CH-5 Digestive System – Medical Language for Modern Health Care : Chapter Notes

CHAPTER 5 – Digestive System The Language of Gastroenterology Chapter 5 Teaching Overview This is a body system that students may know more about than they realize. Underscore what they already know about how their food goes from “table to toilet,” as some instructors put it. The digestive system contains the parts where food enters the body, where it exits the body, and everything that happens to the food along the way. This chapter also introduces the very important role that enzymes have in body functions. The impact on the body of the absorption of water and of vitamins, etc., is essential to understanding this system. 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: • Tell students the alternate terms used to describe the gastrointestinal tract: alimentary tract (or canal), and digestive tract. • Stress that the digestive system involves not only the gastrointestinal tract but the liver, gallbladder, and pancreas with their disparate functions • Explain to the students that the process of digestion is the breakdown of foods into forms that can be transported to and absorbed into the cells of the entire body • State that chemical digestion breaks down the molecules of food into chemicals that can be absorbed from the gastrointestinal tract, and transported to the cells, and that this process is carried out by digestive enzymes produced by salivary glands, stomach, small intestine, and the pancreas. Chapter 5: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 5.1 Describe the alimentary canal and its accessory organs. 5.2 Discuss the functions of the digestive system. 5.3 Describe overall disorders of the alimentary system to include gastrointestinal bleeding. 5.4 Relate the anatomy of the mouth to the function of mastication. 5.5 Describe disorders of the mouth. 5.6 Relate the anatomy of the pharynx and esophagus to the function of swallowing. 5.7 Describe disorders of the esophagus. 5.8 Relate the anatomy of the stomach and small intestine to the process of digestion. 5.9 Discuss disorders of the stomach and small intestine. 5.10 Discuss disorders of the liver, gallbladder, and pancreas to their functions in digestion. 5.11 Discuss disorders of the liver, gallbladder, and pancreas that affect digestion. 5.12 Explain the digestion and absorption of proteins, carbohydrates, and fats. 5.13 Discuss malabsorption syndromes and their diagnoses. 5.14 Relate the anatomy of the large intestine to its functions. 5.15 Discuss disorders of the large intestine. 5.16 Describe diagnostic procedures used in gastroenterology. 5.17 Discuss therapeutic procedures used in gastroenterology. 5.18 Define the types of pharmacologic agents used in gastroenterology. 5.A Use the medical terms of gastroenterology to communicate and document in writing accurately and precisely in any health care setting. 5.B Use the medical terms of gastroenterology to communicate verbally with accuracy and precision in any health care setting. 5.C Construct medical terms associated with gastroenterology using word elements (roots, combining forms, prefixes, and suffixes). 5.D Deconstruct medical terms associated with gastroenterology into their word elements (roots, combining forms, prefixes, and suffixes). 5.E Use approved abbreviations of medical terms associated with gastroenterology in the correct context of medical care. 5.F Identify health professionals involved in treating gastroenterological patients. 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 5.1: The Digestive System Total Time: 50 Minutes Lesson 5.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 5.1.1 Select the correct medical terminology to describe the structure and functions of the digestive system. 5.1.2 List the organs and accessory organs of the digestive system. 5.1.3 Discuss the basic processes of digestion. Prepare Your Materials: • Lesson 5.1 Digestive System KWL Handout – You may wish to make extra copies of this handout in case students need additional room for their notes. Found on Page 5-8 of this Instructor Manual. • Lesson 5.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 5.1 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. • Poster of the digestive system – If you have a large-sized poster of the digestive system, you can use it; if not, create one on poster board with a simple outline of a human head and torso representing the area from the mouth to the large intestine. • Paper organs and accessory organs – Cut simple organ and accessory organ shapes out of colored construction paper; label each shape as an organ or accessory organ (e.g., mouth, pharynx, esophagus, stomach, small intestine, large intestine, teeth, tongue, salivary glands, liver, gallbladder, pancreas, etc.). Select as many or as few organ shapes that you feel are appropriate to your class. • Tape • Yarn or string measured out to 30 feet Instructor Lesson Plan Date:__________ Chapter 5—Lesson 5.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up 5 min Activity Description: Step 1: Review answers to Chapter 4 exercises in a round robin manner. Step 2: Correct any mispronunciation errors when necessary. Focusing students’ attention on the digestive system. Step 1: Have two students hold the ends of the 30- foot length of yarn or string and back up until it is taut. Step 2: Ask students if they think it is possible that something in their bodies is this long. Step 3: Tell students that the digestive tract of a human would measure about 30 feet in length if it were stretched out—the same length as this yarn/string. Textbook, Chapter 4 exercises. Yarn or string measured out to 30 feet 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6 4.2.1 4.2.2 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 4.5.1 4.5.2 4.5.3 5.1.1 Introduction 10 min Activity Description: Introduction to the digestive system. Step 1: Pass out the Lesson 5.1 Digestive System KWL handout. Step 2: Tell students that this type of chart can be used to help focus their learning; it can be used with any subject matter. Since the digestive system is one many people know something about, there may be quite a bit students already know and this activity will help them see what they still need to learn about it. Step 3: Go through the “K” portion of the handout, and ask all students to offer information and facts they know about the digestive system. Have students record what they know on the handout. Step 4: Go through the “W” portion of the handout and have students record what they want to learn about the digestive system. Step 5: Have students keep the KWL handout and ask them to fill in the “L” portion during each Chapter 5 lesson (they can begin with the Lesson 5.1 Lecture/Discussion). Lesson 5.1 Digestive System KWL Handout 5.1.1 5.1.2 Lecture 20 min Lesson 5.1 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 5.1 PowerPoint Presentation 5.1.1 5.1.2 5.1.3 Active Learning & Practice 15 min Step 1: Put students into groups of 12. Step 2: Each group should assign one person to the following roles: Organ roles: • Mouth • Pharynx • Esophagus • Stomach • Small intestine • Large intestine Accessory organ roles: • Teeth • Tongue • Salivary glands • Liver • Gallbladder • Pancreas Step 3: Have each group stand up and position themselves next to the organs or accessory organs that would be located together in the digestive system. Step 4: Each group should demonstrate their position to the other groups and explain their basic function. Students can look up additional information in other lessons of Chapter 5 if needed. Textbook, Chapter 5 lesson 5.1 5.1.1 5.1.2 5.1.3 Review 5 min Activity Description: “Pin the organs (and accessory organs) on the digestive system” game. Step 1: Put up a poster-sized outline of the digestive system. Step 2: Give students the paper organs and accessory organs and some tape. Step 3: Have students come up one at a time and place the organ they have been given in the correct position on the poster. Step 3: After placing their organ on the poster, students should explain what the organ they are affixing does, where it is found, and how it relates to digestion. Step 4: If students are successful doing it the first time, this game can be played again with a blindfold. Digestive System outline poster Paper organs and accessory organs Tape 5.1.1 5.1.2 5.1.3 Homework Assignment 5 min • Students read Lesson 5.2 in the textbook and complete Lesson 5.2 exercises. • Ask students to bring to the next class one website that provides helpful information about the digestive system; use the websites to compile a list of resources and distribute to all students in the class. 5.1.1 5.1.2 5.1.3 KWL Handout: Chapter 5, Lesson 5.1 Medical Language for Modern Health Care: Lesson 5.1 – The Digestive System Directions: Write what you know in the “K” column, what you want to know in the “W” column, and what you have learned about the digestive system in the “L” column. Lesson 5.2: Mouth, Pharynx, and Esophagus Total Time: 50 Minutes Lesson 5.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 5.2.1 Select the correct medical terminology to describe the anatomy, physiology, and disorders of the mouth, pharynx, and esophagus. 5.2.2 Identify the structure and functions of the teeth, tongue, and salivary glands. 5.2.3 Describe the composition and functions of saliva. 5.2.4 Describe the process and outcomes of mastication and deglutition. 5.2.5 Discuss some common disorders of the mouth, pharynx, and esophagus. Prepare Your Materials: • Color photographs or magazine pictures of food – Select images that your students are likely to respond positively to—ones that will make their mouths water! • Snacks – Bring enough for everyone; possibilities might include cookies, pretzels, popcorn, doughnuts, pizza, etc. The more aromatic and stimulating the food is, the better. • Lesson 5.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 5.2 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. • Lesson 5.2 Use It Correctly Handout – Found on Page 5-13 of this Instructor Manual. Instructor Lesson Plan Date: ___________ Chapter 5—Lesson 5.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Activity Description: Review of the Digestive System. Step 1: As a class or in large groups, have students answer the questions in Lesson 5.1 exercise. Step 2: Go over the correct answers with students and make sure everyone understands them. Emphasize correct pronunciation of all the terms. Textbook, Lesson 5.1 exercise (Review Lesson 5.1 concepts) Introduction 10 min Activity Description: Activate students’ hunger responses to introduce the function of the mouth, pharynx, and esophagus in the digestive system. Step 1: Show students the photographs or magazine pictures of different types of foods. Pass them around or display them where they can be seen by everyone and give students a few minutes to visually “digest” them. Step 2: Ask students what is going through their minds as they look at the food. Possible responses may include the following: • I’m getting hungry • That looks or smells good • My mouth is starting to water • I didn’t have breakfast/dinner, etc. Step 3: Reinforce their responses. Now, bring out the snacks and pass them out. Before students take a bite, ask them if seeing/smelling the snack affects their sense of hunger in any different ways. Color pictures of food Snacks 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 Step 4: Ask students to take a bite of the snack, but to think about all the things that happen in their mouth for the snack to be eaten. Examples may include the following: • Chewing • Saliva wets the food • Tongue positions the food • Teeth grind the food • Lips hold the food in • Swallowing • Movement of the chewed food (bolus) down through the throat Tell students the correct terms used to describe each of these as well (mastication, deglutition, etc.) Step 5: Connect some of the things pointed out by students to the topic of today’s lecture/discussion. Address the role of the accessory organs. Lecture 20 min Lesson 5.2 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 5.2 PowerPoint Presentation 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 Active Learning & Practice 10 min Step 1: Distribute Lesson 5.2 Use It Correctly Handout. Step 2: Read over the instructions with students and have them complete the handout alone or in small groups. Step 3: Have each student or group read some of the new sentences. Encourage other students to critique sentences for precision, accuracy, and correct pronunciation as they are read aloud. Be sure to point out positive aspects of the sentences so students can build their confidence as communicators of medical language. Answers may vary greatly; assist students in determining whether their sentences are accurate and precise. Lesson 5.2 Use It Correctly Handout 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 Review 5 min Step 1: As a large group, go through the Lesson 5.2 textbook exercises. Step 2: As students are reading the answers out loud, pay attention to their pronunciation and reinforce the correct pronunciation. Any exercises that are not completed in class may be assigned as homework. Textbook, Lesson 5.2 exercises 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 Homework Assignment • Students read Lesson 5.3 in textbook and complete Lesson 5.3 exercises. • Instruct students to review the terms in the Word Analysis and Definition (WAD) Tables from Lesson 5.2 and practice pronouncing them correctly. 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 Lesson 5.2 Masters • Lesson 5.2 Use It Correctly Handout Use It Correctly Handout: Chapter 5, Lesson 5.2 Medical Language for Modern Health Care: Lesson 5.2 – Mouth, Pharynx, and Esophagus Directions: Create a new sentence that uses each medical term below correctly and precisely. You may need to change the number of the term (e.g., singular to plural, plural to singular, etc.) or the form (e.g., noun, adjective, etc.) depending on the sentence you create. Include enough background information in the sentence to demonstrate that your understanding of the word is clear. The first term has been done for you as an example. QUESTIONS: 1. Periodontal John’s primary care physician referred him to a periodontist who could treat his gums, which were so severely infected that he could barely chew food without extreme pain. 2. Incisor 3. Mastication 4. Esophagoscopy 5. Deglutition 6. Postprandial 7. Dysphagia 8. Caries Lesson 5.3: Digestion—Stomach and Small Intestine Total Time: 50 Minutes Lesson 5.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 5.3.1 Describe the process of digestion in the small intestine. 5.3.2 Describe the layers of the wall of the small intestine. 5.3.3 Describe the secretions of the stomach and their functions. 5.3.4 Discuss the secretions of the small intestine and their functions. 5.3.5 Explain how food is propelled through the stomach and small intestine. 5.3.6 Describe how the breakdown products of digestion are absorbed from the small intestine. Prepare Your Materials: • Small dry erase or chalk boards – (5 to 6; enough for each group) – May substitute paper for this activity. • Dry erase markers or chalk – Substitute pencils if using paper. • Dry erase board or chalk board erasers – Not needed if using paper. • Candy bar with peanuts • Hydrochloric acid – Adhere to standard precautions for safety when using HCl. • Test tube • Lesson 5.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources”. • Lesson 5.3 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. • Smart devices with Internet access: computers, tablets, cell phones. You may choose to take your class to a computer lab if feasible. Instructor Lesson Plan Date: ____________ Chapter 5—Lesson 5.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Mouth, Pharynx, and Esophagus. Step 1: Place the students in groups, and have each group form a line (either sitting or standing). Tell students they will be racing the students in the other groups/lines to see who can get the correct answer first. Step 2: Give a small dry erase board, marker, and eraser to the first person in each line/row. Step 3: Read a question from Lesson 5.2 exercises aloud. The first person in each row should write down the correct answer, then pass the dry erase board (and marker and eraser) to the person immediately behind him or her in the line. Step 4: The next person takes the dry erase board and checks the first person’s answer. If the second student agrees with the answer, he or she passes the dry erase board back to the next person in line. If the second student disagrees, he or she should erase the answer and write in the correct answer. When finished, the second person in line then passes the dry erase board, eraser, and marker back to the third person in the line/row. Step 5: This continues until the dry erase board has made it through all students in the line/row. The last person in the line brings the dry erase board back to the front of the line and hands it to the teacher, who checks the answer. (The board must pass by every person in the group’s line/row; no students should be skipped.) The group who gets the board all through their row and brings it up first, and has the correct answer, wins. Step 6: Repeat this process with the other questions from Lesson 5.2. If paper is used, allow students to scratch out previous students’ answers, when determined to be incorrect, rather than using an eraser. Questions from Lesson 5.2 exercises Small dry erase boards or chalkboards (or paper) Dry erase markers (or chalk) Dry erase board erasers (Review Lesson 5.2 concepts) Introduction 5 min Activity Description: Demonstrate the chemical digestion that occurs in the stomach and small intestines. Step 1: Tell students that the process of chemical digestion started in the mouth (saliva, etc.) continues in the stomach and small intestines. Introduce the concept of chemical digestion. Step 2: Break off part of the candy bar (with peanuts) and place it in the test tube. Step 3: Pour the hydrochloric acid onto the candy in the test tube and place it somewhere where students will be able to view it throughout the rest of the class. Step 4: Tell students that you will examine the candy later in class to see what effect the acid had. Hydrochloric acid Candy bar with peanuts 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 Lecture 20 min Lesson 5.3 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 5.3 PowerPoint Presentation 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 Active Learning & Practice 10 min Step 1: Tell students that there are many wonderful Internet resources on the digestive system. Step 2: As individuals, or in pairs or small groups, have students search the Internet for animated simulations or videos that depict the digestion process—especially what happens in the stomach and small intestines. Step 3: Have each student or group present one helpful resource to the rest of the class. You may choose to compile a list of these resources and distribute it to students for reference. Smart devices with Internet access (computer, tablet, cell phone) 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 Review 5 min Activity 1 Description: Review Lesson 5.3 exercises Step 1: As a large group, go through the Lesson 5.3 textbook exercises. Step 2: As students are reading the answers aloud, pay attention to their pronunciation and reinforce the correct pronunciation. Any exercises that are not completed in class may be assigned as homework. Activity 2 Description: Recheck the demonstration from the beginning of class. Step 1: Re-examine the candy and acid in the test tube. It is likely that everything will have been broken down except for the peanuts. Use this demonstration to explain how additional enzymes are needed in the stomach and small intestine to break down the various foods we eat. Textbook, Lesson 5.3 exercises 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 Homework Assignment • Students read Lesson 5.4 in textbook and complete Lesson 5.4 exercises. • Instruct students to review the terms in the Word Analysis and Definition (WAD) Tables from Lesson 5.3 and practice pronouncing them correctly. 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 Lesson 5.3 Masters • (none) Lesson 5.4: Digestion—Liver, Gallbladder, and Pancreas Total Time: 50 Minutes Lesson 5.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 5.4.1 Use correct medical terminology to describe the anatomy, physiology, and common disorders of the liver, gallbladder, bile ducts, and pancreas. 5.4.2 Identify the functions of the liver, gallbladder, bile ducts, and pancreas. 5.4.3 Describe the functions of the digestive secretions of the liver and pancreas. 5.4.4 Explain common disorders of the liver, gallbladder, bile ducts, and pancreas. Prepare Your Materials: • Lesson 5.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 5.4 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. • Lesson 5.4 Case Report Handout – Found on Pages 5-22 and 5-23 of this Instructor Manual. • Highlighters – (optional) • Charts, posters, and anatomy models – (optional) • Prizes – (optional) Instructor Lesson Plan Date: ___________ Chapter 5—Lesson 5.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Get students thinking about the importance of understanding the medical terminology concerning the liver, gallbladder, bile ducts, and pancreas and review what has already been learned in Chapter 5. Step 1: Pass out a 10-question review quiz prepared from questions from Lessons 5.1, 5.2, and 5.3 exercises (this quiz can also be done orally, simply asking each question and calling upon students for the answers.). The quiz can also be submitted 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. Note: These questions can also be used to play a fun review-type game with students; small prizes could be awarded to students or teams that answer questions correctly. 10 Question Review Quiz taken from Lessons 5.1, 5.2, and 5.3 exercises (Review Lesson 5.1, 5.2, and 5.3 concepts) Introduction 5 min Activity Description: Briefly describe or summarize how the other parts of the digestive system (mouth, pharynx, esophagus, stomach, and small intestine) relate to the liver, gallbladder, bile ducts, and pancreas (the areas that are the focus of today’s lesson). Use the figure from the text or other available equipment (poster or anatomy model, etc.) to illustrate the progression. Step 1: Read aloud (or ask a student) the Case Report for Lesson 5.4 concerning patient Sandra Jacobs. This can be read from the text or using Lesson 5.4 Case Report Handout found on pages 5-22 and 5-23 of this instructor manual. Step 2: Ask students to point out significant parts of the case, if they are aware of any. Encourage students to share anything they may already know about this type of situation and how it relates to the liver, gallbladder, bile ducts, and pancreas. Step 3: Remind students to listen for some of these terms during today’s lecture. Figure (from the textbook) of ENTIRE digestive system to highlight progression Charts, posters, or anatomy models of the digestive system (optional) Lesson 5.4 Case Report Handout found on pages 5-22 and 5-23 5.4.1 5.4.2 5.4.3 5.4.4 Lecture 20 min Lesson 5.4 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 5.4 PowerPoint Presentation 5.4.1 5.4.2 5.4.3 5.4.4 Active Learning & Practice 10 min Step 1: Distribute Lesson 5.4 Case Report Handout found on pages 5-22 and 5-23 of this instructor manual. Step 2: Arrange students in 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 liver, gallbladder, bile ducts, and/or pancreas. Step 4: Once each group has indicated 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 Dr. Lee’s diagnosis and recommendations for the patient, Sandra Jacobs. Lesson 5.4 Case Report Handout found on pages 5-22 and 5-23 of this instructor manual 5.4.1 5.4.2 5.4.3 5.4.4 Review 5 min Step 1: As a group, go through Lesson 5.4 textbook exercises. Step 2: Discuss incorrect answers with students to ensure understanding. Encourage students to use the Word Analysis and Definition Tables for reference when needed. Step 3: If time is short, any remaining exercises can be assigned as homework. Textbook, Lesson 5.4 exercises 5.4.1 5.4.2 5.4.3 5.4.4 Homework Assignment • Students read Lesson 5.5 and complete Lesson 5.5 exercises. • Review Word Analysis & Definition Tables from Lessons 5.1 through 5.4. • Complete Lesson 5.4 exercises, if needed. 5.4.1 5.4.2 5.4.3 5.4.4 Medical Language for Modern Health Care: Lesson 5.4 – Case Report: Medical Terms in Documentation Directions: (1) Read the Case Report below and underline or circle any medical terms related to the liver, gallbladder, bile ducts, and pancreas. (2) List and briefly define the identified terms below (use additional paper if needed). (3) Then, answer the question at the bottom of the page. (1) Medical Terms in Patient Documentation YOU ARE A medical assistant employed by Susan Lee, MD, a primary care physician YOUR PATIENT IS Mrs. Sandra Jacobs, a 46-year-old mother of four Your task is to document her care: Mrs. Sandra Jacobs, a 46-year-old mother of four, presents in Dr. Lee’s primary care clinic with episodes of crampy pain in her right upper quadrant associated with nausea and vomiting. The pain often occurs after eating fast food. She has not noticed fever or jaundice. Physical examination reveals an obese white woman with a positive Murphy’s sign. Her BP is 170/90 and she has slight pedal edema. A provisional diagnosis of gallstones has been made. She has been referred for an ultrasound examination and an appointment has been made to see Dr. Walsh in the surgery department. I explained to her the etiology of her stones, the need for surgical removal of the stones, and discussed with her a low-fat, 1500 calorie diet sheet. — Luis Guitterez, CMA 1430 hrs, 06/12/13. (2) Medical Terms Identified: Medical Term Definition (3) Medical Terms Applied: List the signs and symptoms that Mrs. Jacobs is experiencing that led Dr. Walsh to the provisional diagnosis of gallstones. (4) Discussion Questions: 1. What is a provisional diagnosis? 2. What does the term etiology mean? 3. What is the purpose of the ultrasound examination? Medical Language for Modern Health Care: Lesson 5.4 – Case Report: Medical Terms in Documentation Directions: (1) Read the Case Report below and underline or circle any medical terms related to the liver, gallbladder, bile ducts, and pancreas. (2) List and briefly define the identified terms below (use additional paper if needed). (3) Then, answer the question at the bottom of the page. 1. Medical Terms in Patient Documentation YOU ARE A medical assistant employed by Susan Lee, MD, a primary care physician YOUR PATIENT IS Mrs. Sandra Jacobs, a 46-year-old mother of four Your task is to document her care: Mrs. Sandra Jacobs, a 46-year-old mother of four, presents in Dr. Lee’s primary care clinic with episodes of crampy pain in her right upper quadrant associated with nausea and vomiting. The pain often occurs after eating fast food. She has not noticed fever or jaundice. Physical examination reveals an obese white woman with a positive Murphy’s sign. Her BP is 170/90 and she has slight pedal edema. A provisional diagnosis of gallstones has been made. She has been referred for an ultrasound examination and an appointment has been made to see Dr. Walsh in the surgery department. I explained to her the etiology of her stones, the need for surgical removal of the stones, and discussed with her a low-fat, 1500 calorie diet sheet. — Luis Guitterez, CMA 1430 hrs, 06/12/13. 2. Medical Terms Identified: Medical Term Definition primary care Answers will vary. crampy Answers will vary. right upper quadrant (RUQ) Answers will vary. nausea Answers will vary. vomiting Answers will vary. fever Answers will vary. jaundice Answers will vary. obese Answers will vary. positive Murphy’s sign Answers will vary. BP (blood pressure) Answers will vary. pedal Answers will vary. edema Answers will vary. provisional Answers will vary. diagnosis Answers will vary. gallstones Answers will vary. ultrasound Answers will vary. etiology Answers will vary. 3. Medical Terms Applied: List the signs and symptoms that Mrs. Jacobs is experiencing that led Dr. Walsh to the provisional diagnosis of gallstones. Crampy pain in RUQ Nausea Vomiting Positive Murphy’s sign Pedal edema Elevated blood pressure Pain after eating fast food 4. Discussion Questions: 1. What is a provisional diagnosis? A provisional diagnosis is a “working diagnosis.” The doctor is awaiting further test results to prove or disprove his suspicion of gallstones. 2. What does the term etiology mean? Etiology means the cause of a condition. 3. What is the purpose of the ultrasound examination? To prove or disprove the presence of gallstones (calculi). Lesson 5.5: Absorption and Malabsorption Total Time: 50 Minutes Lesson 5.5 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 5.5.1 Describe chemical digestion, absorption, and malabsorption. 5.5.2 Describe disorders of chemical digestion and absorption. Prepare Your Materials: • Medical terms on index cards – Create by selecting around 20 terms from Lesson 5.4 and writing them on index cards (one term per card). • Clear glass • Small bowl and spoon – For mixing. • Coffee filter • 1 cup water • 1 teaspoon sugar • 1 teaspoon cocoa • 1 teaspoon ground coffee • Lesson 5.5 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 5.5 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. • Lesson 5.5 Knowledge Web Handout – Found on Page 5-30 of this Instructor Manual. Instructor Lesson Plan Date: ____________ Chapter 5—Lesson 5.5 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Digestion—Liver, Gallbladder, and Pancreas in the form of a game loosely based on the “Password” game show. Step 1: Divide students into two teams. Each team should select the first “clue giver” and “receiver.” Step 2: One team will go first. Give the clue giver a card with a medical term on it. The receiver should not be able to see what is on the card. To play the game, the clue giver tries to get the receiver to say the medical term but must use only one-word clues. You may want to impose a time limit of 1 to 3 minutes. Step 3: If the receiver correctly guesses the term, their team gets a point and a new clue giver and receiver from their team get to try a new word. If the receiver cannot guess the term, then the other team gets to try with the same word. Play continues in this manner. Step 4: If desired, you can give the winning team some sort of prize. Medical term cards (Review Lesson 5.4 concepts) Introduction 5 min Activity Description: Demonstrate the absorption process. Step 1: Review with students the digestive processes that occur from the mouth to the stomach (how food is broken down into small particles, etc.), and how the intestines absorb nutrients. Step 2: Mix the water, sugar, cocoa, and coffee together in a small bowl. Step 3: Place the coffee filter over the top of the drinking glass and push down the middle slightly. Step 4: Pour the water, sugar, cocoa, and coffee mixture into the glass with the coffee filter (hold onto the filter so it doesn’t fall into the bottom of the glass). Watch the mixture flow down to the bottom of the glass through the filter. Use some of these terms in as you discuss what happens: filtrate, semipermeable membrane, sediment, solution (back to cell mechanism). Step 5: Ask students what parts of the mixture made it to the bottom and what parts were stopped in the filter. Suggested response: the cocoa and coffee were stopped by the filter; the water (and the sugar that had dissolved into it) went through to the bottom. Step 6: Make the connection between this demonstration and the absorption that occurs in the intestines. (Particles that have been reduced to chemicals by digestive enzymes are absorbed, and excess residual materials are prepared in the large intestine for elimination from the body. An important point to make is that the reabsorption of water in the intestines maintains body fluid volume and homeostasis. If that mechanism does not function properly, diarrhea or constipation results. Water Sugar Coffee Coffee filter Glass Bowl and spoon 5.5.1 5.5.2 Lecture 20 min Lesson 5.5 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 5.5 PowerPoint Presentation 5.5.1 5.5.2 Active Learning & Practice 10 min Step 1: Distribute Lesson 5.5 Knowledge Web Handout. Step 2: Organize students into small groups and give each group a set of 10 to 15 medical terms from Lesson 5.5. Be sure to give each group a good mix of terms representing the anatomy and physiology, disorders/diagnoses, and diagnostic procedures relating to absorption and malabsorption. Step 3: Have each group map out a knowledge web that attempts to link the medical terms based on their relationship to each other. Step 4: When each group is finished, ask them to share their Knowledge Web with the class, explaining the connections and relationships between each item on the map. Lesson 5.5 Knowledge Web Handout 5.5.1 5.5.2 Review 5 min Step 1: Have students complete Lesson 5.5 exercises in pairs. Step 2: When they are finished, go over the answers so students can ensure their understanding. Any exercises that are not completed in class may be assigned as homework. Textbook, Lesson 5.5 exercises 5.5.1 5.5.2 Homework Assignment • Students read Lesson 5.6 and complete Lesson 5.6 exercises. • Instruct students to review the terms in the Word Analysis & Definition (WAD) Tables from Lesson 5.5 and practice pronouncing them correctly. 5.5.1 5.5.2 Lesson 5.5 Masters • Lesson 5.5 Knowledge Web Handout found on page 5-30 Knowledge Web Handout: Chapter 5, Lesson 5.5 Medical Language for Modern Health Care: Lesson 5.5 – Absorption and Malabsorption Directions: Use the list of medical terms given to you by your instructor to construct a Knowledge Map that connects and shows the relationship between each item. You may construct more than one map if needed but try to make as many links as you can between the words you have been given. A small example is provided here. (You may need to use the back side of this handout, or a separate piece of paper.) Lesson 5.6: Elimination and the Large Intestine Total Time: 50 Minutes Lesson 5.6 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 5.6.1 Describe the anatomy and physiology of the large intestine. 5.6.2 Relate the structure of the large intestine to its functions. 5.6.3 Discuss common disorders of the large intestine. Prepare Your Materials: • Two lengths of rope, string, or yarn – One piece should measure 5 feet and the other should measure 25 feet. • Lesson 5.6 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 5.6 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 5—Lesson 5.6 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of previous digestive system lessons. Step 1: Pass out the 10-question review quiz, created from questions in Lessons 5.1, 5.2, 5.3, 5.4 and 5.5 exercises. (The quiz can also be done orally, simply asking each question and calling upon students for the answers). The quiz can also be submitted 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 quiz taken from Lessons 5.1, 5.2, 5.3, 5.4, and 5.5 exercises (Review Lesson 5.1, 5.2, 5.3, 5.4, and 5.5 concepts) Introduction 5 min Step 1: Take out the two lengths of rope (5 feet and 25 feet) and ask two pairs of students to stand and hold both ends so that the two pieces of rope are stretched out for all to see. Step 2: Tell students that one length of rope represents the length of the small intestine and the other represents the length of the large intestine. Step 3: Ask students which length they think represents the small vs. the large intestine. Students may guess that the shorter 5-foot rope is the length of the small intestine just because of the name (“small” intestine.) Step 4: Tell students that it is the longer 25-foot rope that is the length of the small intestine. Ask students to guess why the small intestine might have been given its name if it does not have to do with length. (Suggested response: because it is smaller in diameter than the large intestine.) Two lengths of rope, string, or yarn 5.6.1 5.6.2 5.6.3 Lecture 20 min Lesson 5.6 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 5.6 PowerPoint Presentation 5.6.1 5.6.2 5.6.3 Active Learning & Practice 10 min Activity Description: Students will create patient education brochures concerning disorders covered in Lesson 5.6. Step 1: Tell students to imagine they have been asked by their physician-employer to create brochures that can be handed out to patients suffering from disorders affecting elimination and the large intestine. Step 2: Organize students into small groups or pairs and assign each group one disorder discussed in Lesson 5.6. Step 3: Tell students to consider the following questions as they create their patient education brochures: • What information do patients need to know about this problem? • What images or pictures can help them understand the problem? • What are some additional resources (web links, articles, or other sources of information) that patients might find helpful? (These could be listed at the end of the brochure.) • How can I word the brochure so that patients with little medical knowledge can understand this disorder? Step 4: Have each group or pair demonstrate its brochure to the rest of the class, who can then critique the brochure and give their reasons for their criticism. Give your own critique of each brochure. 5.6.1 5.6.2 5.6.3 Review 5 min Step 1: Go through Lesson 5.6 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 5.6 exercises 5.6.1 5.6.2 5.6.3 Homework Assignment • Complete Lesson 5.6 exercises, if needed • Students read Lesson 5.7 in the textbook and complete Lesson 5.7 exercises. 5.1.1 - 5.1.3 5.2.1 - 5.2.5 5.3.1 - 5.3.6 5.4.1 - 5.4.4 5.5.1 - 5.5.2 5.6.1 - 5.6.3 Lesson 5.7: Procedures and Pharmacology of the Digestive System Total Time: 50 Minutes Lesson 5.7 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 5.7.1 Describe the diagnostic procedures used in gastroenterology. 5.7.2 Explain the therapeutic procedures used in gastroenterology. 5.7.3 Discuss the pharmacologic agents used in gastroenterology. Prepare Your Materials: • Lesson 5.7 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab of Connect, and then under “Instructor Resources.” • Lesson 5.7 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, cell phone, tablet. Instructor Lesson Plan: Chapter 5, Lesson 5.7 TIME ACTIVITY & NSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Activity Description: Step 1: Review remaining Lesson 5.6 exercises in a round robin manner. Step 2: As students are reading the answers out loud, pay attention to their pronunciation and reinforce the correct pronunciation. Textbook, Lesson 5.6 exercises 5.6.1 5.6.2 5.6.3 Introduction 10 min Activity Description: Step 1: Ask students what diagnostic tests they have heard about related to the gastrointestinal system (colonoscopy, hemoccult test, CT of the abdomen, barium swallow, barium enema) Step 2: Ask students what therapeutic procedures they have heard about related to the gastrointestinal system (laparoscopic surgery, ostomies, gall bladder removal, bariatric surgery for weight loss, hemorrhoidectomy, tube feedings). Step 3: Ask student what gastrointestinal drugs they have heard about or seen advertised on TV (antacids, gastric acid reducers, laxatives, stool softeners, antiemetics). Pictures of GI diagnostic tests Pictures of GI therapeutic procedures 5.7.1 5.7.2 5.7.3 Lecture 20 min Lecture 5.7 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 5.7 PowerPoint Presentation 5.7.1 5.7.2 5.7.3 Active Learning & Practice 10 min Step 1: Pair students together and ask each pair to look up a diagnostic procedure, therapeutic procedure or pharmacologic agent related to the gastrointestinal system (give the students the topic to research. Step 2: Ask each pair to present their research to the class. Information should include the name of the test, procedure or pharmacologic agent; reason for its use; any patient preparation needed; any contraindications for its use; how it works in the body (for pharmacologic agents) and patient education related to the test, procedure or pharmacologic agent. Smart device with internet access (cell phone, tablet, or computer) Textbook 5.7.1 5.7.2 5.7.3 Review 5 min Activity Description: Step 1: Go through Chapter 5.7 exercises in a round robin manner. Step 2: As students are reading the answers out loud, pay attention to their pronunciation and reinforce the correct pronunciation. Textbook, Lesson 5.7 exercises 5.7.1 5.7.2 5.7.3 Homework Assignment • Complete Chapter 5 Review exercises • Go through all the Word Analysis and definition (WAD) Tables in Chapter 5 and practice pronouncing each term. Textbook, Chapter 5 Review exercises 5.1.1 – 5.1.3 5.2.1 – 5.2.5 5.3.1 – 5.3.6 5.4.1 – 5.4.4 5.5.1 – 5.5.2 5.6.1 – 5.6.3 5.7.1 – 5.7.3 End of Chapter Answer Exercises Page 103 A. Ans 1: stomach; intestines Ans 2: gastr; gastr/o Ans 3: gastric; gastrointestinal; gastroenterology; gastroenterologist Exercises Page 105 A. Ans 1: C: deglutination Ans 2: D: secretion Ans 3: A: contraction Ans 4: B: elimination B. Ans 1: prote/ase Ans 2: elimin/ation Ans 3: lip/ase Ans 4: amyl/ase Ans 5: segment/al Ans 6: peri/stalsis Exercises Page 107 A. Ans 1: IBD Ans 2: GI Ans 3: IBS B. Ans 1: True Ans 2: False Ans 3: False Ans 4: True Ans 5: True Exercises Page 109 A. Ans 1: palate Ans 2: uvula Ans 3: papillae Ans 4: rugae B. Ans 1: B: gingivitis and C: dry mouth Ans 2: A: Sjögren syndrome Ans 3: D: Sjögren syndrome antibodies A and B Exercises Page 111 A. Ans 1: sub (P) /mandibul (R) /ar (S) Ans 2: sub (P) /lingu (R) /al (S) Exercises Page 113 A. Ans 1: gingiv/itis Ans 2: periodont/ics Ans 3: glosso/dynia Ans 4: periodont/itis Ans 5: halit/osis Ans 6: pyo/rrhea Ans 7: leukoplak/ia Exercises Page 115 A. Ans 1: hiatus; esophagus Ans 2: epiglottis; larynx Ans 3: postprandially Ans 4: Hematemesis; vomiting Ans 5: Esophagitis Ans 6: varices; varix; varicose Exercises Page 117 A. Ans 1: C: her intestines not absorbing water Ans 2: A: through her veins Ans 3: B: stomach and intestines B. Ans 1: C: allows for absorption of vitamin B12 Ans 2: D: enzyme that breaks down protein Ans 3: A: protects the lining of the stomach Ans 4: B: destroys pathogens Exercises Page 119 A. Ans 1: C: difficult Ans 2: B: digestion Ans 3: A: action Ans 4: D: appetite B. Ans 1: peptic Ans 2: gastritis Ans 3: GERD Exercises Page 121 A. Ans 1: F: ileum Ans 2: E: omentum Ans 3: G: serosa Ans 4: H: villus Ans 5: A: viscus Ans 6: D: plica Ans 7: I: jejunum Ans 8: B: peritoneum Ans 9: C: mucosa Exercises Page 123 A. Ans 1: C: disruption of the normal peristalsis of the small intestine Ans 2: D: hard, infrequent bowel movements Ans 3: E: allergy to gluten Ans 4: A: parasite that causes gastroenteritis Ans 5: B: part of the small intestine slides into a neighboring part B. Ans 1: False Ans 2: True Ans 3: False Ans 4: False Ans 5: True Exercises Page 125 A. Ans 1: C: liver Ans 2: B: root + root Ans 3: C: combining form + suffix Ans 4: B: new Exercises Page 127 A. Ans 1: condition Ans 2: suffix Ans 3: cirrhosis or hemochromatosis Ans 4: blood Ans 5: combining form Ans 6: hemochromatosis Ans 7: belly Ans 8: root Ans 9: ascites Ans 10: yellow Ans 11: root Ans 12: cirrhosis Ans 13: bile Ans 14: combining form Ans 15: cholestatic Ans 16: enzyme Ans 17: suffix Ans 18: phosphatase (or aminotransferase) Exercises Page 129 A. Ans 1: bile Ans 2: common bile duct Ans 3: choledocholithiasis Ans 4: cholelithiasis Ans 5: cholecystitis Exercises Page 131 A. Ans 1: D: pancreatic juice Ans 2: A: alkaline Ans 3: C: surrounded by the curve of the duodenum B. Ans 1: B: genetic condition affecting the pancreas Ans 2: C: can be caused by biliary disease, gallstones, or alcoholism Ans 3: A: lack of insulin production Exercises Page 133 A. Ans 1: C: -ase Ans 2: D: chyle Ans 3: D: carbohydrates Ans 4: C: water B. Ans 1: D: lipid Ans 2: B: electrolyte Ans 3: C: small intestine Exercises Page 135 A. Ans 1: dia/rrhea Ans 2: constip/ation Ans 3: lact/ase Ans 4: celi/ac Ans 5: dys/entery Exercises Page 137A Ans 1: D: Greek letter “S” Ans 2: E: around Ans 3: B: colon Ans 4: A: forming Ans 5: C: measure B. Ans 1: cecum Ans 2: anus Ans 3: vermiform Ans 4: flexure Exercises Page 139 A. Ans 1: D: tissue Ans 2: E: pertaining to Ans 3: F: condition Ans 4: B: action Ans 5: C: inflammation Ans 6: A: flow Ans 7: H: quality of Ans 8: E: pertaining to Ans 9: G: excision Exercises Page 141 A. Ans 1: barium Ans 2: enema Ans 3: colonoscopy Ans 4: endoscopy Exercises Page 143 A. Ans 1: cholelitho/tomy Ans 2: append/ectomy Ans 3: os/tomy Ans 4: chole/cyst/ectomy Ans 5: ile/os/tomy B. Ans 1: C: endoscopic Ans 2: A: nose Ans 3: C: biliary ducts Ans 4: C: join together Exercises Page 145 A. Ans 1: D: Nexium Ans 2: E: Benadryl Ans 3: A: Maalox Ans 4: F: Zofran Ans 5: B: Imodium Ans 6: C: Tagamet Chapter 5 Review A. Ans 1: K: bicuspids and molars Ans 2: H: crown Ans 3: J: rugae Ans 4: I: tartar Ans 5: B: pulp cavity Ans 6: L: dentin Ans 7: A: mouth Ans 8: D: caries Ans 9: E: root Ans 10: F: gingivitis Ans 11: C: root canal Ans 12: G: papillae B. Ans 1: peptic Ans 2: pyloric Ans 3: fecal Ans 4: pancreatic Ans 5: salivary Ans 6: intestinal Ans 7: hemolytic Ans 8: esophageal Ans 9: laparoscopic Ans 10: segmental C. Ans 1: BM Ans 2: GERD Ans 3: GI Ans 4: SGOT Ans 5: CF D. Ans 1: diverticulum; diverticula; diverticulosis; diverticulitis Ans 2: metastasis; metastases Ans 3: polyps; polyposis; polypectomy Ans 4: peritoneal; peritoneum; peritonitis E. Ans 1: B: liver Ans 2: B: under Ans 3: C: white Ans 4: B: mouth Ans 5: B: bladder removal Ans 6: C: a meal Ans 7: C: gum Ans 8: A: a procedure Ans 9: B: varicose Ans 10: C: a structure F. Ans 1: n/a Ans 2: n/a Ans 3: stom Ans 4: mouth Ans 5: itis Ans 6: inflammation Ans 7: inflammation of the mucus membrane of the mouth Ans 8: sub Ans 9: under Ans 10: lingu Ans 11: tongue Ans 12: al Ans 13: pertaining to Ans 14: pertaining to under the tongue Ans 15: dys Ans 16: bad, difficult Ans 17: peps Ans 18: digestion Ans 19: ia Ans 20: condition Ans 21: condition of bad digestion Ans 22: intus Ans 23: within Ans 24: suscept Ans 25: to take up Ans 26: ion Ans 27: action Ans 28: The slipping of one part of the of the bowel inside another to cause obstruction Ans 29: n/a Ans 30: n/a Ans 31: flatul Ans 32; excessive gas Ans 33: ence Ans 34: forming Ans 35: excessive amount of gas in stomach and intestines G. Ans 1: hematemesis; endoscopy; edematous; esophageal; varices Ans 2: postprandial; hematemesis H. Ans 1: D: an inherited disease Ans 2: C: an intestinal diagnosis Ans 3: E: refers to two specific organs Ans 4: B: blocks production of gastric acid Ans 5: A: use increases incidence of peptic ulcers I. Ans 1: pre-operative diagnosis refers to what the healthcare provider thinks is wrong with a patient before a procedure- a history of multiple polyps in the colon; post-operative diagnosis refers to what is found after the procedure is completed- the colon was normal. Ans 2: A: side Ans 3: colonoscope Ans 4: -osis; diverticul- Ans 5: A: mass of tissue projecting into a hollow organ J. Ans 1: Choledocholithiasis Ans 2: cholelithiasis K. Ans 1: appendic/itis Ans 2: sigm/oid Ans 3: an/al Ans 4: flatul/ence Ans 5: proct/itis Ans 6: polyp/osis Ans 7: lapar/o/scopy Ans 8: de/fec/ation Ans 9: peri/meter Ans 10: col/itis L. Ans 1: mucosa Ans 2: mucus Ans 3: mucosal Ans 4: submucosa Ans 5: mucin Ans 6: mucous M. Ans 1: C: RUQ Ans 2: B: liver Ans 3: A: pain in the right upper quadrant Ans 4: D: ultrasound N. Ans 1: C: nausea and vomiting Ans 2: A: diarrhea Ans 3: D: excess gastric acid Ans 4: D: excess gastric acid Ans 5: B: constipation Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931