at groin and armpits Ans 4: C: typical sweat M. Ans 1: abrasion Ans 2: laceration Ans 3: keloid Ans 4: vitiligo N. Ans 1: D: parasiticide Ans 2: B: corticosteroid Ans 3: C: antifungal Ans 4: A: retinoid O. Ans 1: dermatopathologist Ans 2: dermatologist Ans 3: plastic surgeon Ans 4: esthetician Ans 5: nurse practitioner Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931