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CHAPTER 8 – Female Reproductive System The Language of Gynecology and Obstetrics Chapter 8 Teaching Overview This chapter is almost like teaching two separate subjects, yet a solid foundation of knowledge about gynecology will aid the student in learning about obstetrics. These two subjects naturally progress and meld into overall knowledge about the female reproductive system. Understanding the birth process and female diseases requires a good working knowledge of female anatomy and the terminology associated with it. Make sure your students understand the functions of all the female organs and how the entire system works together to produce monthly periods and the birth of a child. In obstetrics, students must know the stages of embryonic and fetal development and their time (number of weeks) period and the difference between an embryo and a fetus (this is also marked by time/number of weeks). These are also important distinctions for insurance coders and billers. 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: • One of the problems in dealing with this general subject matter while teaching adolescents is developing the right attitude for them to view these topics. There are always the “giggles” when introducing sexual subjects to this audience. It’s important to allow for some of this, but then turn the discourse into a more serious one as soon as possible. These lesson topics can be a great time to discuss STD prevention and unplanned pregnancies. • It can be helpful to require students to perform charting of the signs and symptoms of female reproductive system diseases and disorders. Chapter 8: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 8.1 Describe the external genitalia and vagina. 8.2 Discuss disorders of the external genitalia and vagina. 8.3 Describe sexually transmitted diseases, their diagnoses, and their treatment. 8.4 Relate the structure of the uterus, uterine tubes and ovaries to their functions. 8.5 Discuss oogenesis and ovulation. 8.6 Describe the ovarian hormones. 8.7 Explain the female menstrual cycle. 8.8 Describe disorders of the uterus, uterine tubes and ovaries. 8.9 Discuss female infertility. 8.10 Identify methods of contraception. 8.11 Identify diagnostic and therapeutic procedures and medications used in gynecology. 8.12 Describe fertilization of the egg to form a zygote and its implantation in the uterus. 8.13 Relate the development of the placenta to that of the embryo and fetus. 8.14 Explain the stages of pregnancy and childbirth. 8.15 Discuss the disorders of pregnancy. 8.16 Describe the disorders of childbirth. 8.17 Identify diagnostic and therapeutic procedures and medications used in obstetrics. 8.18 Relate the structure of the breast and mammary gland to their functions. 8.19 Discuss disorders of the breast. 8.20 Identify diagnostic and therapeutic procedures and medications used in disorders of the breast. 8.A Use the medical terms of gynecology and obstetrics to communicate and document in writing accurately and precisely in any health care setting. 8.B Use the medical terms of obstetrics and gynecology to communicate verbally with accuracy and precision in any health care setting. 8.C Construct the medical terms of obstetrics and gynecology from their word elements. 8.D Deconstruct the medical terms of obstetrics and gynecology into their word elements. 8.E Identify the health professionals involved in gynecology and obstetrics. 8.F Use approved abbreviations of medical terms in obstetrics and gynecology accurately. 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 8.1: External Genitalia and Vagina Total Time: 50 Minutes Lesson 8.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 8.1.1 Identify the female external genitalia. 8.1.2 Detail the anatomy and physiology of the vagina. 8.1.3 Discuss the disorders of the vagina. 8.1.4 Describe common sexually transmitted diseases. Prepare Your Materials: • Dry erase board – (or chalkboard, butcher’s block paper, etc.) • Smart devices with Internet access: computers, tablets, cell phones. • Lesson 8.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 8.1 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 8.1 Knowledge Web Handout – Found on Page 8-6 of this Instructor Manual. Instructor Lesson Plan Date: _______________ Chapter 8—Lesson 8.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 10 min Activity Description: Introduction to the many aspects of the female reproductive system. Step 1: Ask students what functions, body parts, and disorders come to mind when they hear the words “female reproductive system.” (This may be a good time to remind students about the importance of using medical terminology, not slang, to discuss the parts of the body.) Step 2: Write students’ responses on the dry erase board. Encourage them to think of as many different responses as possible. Step 3: Have students access MedLine Plus, a medical information website sponsored by the Department of Health and Human Services (National Institutes of Health [NIH] and the U.S. National Library of Medicine [NLM]). Under “Health Topics,” have them select “Female Reproductive System.” Here is a direct link: http://www.nlm.nih.gov/medlineplus/ femalereproductivesystem.html. Step 4: Instruct students to spend a few minutes looking at this website to explore the topics associated with the female reproductive system. Step 5: Ask students to identify major categories or topics that they did not initially come up with when brainstorming, but that are very important aspects of the female reproductive system. The point of this exercise is for students to realize how many health issues in other body systems are related to this system. Many students do not realize the great overlap of the systems. Dry erase board Smart devices with Internet access (computers, tablets, cell phone) 8.1.1 8.1.2 8.1.3 8.1.4 Lecture 20 min Lesson 8.1 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 8.1 PowerPoint Presentation 8.1.1 8.1.2 8.1.3 8.1.4 Active Learning & Practice 15 min Step 1: Distribute Lesson 8.1 Knowledge Web Handout. Step 2: Put students into small groups and give each group one medical term from Lesson 8.1. Step 3: Have each group map out a knowledge web that attempts to link one medical term to other medical terms from the female reproductive system based on their relationship to each other. Groups should attempt to make as many connections as possible, and they should try to branch out with not only categories, but also subcategories and subdivisions of subcategories. 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 8.1 Knowledge Web Handout 8.1.1 8.1.2 8.1.3 8.1.4 Review 5 min Step 1: Go through Lesson 8.1 exercises as a group; explain or clarify anything that is difficult for students. Step 2: Be aware of students’ pronunciation of the terms and help if they struggle. Remaining exercises may be assigned as homework. Textbook,Lesson 8.1 exercises 8.1.1 8.1.2 8.1.3 8.1.4 Homework Assignment 5 min • Students read Lesson 8.2 in the textbook and complete Lesson 8.2 exercises. • Finish Lesson 8.1 exercises, if needed. 8.1.1 8.1.2 8.1.3 8.1.4 Lesson 8.1 Masters • Lesson 8.1 Knowledge Web Handout Knowledge Web Handout: Chapter 8, Lesson 8.1 Medical Language for Modern Health Care: Lesson 8.1 – External Genitalia and Vagina Directions: Use the medical term given to you by your instructor to construct a Knowledge Map that connects and shows the relationship between this term and as many others as you can connect to it. A small example is provided here. (You may need to use the back side of this handout, or a separate piece of paper.) Copyright© 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 8-6 Lesson 8.2: Ovaries, Uterine Tubes, and Uterus Total Time: 50 Minutes Lesson 8.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 8.2.1 Describe the anatomy of an ovary, the fallopian tubes, and the uterus. 8.2.2 Identify the major events of oogenesis. 8.2.3 List the functions of estrogen and progesterone. 8.2.4 Explain the control of the pituitary gland over the female reproductive system. 8.2.5 Discuss the female menstrual cycle. Prepare Your Materials: • Lesson 8.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 8.2 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 8.2 Case Report Handout – Found on Page 8-11 of this Instructor Manual. • Smart device with Internet access: computer, tablet, cell phone. • Prizes – (optional) • Index cards – One per student. Instructor Lesson Plan Date: ______________ Chapter 8—Lesson 8.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review concepts related to female external genitalia and vagina. Step 1: Pass out the 10-question review quiz. This quiz can be done orally by simply asking each question and calling upon students for the answers; oral review is a great way to help students practice both understanding and pronunciation. The quiz can also be done as a graded assignment. Step 2: Once the quiz (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 created from Lesson 8.1 exercises. (Review Lesson 8.1 terms) Introduction 5 min Activity Description: Preview the case report from Lesson 8.2 and its relationship to the ovaries, uterine tubes, and uterus. Step 1: Ask a student to read out loud the Case Report for Lesson 8.2 concerning patient Claire Marcos. This can be read from the text or using Lesson 8.2 Case Report Handout. 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 ovaries, uterine tubes, and uterus. Step 3: Remind students to listen for some of these terms during today’s lecture. Lesson 8.2 Case Report Handout Textbook 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 Lecture 20 min Lesson 8.2 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 8.2 PowerPoint Presentation 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 Active Learning & Practice 10 min Activity Description: Step 1: Distribute Lesson 8.2 Case Report Handout. 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 ovaries, uterine tubes, and uterus. 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. Tell students that information in the next lesson in the textbook, Lesson 8.3, may be helpful in answering the questions. Step 6: Once groups are finished with the handout, bring everyone back together and share answers. Have students share their answers to Claire’s questions and examine the different ways in which students worded their responses. Note: Answers to the questions in Part 3 of the handout can be found in Lesson 8.3 of the textbook. The information is there, but be sure students phrase their answers in a way the patient will understand. Additional Note: The patient questions in this case report make it ideal for use in a role play. Lesson 8.2 Case Report Handout Smart device with Internet access (computer, tablet, cell phone) 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 Review 5 min Step 1: As a group, go over the exercises in Lesson 8.2. Clarify and explain difficult topics. Step 2: Emphasize correct pronunciation, accuracy, and precision as students engage with the exercises. Textbook, Lesson 8.2 exercises 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 Homework Assignment • Students read Lesson 8.3 and complete Lesson 8.3 exercises. • Give each student an index card. Ask students to select one disease or disorder of the female reproductive tract that is discussed in Lesson 8.3 and use the Internet or other sources to learn more about it. On their index card, students should write down a definition of the disease and three facts about it that they feel are important for other students in the class to know. Students should bring the index cards to the next class. Textbook 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 Lesson 8.2 Masters • Lesson 8.2 Case Report Handout Medical Language for Modern Health Care: Lesson 8.2 – Case Report: Medical Terms in Documentation Directions: (1) Read the Case Report below and underline or circle any medical terms related to the ovaries, uterine tubes, and uterus. (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 patient educator (CHES) employed by Fulwood Medical Center YOUR PATIENT IS Ms. Claire Marcos, a 21-year-old student referred to you by Anna Rusack, MD, a gynecologist. Ms. Marcos has been diagnosed with polycystic ovarian syndrome. Your task is to develop a program of self-care as part of her overall plan of therapy: From her medical record, you see that she presented with irregular, often missed menstrual periods since the beginning of puberty, persistent acne, patches of dark skin on the back of her neck and under her arms, loss of hair from the front of her scalp, and inability to control her weight. She is five feet four inches and weighs 150 pounds. Her self-care program is to include exercise, diet, and regular use of birth control medication and metformin that have been prescribed. She has written out a list of questions that she hands to you. These include: • Why are my periods so irregular? • Why doesn’t my acne respond to all the treatment I’ve had? • Am I going bald? • Will I be able to have children someday? • Why am I taking birth control pills when I’m not sexual y active? • What are all these other health problems they say I’m at risk for? (2) Medical Terms Identified: Medical Term Definition (3) Medical Terms Applied: Answer Ms. Marcos’s questions using language that she will understand. 1. Why are my periods so irregular? 2. Why doesn’t my acne respond to all the treatment I’ve had? 3. Am I going bald? (Give Ms. Marcos an explanation for your response.) 4. Will I be able to have children someday? (Give Ms. Marcos an explanation for your response.) __ 5. Why am I taking birth control pills when I’m not sexually active? 6. What are all these other health problems they say I’m at risk for? Lesson 8.3: Disorders of the Female Reproductive Tract Total Time: 50 Minutes Lesson 8.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 8.3.1 Describe disorders of the ovaries, uterus, and fallopian (uterine) tubes, and their effects on a woman’s health. 8.3.2 Discuss the etiologies of infertility and modern treatments for the condition. 8.3.3 Identify modern methods of contraception and their rates of success. Prepare Your Materials: • Ball – (e.g., stress [“squeezy”] ball or other soft ball that can be thrown safely in class). • Index cards with female reproductive tract disease/disorder information brought in by students – In Lesson 8.2, the homework assignment was for students to write down a definition and three facts about a disease or disorder of the female reproductive tract. • Examples of magazine articles on diseases or disorders – Bring in a variety of articles, from a variety of magazines—these will be used as examples. • Lesson 8.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 8.3 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. Instructor Lesson Plan Date: _______________ Chapter 8—Lesson 8.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Lessons 8.1 and 8.2. Step 1: Toss the ball to any student, and then read one of the questions aloud. Step 2: If the student caught the ball, then he or she can either answer the question or pass the ball to another student. If the student dropped the ball when you threw it, the student must attempt to answer the question. Step 3: If the student answers the question correctly, then he or she gets to toss the ball to a new student to answer a new question. If the student does not answer correctly, he or she must walk the ball back up to the instructor. Step 4: The game continues in the same way until all the questions are answered or all students have had a turn (repeating questions can be a good way to reinforce learning; it’s okay if the same question is asked several times to different students.) Questions from Lessons 8.1 and 8.2 Ball (Review Lessons 8.1 and 8.2 concepts) Introduction 5 min Activity Description: Share information students gained by researching diseases and disorders of the female reproductive tract. Step 1: Ask each student to read his or her index card to the rest of the class. Step 2: After each student has read his or her index card, ask students to draw conclusions about what they have just heard; encourage them to share insights concerning diseases and disorders of the female reproductive tract. Student index cards (assigned in Lesson 8.2) 8.3.1 8.3.2 8.3.3 Lecture 20 min Lesson 8.3 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 8.3 PowerPoint Presentation 8.3.1 8.3.2 8.3.3 Active Learning & Practice 10 min Activity Description: Students will write a magazine-style article on a disease or disorder of the female reproductive tract. Step 1: Explain to students that they have been hired by a women’s magazine to write a brief article in their “Women’s Health” section. The article should highlight one disease or disorder that affects the female reproductive tract. Students may choose to do their article on the same disease or disorder they researched for their index card assignment or they may choose another topic. Step 2: Pass out the sample articles from magazines and ask students to identify some of the characteristics of this type of article. Sample responses: • Catchy title • Hypothetical example of a person with the disease or disorder to get readers’ attention at the beginning • Facts and statistics from physicians, researchers, and other experts • A “What You Can/Should Do” section with brief suggestions for the reader • A section that tells readers where they can go for additional information Step 3: Give students time in class to research their topic and write their article. Students will probably need to finish their article outside of class. Note: It’s a great idea to photocopy students’ articles and create a booklet containing all the articles. Examples of magazine articles about diseases and disorders Smart devices with Internet access to research diseases and disorders (computers, tablets, cell phone) 8.3.1 8.3.2 8.3.3 Review 5 min Step 1: As a group, go through Lesson 8.3 exercises. Clarify and explain difficult content. Step 2: Reinforce correct pronunciation and use of each medical term. In addition, review the female reproductive tract and associated diseases and disorders. Textbook, Lesson 8.3 exercises 8.3.1 8.3.2 8.3.3 Homework Assignment • Students read Lesson 8.4 and complete Lesson 8.4 exercises. • Finish female reproductive tract disorder magazine article. 8.3.1 8.3.2 8.3.3 Lesson 8.3 Masters • (none) Lesson 8.4: Gynecologic Diagnostic and Therapeutic Procedures and Pharmacology Lesson 8.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 8.4.1 Identify diagnostic procedures used in the treatment of gynecologic disorders. 8.4.2 Describe therapeutic procedures used in the treatment of gynecologic disorders. 8.4.3 Discuss the pharmacology of drugs used in the treatment of gynecologic disorders. Prepare Your Materials: • Dry erase board – or chalkboard, chart paper, etc. • Lesson 8.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 8.4 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. Smart device with Internet access: computer, tablet, cell phone TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Step 1: Go through Lesson 8.3 exercises as a group; explain or clarify anything that is difficult for students. Step 2: Correct any mispronunciation of medical terms. Textbook, Lesson 8.3 exercises 8.3.1 8.3.2 8.3.3 Introduction 10 min Ask students how they think a woman feels about gynecologic diagnostic or therapeutic procedures (embarrassment related to positioning on the table-lithotomy position, the reason for the test – cheated on my boyfriend/husband, possible STD, possible cancer). Discuss how a health care provider can allay these fears and concern. Lecture 20 min Lesson 8.4 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 8.4 PowerPoint Presentation 8.4.1 8.4.2 8.4.3 Active Learning & Practice 10 min Activity Description: Step 1: Place students in groups of 2 or 3. Step 2: Assign each group of students to either a gynecological diagnostic procedure or a gynecological therapeutic procedure (laparoscopy, colposcopy, hysteroscopy, hysterosalpingogram, D&C, LEEP, PAP test, hysterectomy, endometrial ablation, ultrasound of the abdomen, in vitro fertilization) Step 3: Each group should research their topic for the following information: 1. reason for the test 2. how the procedure is done 3. patient education that is needed Step 4: Each group reports on their findings to the class. Smart device with Internet access (computer, tablet, cell phone) Review 5 min Summarize the commonalities within the diagnostic and therapeutic procedures. Discuss how to allay fears and embarrassment in women undergoing these procedures. Homework Assignment • Complete Lesson 8.4 exercises. • Read Lesson 8.5 and complete Lesson 8.5 exercises • Review Word Analysis & Definition (WAD) Tables from Lessons 8.1 through 8.4. Textbook 8.4.1 8.4.2 8.4.3 Lesson 8.5: Obstetrics: Pregnancy and Childbirth Lesson 8.5 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 8.5.1 Specify the stages of embryonic development. 8.5.2 Describe the implantation of the embryo in the uterus. 8.5.3 List the functions of the placenta. 8.5.4 Identify the major events of fetal development. 8.5.5 Explain the process of childbirth. 8.5.6 Discuss some of the most common problems of fetal development and childbirth. 8.5.7 Recognize and use appropriately the medical terminology for embryonic and fetal development, pregnancy, and childbirth. Prepare Your Materials: • Dry erase board – or chalkboard, chart paper, etc. • Lesson 8.5 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 8.5 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. • Poster board (optional) • Markers or crayons Instructor Lesson Plan Date: _______________ Chapter 8—Lesson 8.5 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Activity Description: Step 1: Go through Lesson 8.4 exercises as a group; explain or clarify anything that is difficult for students. Step 2: Listen for and correct mispronounced medical terms. Review Lesson 8.4 Step 1: Ask each student to write two test questions on medical terms from Lesson 8.4 on a sheet of paper. Step 2: When they are finished, have them trade papers with another student. They should answer the questions on the other student’s paper and then exchange with another student. Step 3: Have students continue exchanging papers until they have answered the questions of at least five different students, and their questions have been answered by at least five different students. Step 4: Clarify any confusion and address any questions when finished. Textbook, Lesson 8.4 exercises (Review Lesson 8.4 concepts) 8.4.1 8.4.2 8.4.3 Introduction 10 min Step 1: Ask students to share a “birth story.” They may have an interesting or exciting birth story of their own, or the story may be of a friend, relative, or something seen on a TV show or movie (Call the Midwife is an excellent resource dealing with real life events – thalidomide babies, tuberculosis, unwed mothers, adoptions). Step 2: Highlight any aspects of the birth stories that are relevant to this lesson to lay the foundation for Lesson 8.5 Lecture/discussion. 8.5.5 8.5.6 8.5.7 Lecture 20 min Lesson 8.5 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 8.5 PowerPoint Presentation 8.5.1 8.5.2 8.5.3 8.5.4 8.5.5 8.5.6 8.5.7 Active Learning & Practice 10 min Activity Description: Students will map out the progression from implantation to postpartum. Step 1: Divide students into eight separate groups, one for each of the developmental aspects discussed in Lesson 8.5: • Implantation • Embryonic period (week 2 through week 7) • Fetal period (week 8 through birth) Poster board Markers or crayons 8.5.1 8.5.2 8.5.3 8.5.4 8.5.5 8.5.6 8.5.7 • First stage of childbirth (dilation of the cervix) • Second stage of childbirth (expulsion of the fetus) • Third stage of childbirth (expulsion of the placenta) • Puerperium (6 weeks postpartum) Step 2: Give each group a piece of poster board and instruct them to visually depict what happens to the baby and/or mother during that period. In addition, groups should make a list of diseases and/or disorders that affect the baby and/or mother during this period. Step 3: When the posters are finished, have the groups hang them on the wall in the order in which they would occur in pregnancy and childbirth. Note: The stages listed above are very important for coders as well since some codes refer to “#__ weeks of gestation” specifically. Review 5 min Activity Description: Present pregnancy and childbirth posters. Step 1: Have each group present their poster to the rest of the class. Encourage groups to explain everything that occurs during that period and use the poster to point out events. Finally, the groups should read their list of diseases or disorders that occur during their assigned period. Textbook 8.5.1 8.5.2 8.5.3 8.5.4 8.5.5 8.5.6 8.5.7 Homework Assignment • Complete Lesson 8.5 exercises. • Read lesson 8.6 and complete lesson 8.6 exercises • Review Word Analysis & Definition (WAD) Tables from Lessons 8.1 through 8.5. Textbook, Lesson 8.5 exercises 8.5.1 8.5.2 8.5.3 8.5.4 8.5.5 8.5.6 8.5.7 Lesson 8.5 Masters • (none) Lesson 8.6: Obstetrical Diagnostic and Therapeutic Procedures and Pharmacology Total Time: 50 Minutes Lesson 8.6 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 8.6.1 Identify diagnostic procedures used in the treatment of obstetric problems. 8.6.2 Describe therapeutic procedures used in the treatment of obstetric problems. 8.6.3 Discuss the pharmacology of drugs used in the treatment of obstetric problems Prepare Your Materials: • Dry erase board – or chalkboard, chart paper, etc. • Lesson 8.6 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 8.6 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. • Smart device with Internet access: computer, tablet, cell phone. TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 5 min Activity Description: Step 1: Go through Lesson 8.5 exercises as a group; explain or clarify anything that is difficult for students. Step 2: Listen for and clarify mispronunciation of medical terms. Textbook, Lesson 8.5 exercises 8.5.1 8.5.2 8.5.3 8.5.4 8.5.5 8.5.6 8.5.7 Introduction 5 min Ask students to share stories of family or friends who have had obstetrical diagnostic testing. Share information related to: Why was the test done? Was it normal or abnormal? What follow-up was necessary for abnormal testing? How did the mother respond emotionally to the testing? Lecture 20 min Lesson 8.6 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 8.6 PowerPoint Presentation 8.6.1 8.6.2 8.6.3 Active Learning & Practice 10 min Activity Description: Step 1: Divide class into two (2) groups. Step 2: Assign one student in each group to come to the black board/dry erase board to be the “recorder”. Step 3: Divide the black board/dry erase board into two (2) columns labeled “First Trimester” and “Second Trimester” Step 4: The recorder writes what the group finds during their research. For example, Group One (first trimester) would research the following diagnostic tests: hCG, PAPP-A, nuchal translucency, CVS). Students in Group One should research these tests and report the following information: when is the test done, why is the test performed, what an abnormal test result may indicate, and any patient preparation that is necessary. This information is given to the recorder who writes it on the board. Step 5: Students in Group Two should research the following diagnostic tests: quad screen, cystic fibrosis screen, ultrasound, and amniocentesis and report on the same questions: when the test is done, why is the test performed, what an abnormal test result may indicate, and any patient preparation that is necessary. The recorder writes the information on the board. Dry Erase Board Smart device with internet access (computer, tablet, cell phone) 8.6.1 8.6.2 8.6.3 Review 5 min Summarize the diagnostic procedures that are performed during the first and second trimesters of pregnancy. Focus on the mother’s/parent’s reaction to abnormal test results and any decisions regarding the pregnancy that may need to be made. Homework Assignment • Complete Lesson 8.6 exercises. • Read lesson 8.7 and complete Lesson 8.7 exercises. • Review Word Analysis & Definition (WAD) Tables from Lessons 8.1 through 8.6. Textbook 8.6.1 8.6.2 8.6.3 Lesson 8.7: Breast Total Time: 50 Minutes Lesson 8.7 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 8.7.1 Describe the anatomy of the breast. 8.7.2 Differentiate the breast from the mammary gland. 8.7.3 Explain the physiology and mechanisms of lactation. 8.7.4 Discuss common disorders of the breast. Prepare Your Materials: • 30 (or at least one per student) medical term cards – Create by writing medical terms on a sheet of poster board with a black marker and then cutting them apart with scissors; make the terms large enough to be seen from several feet away. • Lesson 8.7 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 8.7 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. Instructor Lesson Plan Date: _______________ Chapter 8—Lesson 8.7 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Game to review the female reproductive system. Step 1: Deal each student one “card,” face down. Step 2: Divide the class into two “teams.” Have the teams form two lines, one for each team, facing each other, in front of the room. Step 3: On your signal, all students will turn their cards over at the same time, look at their card (and everyone else’s cards), and form a definition in their mind. Have students hold their cards in front of them so everyone can see them. Step 4: Each student gets one turn. On their turn, they may either keep their term or “steal” (trade for) someone else’s. Students may steal cards from either line. Some cards may be “stolen” multiple times. If students choose not to steal, they should just say “Pass” and keep their card. Step 5: After everyone has had a chance to either steal a card or “pass,” the students will define their terms one at a time. Step 6: A team gets 1 point for each correctly defined term, and for incorrect definitions, the team loses 1 point. The line with the most points at the end of the activity wins. Develop 20-25 questions from Lessons 8.1 through 8.6 Medical term cards (Review Lessons 8.1 through 8.6 concepts) Introduction 5 min Activity Description: Introduction to diseases and disorders of the breast. Step 1: Ask students if they know the percentage of women who will be affected by breast cancer in their lifetime. (Answer is 12.5%, or 1 in 8 women.) Step 2: Tell students that there is a greater awareness of breast cancer now. Step 3: Ask students about risk factors for breast cancer that they have heard of or read about. 8.7.4 Lecture 20 min Lesson 8.7 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 8.7 PowerPoint Presentation 8.7.1 8.7.2 8.7.3 8.7.4 Active Learning & Practice 10 min Activity Description: Students will brainstorm strategies to raise awareness about breast cancer and the importance of early detection. Step 1: Tell students they have been hired by a national organization concerned with raising awareness of breast cancer and the importance of early detection. Step 2: Have them work in pairs or groups to come up with a new idea or strategy for raising awareness. They may want to consider ways to get more media attention for breast cancer, types of advertising that targets women to educate them about the disease and early detection, ways to involve politicians or lawmakers, ways to get individuals or organizations involved on a local level to raise awareness, or any other method they think would be successful. Step 3: The idea or strategy should be written out in enough detail that it can be understood clearly. Step 4: Have each group share their idea or strategy with the rest of the class. Students often become passionately involved in this assignment since many students either know someone affected by this disease or have been directly affected by it themselves. Encourage students to take their ideas and strategies beyond the classroom to raise awareness. Lesson 8.7 Knowledge Web Handout 8.7.1 8.7.4 Review 5 min Step 1: Go through Lesson 8.6 exercises, having students read their answers out loud. Step 2: Emphasize correct pronunciation and have students spell troublesome terms. Textbook, Lesson 8.6 exercises 8.6.1 8.6.2 8.6.3 Homework Assignment • Students read Lesson 8.8 and complete Lesson 8.8 exercises • Complete Lesson 8.7 exercises 8.1.1 – 8.1.4 8.2.1 – 8.2.5 8.3.1 – 8.3.3 8.4.1 – 8.4.7 8.5.1 – 8.5.7 8.6.1 – 8.6.3 Lesson 8.8: Diagnostic and Therapeutic Procedures and Pharmacology of Disorders of the Breast Total Time: 50 Minutes Lesson 8.8 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 8.8.1 Identify diagnostic procedures used in the treatment of disorders of the breast. 8.8.2 Describe therapeutic procedures used in the treatment of disorders of the breast. 8.8.3 Discuss the pharmacology of drugs used in the treatment of disorders of the breast. Prepare Your Materials: • Lesson 8.8 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 8.8 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. TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Activity Description: Step 1: Review Lesson 8.7 exercises in a round robin manner. Step 2: Clear up any confusion over the correct answer. Explain the rationale for the correct answer. Listen for and correct any mispronunciation of medical terms. Textbook, Lesson 8.7 exercises 8.7.1 8.7.2 8.7.3 8.7.4 Introduction 5 min Discuss how frightening it is for a woman to find a breast lump, especially when the breast lump is cancerous. Ask students about any personal experiences they have had with family or friends who have been diagnosed with breast cancer. What type of treatment did the person have? What side effects did the person experience? How did the person cope emotionally with the diagnosis? How long has the person been cancer free? Lecture 20 min Lesson 8.8 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 8.8 PowerPoint Presentation 8.8.1 8.8.2 8.8.3 Active Learning & Practice 15 min Activity Description: Step 1: Place students into groups of 2-3. Step 2: Ask each group to research one diagnostic procedure: (BSE, mammography, hormone receptor positive tumors, stereotactic biopsy); or one therapeutic procedure: (lumpectomy, quadrantectomy, simple mastectomy, modified radical mastectomy, radical mastectomy). Step 3: The students researching diagnostic procedures should include patient preparation and education in their report. Students researching therapeutic procedures should address benefits and disadvantages of the procedure. Step 4: Each group shares their research findings with the group. Smart device with Internet access (computer, tablet, cell phone) Review 5 min Summarize the diagnostic procedures used to detect breast lumps. Compare the therapeutic procedures used to treat breast cancer. Step 1: Review Lesson 8.8 exercises in a round robin manner. Step 2: Clear up any confusion over the correct answer. Explain the rationale for the correct answer. Listen for and correct any mispronunciation of medical terms. Textbook, Lesson 8.8 exercises 8.8.1 8.8.2 8.8.3 Homework Assignment • Complete Chapter 8 Review exercises. • Review the Word Analysis & Definition (WAD) Tables from all Chapter 8 lessons. Textbook, Chapter 8 Review exercises 8.1.1 - 8.1.4 8.2.1- 8.2.5 8.3.1- 8.3.3 8.4.1 – 8.4.3 8.5.1 – 8.5.7 8.6.1 – 8.6.3 8.7.1 – 8.7.4 8.8.1 - 8.8.3 End of Chapter Answer Exercises Page 213 A. Ans 1: B: vulva Ans 2: D: mons Ans 3: C: minora Ans 4: A: labia Exercises Page 215 A. Ans 1: B: toxic shock syndrome Ans 2: bacterial Ans 3: A: high Exercises Page 217 A. Ans 1: C: chlamydia Ans 2: D: primary syphilis Ans 3: H: gonorrhea Ans 4: E: pelvic inflammatory disease Ans 5: F: tertiary syphilis Ans 6: A: secondary syphilis Ans 7: B: trichomoniasis Ans 8: G: chancroid B. Ans 1: syphilis Ans 2: molluscum contagiosum Ans 3: trichomoniasis Ans 4: gonorrhea Exercises Page 219 A. Ans 1: E: herpes simplex type 1 Ans 2: G: HIV Ans 3: A: herpes simplex type 2 Ans 4: D: HPV Ans 5: F: opportunistic Ans 6: B: AIDS Ans 7: C: herpes of the newborn Exercises Page 221 A. Ans 1: D: adnexa Ans 2: C: fallopian Ans 3: C: fimbriae Ans 4: A: os Ans 5: B: before, forward Ans 6: B: inner Exercises Page 223 A. Ans 1: A: menopause Ans 2: B: ovulation Ans 3: C: oogenesis B. Ans 1: A: puberty Ans 2: A: follicle Ans 3: B: antrum Exercises Page 225 A. Ans 1: in/volut/ion Ans 2: pro/gest/er/one Ans 3: menstru/ate Ans 4: estro/gen Ans 5: oo/genesis Ans 6: follicul/ar Exercises Page 227 A. Ans 1: C: ovarian cancer Ans 2: D: a woman who has normally menstruated misses three periods in a row and is not in menopause B. Ans 1: C: cysts Ans 2: D: PCOS Ans 3: B: release oocytes Ans 4: A: heart disease Exercises Page 229 A. Ans 1: lei/o/my/oma Ans 2: metr/o/rrhagia Ans 3: men/o/pause Ans 4: fibr/oid Exercises Page 231 A. Ans 1: Cervical Ans 2: menopause Ans 3: dysplasia Ans 4: precancerous B. Ans 1: A: scarring of the uterine tubes Ans 2: C: 1 year Ans 3: B: endometriosis Exercises Page 233 A. Ans 1: C: against Ans 2: C: progestin Ans 3: B: diaphragm Ans 4: C: RU-486 Ans 5: C: spermicide Exercises Page 235 A. Ans 1: B: touch Ans 2: C: postcoital testing Ans 3: A: hysterosalpingography Ans 4: A: view the vagina and cervical canal Exercises Page 237 A. Ans 1: C: every three years Ans 2: C: infection by the human papilloma virus Ans 3: D: 10 – 20 B. Ans 1: ultra/sound Ans 2: cyt/o/logist Ans 3: hyster/o/scopy Exercises Page 239 A. Ans 1: H: ovary Ans 2: E: surgical removal Ans 3: D: uterus Ans 4: F: surgical fixation Ans 5: B: uterine tube Ans 6: G: scatter seed Ans 7: A: to cleanse Ans 8: C: vagina Exercises Page 241 A. Ans 1: C: topical anesthetic cream Ans 2: A: clomiphene Ans 3: D: fungal infections Ans 4: C: hormone Ans 5: C: valacyclovir Exercises Page 243 A. Ans 1: egg Ans 2: fertilization Ans 3: zygote Ans 4: morula Ans 5: blastocyst Ans 6: embryo B. Ans 1: zygote Ans 2: monozygotic Ans 3: dizygotic Exercises Page 245 A. Ans 1: amnion; amniotic Ans 2: embryonic; embryo Ans 3: umbilicus; umbilical Exercises Page 247 A. Ans 1: C: multipara Ans 2: A: episiotomy Ans 3: A: primipara Ans 4: C: puerperium Ans 5: C: dilation Ans 6: C: primipara Ans 7: B: autolysis Ans 8: B: postpartum B. Ans 1: A: FSH; B. LH; C: progesterone; F: HCG; G: estrogen Ans 2: A: is dilation of the cervix; C: includes the process of effacement; D: includes the rupture of the fetal membranes; E: can be shorter in multipara and longer in primipara Exercises Page 249 A. Ans 1: C: severe right-sided abdominal pain Ans 2: A: fertilized egg implanted in a uterine tube B. Ans 1: C: oligo- Ans 2: D: monster Ans 3: C: vomiting Exercises Page 251 A. Ans 1: P: after Ans 2: S: condition Ans 3: R: nucleus Ans 4: R: the way Ans 5: R: ripe, ready Ans 6: P: before, in front of Ans 7: P: without B. Ans 1: B: cord comes before the baby during delivery Ans 2: E: placenta is positioned over the internal os of the cervix Ans 3: C: brain damage due to bilirubin deposits Ans 4: A: cord is wrapped around the baby’s neck during delivery Ans 5: D: separation of the placenta from the uterine wall before delivery Exercises Page 253 A. Ans 1: C: Down syndrome Ans 2: B: spina bifida Ans 3: D: ultrasound B. Ans 1: gonad/o/tropin Ans 2: amni/o/centesis Ans 3: matern/al Ans 4: trans/luc/ent Ans 5: neur/al Exercises Page 255 A. Ans 1: prolactin Ans 2: areola Ans 3: oxytocin Ans 4: colostrum Ans 5: nipple Ans 6: lactiferous Ans 7: sebaceous B. Ans 1: False Ans 2: True Ans 3: True Ans 4: True Ans 5: False Ans 6: True Exercises Page 257 A. Ans 1: mastalgia Ans 2: mastitis Ans 3: fibroadenoma Ans 4: gynecomastia Ans 5: fibrocystic B. Ans 1: flow (rrhea) Ans 2: breast (mast) Ans 3: milk (galacto) Ans 4: inflammation (itis) Ans 5: condition (ia) Exercises Page 259 A. Ans 1: mammogram Ans 2: mammography Ans 3: quadrantectomy Ans 4: mastectomy Chapter 8 Review A. Ans 1: C: vulva Ans 2: B: hysteroscopy Ans 3: D: dyspareunia Ans 4: D: hymen Ans 5: B: metrorrhagia Ans 6: E: gonads Ans 7: E: none of these Ans 8: C: opportunistic Ans 9: C: vulvodynia Ans 10: E: salpingitis Ans 11: C: oogenesis Ans 12: C: hormones B. Ans 1: G: arch, vault Ans 2: D: month Ans 3: I: ridge or crease Ans 4: J: cancer Ans 5: H: mouth Ans 6: B: membrane Ans 7: C: egg Ans 8: E: sheath Ans 9: F: neck Ans 10: A: fringe C. Ans 1: n/a Ans 2: n/a Ans 3: mamm Ans 4: breast Ans 5: ary Ans 6: pertaining to Ans 7: pertaining to the breast Ans 8: neo Ans 9: new Ans 10: nat Ans 11: born Ans 12: al Ans 13: pertaining to Ans 14: pertaining to newborn Ans 15: primi Ans 16: first Ans 17: gravida Ans 18: pregnant woman Ans 19: n/a Ans 20: n/a Ans 21: first pregnancy Ans 22: post Ans 23: after Ans 24: partum Ans 25: childbirth Ans 26: n/a Ans 27: n/a Ans 28: after childbirth Ans 29: endo Ans 30: within, inner Ans 31: metr Ans 32: uterus Ans 33: ium Ans 34: structure Ans 35: structure within the uterus D. Ans 1: cilia Ans 2: fimbriae Ans 3: fornices Ans 4: infundibula Ans 5: labia Ans 6: majora Ans 7: minora Ans 8: ovaries Ans 9: ova Ans 10: rugae E. Ans 1: 2 Ans 2: 5 Ans 3: 7 Ans 4: 4 Ans 5: 1 Ans 6: 8 Ans 7: 6 Ans 8: 3 F. Ans 1: B: wrapped around the baby’s neck during delivery Ans 2: E: placenta Ans 3: E: amniocentesis Ans 4: B: crowning Ans 5: A: rubella virus Ans 6: B: navel Ans 7: B: lochia G. Ans 1: B: distal third of the uterine tube Ans 2: B: effacement Ans 3: D: ectopic Ans 4: C: vernix caseosa Ans 5: C: primipara H. Ans 1: bilateral Ans 2: right Ans 3: left Ans 4: No Ans 5: mastalgia I. Ans 1: H: endometrial tissue Ans 2: G: corpus luteum Ans 3: B: fimbriae Ans 4: E: follicular phase Ans 5: A: uterine cycle Ans 6: D: corpus albicans Ans 7: I: ruptures Ans 8: C: lutein Ans 9: F: postovulatory phase Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931

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