CH-14 Skeletal System – Medical Language for Modern Health Care : Chapter Notes

CHAPTER 14 – Skeletal System Language of Orthopedics Chapter 14 Teaching Overview Without bones for structure, support, and motion, the body would just be an amorphous blob. The bones also protect vital internal organs and systems. Over the course of a lifetime, bones grow with us and we need to nourish them with proper nutrition and exercise to keep them in good working order through old age. Reinforce these concepts with students to ensure they see the “big picture” when it comes to the importance of knowing the terms associated with the musculoskeletal system and orthopedics. 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: • This chapter is a great opportunity to bring in health professionals to discuss the care and treatment of bones. The health professional may be able to bring bone samples, models, or x-rays to class to bring the musculoskeletal system to life for your students. • Students may have had to learn about bones in elementary school or high school. Ask them to share some of the ways they learned the names of the bones and their location. Chapter 14: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 14.1 Identify the components of the skeletal system and the functions of bones. 14.2 Discuss the growth and structure of bones. 14.3 Describe diseases of bone. 14.4 Explain the different types of bone fractures and their healing process. 14.5 Describe the components of joints and classify joints based on the amount of movement they allow. 14.6 Differentiate the movements of joints. 14.7 Explain the diseases of joints. 14.8 Identify the components and functions of the axial skeleton. 14.9 Identify the components of the vertebral column. 14.10 Describe common disorders of the vertebral column. 14.11 Describe the skull and facial skeleton. 14.12 Relate the structure of the shoulder girdle to its functions. 14.13 Explain common disorders of the shoulder joint. 14.14 Identify the components of the upper arm and elbow joint. 14.15 Describe common disorders of the elbow joint. 14.16 Explain the structure of the forearm and wrist. 14.17 Discuss common disorders of the wrist. 14.18 Relate the structure of the hand to its functions. 14.19 Describe disorders of the hand. 14.20 Relate the structure of the pelvic girdle to its function. 14.21 Explain disorders of the pelvic girdle. 14.22 Identify the bones and joints of the hip and thigh. 14.23 Describe disorders of the hip joint. 14.24 Discuss the bones and joints of the knee and thigh. 14.25 Understand disorders of the knee joint. 14.26 Describe the bones and joints of the lower leg, ankle, and foot. 14.27 Explain disorders of the ankle and foot. 14.28 Discuss diagnostic procedures for disorders of the skeletal system. 14.29 Explain therapeutic procedures for disorders of the skeletal system. 14.30 Describe pharmacologic agents used in the treatment of disorders of the musculoskeletal system. 14.A Use the medical terms of the skeletal system to communicate in writing and document accurately and precisely in any health care setting. 14.B Use the medical terms of the skeletal system to communicate verbally with accuracy and precision in any health care setting. 14.C Using word elements, construct medical terms associated with the skeletal system. 14.D Deconstruct medical terms into their word elements (roots, combining forms, prefixes, and suffixes). 14.E Identify health professionals involved in the care of patients with skeletal disorders. 14.F Identify abbreviations as they relate to the words they abbreviate and use them in context to medical care. 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 14.1: Functions of the Skeletal System Total Time: 50 Minutes Lesson 14.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 14.1.1 Recognize the different health professionals involved in the diagnosis and treatment of skeletal problems. 14.1.2 Identify the tissues that form the skeletal system. 14.1.3 Discuss the structures and functions of the skeletal system. 14.1.4 Explain the structure and functions of bones. 14.1.5 Describe the major problems and diseases that occur in the skeletal system. Prepare Your Materials: • Lesson 14.1 Skeletal System Trivia Handout – Found on Page 14-6 of this Instructor Manual. • Lesson 14.1 Skeletal System Trivia Handout -Answer Key – Found on Page 14-7 of this Instructor Manual. • Lesson 14.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 14.1 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. • Additional resources on problems and diseases of the skeletal system – (optional) Examples may include smart devices with Internet access (computers, tablets, cell phones), pamphlets, books, posters, educational materials from doctor’s offices or from orthopedic departments in hospitals or medical schools. Instructor Lesson Plan Date: ___________ Chapter 14—Lesson 14.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 15 min Activity Description: Focusing students’ attention on the skeletal system. Step 1: Distribute the Skeletal System Trivia handout and have students complete it as individuals or in small groups – or go through it as a class. Step 2: Ask students what else they know about the skeletal system. Guide them to share their pre- existing knowledge about the structures it contains and the functions it provides in the human body. Step 3: Reinforce correct facts and information about the skeletal system. Lesson 14.1 Skeletal System Trivia Handout 14.1.2 14.1.3 Lecture 20 min Lesson 14.1 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 14.1 PowerPoint Presentation 14.1.1 14.1.2 14.1.3 14.1.4 14.1.5 Active Learning & Practice 15 min Activity Description: Students will practice explaining problems and diseases that occur in the skeletal system. Step 1: Assign each student a different problem or disease that occurs in the skeletal system (see the Word Analysis & Definition (WAD) Tables in Lesson 14.1 of the textbook) AND a different patient (assign students patients of various ages, genders, and situations so they can practice tailoring their communication to a specific audience). For example, assign students an older patient who does not hear or see well. Tell the students they need to become familiar enough with their problem or disease that they could perform patient education, explaining the problem or disease to a patient who knows nothing about it and has little or no knowledge of the skeletal system. Step 2: Give students some time to plan what words they will use to explain the problem or disease to their patient. Each student should use his or her textbook and any other resources available (e.g., smart devices with Internet access (computers, tablets, cell phone, campus library, etc.) to make sure he or she completely understands the assigned problem or disease. Textbook – Lesson 14.1 Additional resources including smart devices with Internet access (computer tablet, cell phone) 14.1.1 14.1.2 14.1.3 14.1.5 Step 3: Have each student present his or her explanation to the rest of the class. Students should briefly describe the patient’s age, gender, etc., and then give the explanation of the problem or disease— as if telling it to the patient. Step 4: The instructor and other students should critique the effectiveness of the explanation keeping in mind the age, gender, and situation of the patient for whom this explanation was intended. Review 5 min Step 1: Go through Lesson 14.1 exercises as a group; explain or clarify anything that is difficult for students. Exercises may be assigned as homework if needed. Step 2: Listen for and correct mispronunciation of terms. Textbook, Lesson 14.1 exercises 14.1.1 14.1.2 14.1.3 14.1.4 14.1.5 Homework Assignment 5 min • Students read Lesson 14.2 in the textbook and complete Lesson 14.2 exercises. • Complete any remaining Lesson 14.1 exercises from the textbook, if needed. 14.1.1 14.1.2 14.1.3 14.1.4 14.1.5 Lesson 14.1 Masters • Lesson 14.1 Skeletal System Trivia Handout Answers to Lesson 14.1 Masters • Lesson 14.1 Skeletal System Trivia Handout – Answers Medical Language for Modern Health Care: Lesson 14.1 – Functions of the Skeletal System Directions: Answer each question below using what you know about the skeletal system. QUESTIONS: 1. Do adults or children have more bones in their bodies? (Circle A or B.) A. Adults B. Children 2. True or false: Your arm span is usually equal to your height. (Circle A or B.) A. True B. False 3. What bone in the human body is fractured (broken) more than any other? (Write the name of the bone in the blank below.) 4. Approximately what percentage of your bones are found in your hands and feet? (Circle A, B, C, or D.) A. 5% B. 25% C. 50% D. 75% 5. True or false: Bones contain no water. (Circle A or B.) A. True B. False 6. What is the largest bone in your body? (Hint: This bone is about one-fourth of your overall height.) (Write the name of the bone in the blank below.) 7. In what part of your body are the smallest bones found? (Circle A or B.) A. Hands B. Ears C. Feet 8. True or false: All the bones in your body are attached to one or more other bones. (Circle A or B.) A. True B. False Medical Language for Modern Health Care: Lesson 14.1 – Skeletal System – Answer Key Directions: Answer each question below using what you know about the skeletal system. QUESTIONS: 1. Do adults or children have more bones in their bodies? (Circle A or B.) Correct: B. Children Rationale: Children are born with over 300 bones; adults have 206. Discuss with students what happens to those 94+ bones by the time children become adults. 2. True or false: Your arm span is usually equal to your height. (Circle A or B.) Correct: A. True Rationale: This statement is true. 3. What bone in the human body is fractured more than any other? (Write the name of the bone in the blank below.) Correct: Clavicle Rationale: The clavicle (or collarbone) is the bone in the human body that is broken most often. Ask students why they think this bone is broken so often. 4. Approximately what percentage of your bones are found in your hands and feet? (Circle A, B, C, or D.) Correct: C. 50% Rationale: The bones of the hands and feet account for around 50% of the bones in the human body. Again, ask students why this is (phalanges, carpals, metacarpals, etc.). 5. True or false: Bones contain no water. (Circle A or B.) Correct: B. False Rationale: Approximately 33% of living bone is water. Challenge students to consider why our bones need water. 6. What is the largest bone in your body? (Hint: This bone is about one-fourth of your overall height.) (Write the name of the bone in the blank below.) Correct: Femur (thigh bone) Rationale: The femur is the longest bone in the human body. 7. In what part of your body are the smallest bones found? (Circle A or B.) Correct: B. Ears Rationale: The ossicles of the middle ear (the stapes, incus, and malleus) are the smallest bones. 8. True or false: All the bones in your body are attached to one or more other bones. (Circle A or B.) Correct: B. False Rationale: One bone in the human body, the hyoid bone, located in the throat, is not attached to any other bone. Lesson 14.2: Joints Total Time: 50 Minutes Lesson 14.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 14.2.1 Classify the different types of joints. 14.2.2 Identify the tissues that form the different joints. 14.2.3 Match structures to functions in the different joints. 14.2.4 Describe the major problems and diseases that occur in joints. Prepare Your Materials: • Dry erase board or chalkboard. • Bone-o Cards – Create bone-o (bingo) cards with 3 × 3 grids. Write or type answers to 9 of the questions on each card. Make the cards different so students will not all “win” at the same time. You will need one card for each student. • Prizes – (optional) • Hinge joint, ball and socket joint, and a universal joint – These can be purchased at most hardware stores. • Lesson 14.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 14.2 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. • Orthopedic surgeon or other orthopedic health care professional – Prior to class, contact an orthopedic specialist or orthopedic technician to see if he or she would be willing to talk to your class. Instructor Lesson Plan Date: ___________ Chapter 14—Lesson 14.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Bingo-type review of the Skeletal System. Step 1: Tell students they will be playing “Bone-o,” which is played like bingo. Decide what a “winning” combination will be and announce it, so all students are aware (e.g., three in a row, four corners, or blackout—where the whole card must be covered to win.) Step 2: In random order, read questions from Lesson 14.1 one at a time. Give students time to look at their Bone-o cards to see if the answer to the question is on their card. Step 3: When students have answers to the questions on their cards, they should mark the spot. Step 4: Continue reading questions and letting students mark off the answers on their Bone-o cards until someone calls “Bone-o.” Step 5: Verify the student’s card to make sure the answers are correct. Step 6: You may choose to give prizes to winners. Play as many times as needed to review Lesson 14.1. Questions from Lesson 14.1 Bone-o cards (Review Lesson 14.1 concepts) 14.1.1 14.1.2 14.1.3 14.1.4 14.1.5 Introduction 5 min Step 1: Ask students whether they think bones bend. Suggested response: No. Step 2: Ask them how we can stand up and sit down, or to bend and straighten our arms if our bones do not bend. Suggested response: We have joints. Step 3: Preview the fact that joints are found in the places where bones come together, and they allow us to bend and move parts of our bodies. Step 4: Show students the hinge joint, universal joint, and ball and socket joints and explain how these examples are like the way the joints in the body work. Examples: a hinge joint is like the elbow; a universal joint is similar to the wrist; a ball and socket joint is similar to the shoulder and hip. Allow students to handle the joints so they can experience their range of motion. Hinge, universal, and ball and socket joints 14.2.3 Lecture 20 min Lesson 14.2 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 14.2 PowerPoint Presentation 14.2.1 14.2.2 14.2.3 14.2.4 Active Learning & Practice 10 min Activity Description: Guest speaker Step 1: Ask a guest speaker to come to your class to talk to students about joints, their structure and function, and the major problems and diseases that occur in joints. Some guest speakers bring in X- rays or other visuals; this can be particularly interesting to students. Guest speaker 14.2.1 14.2.2 14.2.3 14.2.4 Review 5 min Step 1: Ask each student to share one important thing they learned from the guest speaker. Step 2: Reinforce correct pronunciation and student understanding. Step 3: Go over Lesson 14.2 exercises in a round robin manner. Explain and clarify any problems students have with the content. Step 4: Listen for and correct any mispronunciation of terms. Write difficult terms to pronounce on a dry erase board. Ask students to read the terms out loud. Dry erase board Textbook, Lesson 14.2 exercises 14.2.1 14.2.2 14.2.3 14.2.4 Homework Assignment • Students read Lesson 14.3 in the textbook and complete Lesson 14.3 exercises. Textbook 14.2.1 14.2.2 14.2.3 14.2.4 Lesson 14.2 Masters • (none) Lesson 14.3: Axial Skeleton Total Time: 50 Minutes Lesson 14.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 14.3.1 Define the regions and bones of the vertebral column. 14.3.2 Describe the structure and functions of an intervertebral joint. 14.3.3 Identify the major muscles that hold the vertebral column erect. 14.3.4 Describe the major problems and diseases that affect the vertebral column. 14.3.5 Identify the bones of the skull. 14.3.6 Identify the major muscles of mastication and respiration. Prepare Your Materials: • Lesson 14.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 14.3 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. • Lesson 14.3 Case Report Handout – Found on Pages 14-14 and 14-15 of this Instructor Manual. • Lesson 14.3 Case Report Handout Answer Key – Found on Pages 14-16 and 14-17 of this Instructor Manual. • Highlighters – (optional) • Charts, posters, and anatomy models – (optional) Instructor Lesson Plan Date: ___________ Chapter 14—Lesson 14.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Reviewing important concepts from previous lessons in Chapter 14. Step 1: Pass out the 10-question review quiz (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. Create a 10-Question Review Quiz from Lessons 14.1 and 14.2 (Review Lessons 14.1 and 14.2, concepts) 14.1.1 14.1.2 14.1.3 14.1.4 14.1.5 14.2.1 14.2.2 14.2.3 14.2.4 Introduction 10 min Activity Description: Briefly describe or summarize how the whole skeleton relates to the axial skeleton. Use the figure from the text or other available equipment (poster or anatomy model, etc.) to illustrate the axial skeleton within the skeletal system. Step 1: Read out loud (or ask a student) the Case Report for Lesson 14.3 concerning patient Nancy Cardenas. This can be read from the textbook or using Lesson 14.3 Case Report Handout. Step 2: Ask students to point out significant parts of the case. Encourage students to share anything they may already know about this type of situation and how it relates to parts of the axial skeleton. Chances are, someone in the room has had a whiplash injury. Step 3: Remind students to listen for some of these terms during today’s lecture. Figure (from the textbook) of ENTIRE axial skeleton to highlight location Charts, posters, or anatomy models of the axial skeleton system (optional) Lesson 14.3 Case Report Handout Textbook 14.3.1 14.3.2 14.3.3 14.3.4 14.3.5 Lecture 20 min Lesson 14.3 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 14.3 PowerPoint Presentation 14.3.1 14.3.2 14.3.3 14.3.4 14.3.5 14.3.6 Active Learning & Practice 10 min Step 1: Distribute Lesson 14.3 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 axial skeleton. 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. Stannard’s diagnosis and recommendations for the patient, Nancy Cardenas. Incorporate the discussion questions at the end of the handout. Lesson 14.3 Case Report Handout 14.3.1 14.3.2 14.3.3 14.3.4 14.3.5 14.3.6 Review 5 min Step 1: As a group, go through Lesson 14.3 exercises out loud. Step 2: Discuss incorrect answers with students to ensure understanding. Encourage students to use the Word Analysis and Definition (WAD) Tables for reference when needed. Step 3: If time is short, any remaining exercises can be assigned as homework. Textbook, Lesson 14.3 exercises 14.3.1 14.3.2 14.3.3 14.3.4 14.3.5 14.3.6 Homework Assignment • Challenge students to research a part of the axial skeleton and bring an interesting or little-known fact to share with the class next time. • Complete Lesson 14.3 exercises, if needed. • Review Word Analysis & Definition (WAD) Tables from Lessons 14.1 through 14.3. • Students read Lesson 14.4 and complete Lesson 14.4 exercises. Textbook 14.3.1 14.3.2 14.3.3 14.3.4 14.3.5 14.3.6 Lesson 14.3 Masters • Lesson 14.3 Case Report Handout • Lesson 14.3 Case Report Handout Answer Key Medical Language for Modern Health Care: Case Report 14.3 – Axial Skeleton Terms in Documentation Directions: 1) Read the Case Report below and underline or circle any medical terms related to the axial skeleton. 2) List and briefly define the identified terms below (use additional paper if needed). 3) Then, answer the questions at the bottom of the page. (1) Medical Terms in Patient Documentation YOU ARE A physical therapy assistant working in the physical therapy department of Fulwood Medical Center YOUR PATIENT IS Nancy Cardenas, a 27-year-old jeweler who was waiting in her car at a traffic light three days ago when she was rear-ended. She now has severe neck pain radiating down her left arm, with dizziness and headaches. She is unable to go to work. Dr. Stannard has examined her and diagnosed her with a whiplash injury. An MRI shows herniation of intervertebral discs between C 5-6 and C 6-7. Your role is to develop a regimen of physiotherapy including range of motion (ROM) exercises for her neck joints. You will also need to ensure that she understands the significance of her diagnosis and is able to follow through with her treatment plan that includes pain medication. (2) Medical Terms Identified: Medical Term Definition (3) Medical Terms Applied: In the space below, use your own words to explain Ms. Cardenas’ diagnosis to her in layman’s terms. (4) Discussion Questions: a. What is meant by the phrase regimen of physiotherapy? b. Give some examples of range of motion (ROM) exercises. If needed, use additional resources such as the Internet, textbooks, or practicing health professional to find examples? c. Locate “intervertebral discs C 5-6 and C 6-7” on a picture or model of the axial skeleton. Based on the elements in the term, consider where you would expect to find them. Describe their location in the blank below. Medical Language for Modern Health Care: Case Report 14.3 – Axial Skeleton Terms in Documentation – Answers Directions: 1) Read the Case Report below and underline or circle any medical terms related to the axial skeleton. 2) List and briefly define the identified terms below (use additional paper if needed). 3) Then, answer the questions at the bottom of the page. (1) Medical Terms in Patient Documentation YOU ARE A physical therapy assistant working in the physical therapy department of Fulwood Medical Center YOUR PATIENT IS Nancy Cardenas, a 27-year-old jeweler who was waiting in her car at a traffic light three days ago when she was rear-ended. She now has severe neck pain radiating down her left arm, with dizziness and headaches. She is unable to go to work. Dr. Stannard has examined her and diagnosed her with a whiplash injury. An MRI shows herniation of intervertebral discs between C 5-6 and C 6-7. Your role is to develop a regimen of physiotherapy including range of motion (ROM) exercises for her neck joints. You will also need to ensure that she understands the significance of her diagnosis and is able to follow through with her treatment plan that includes pain medication. (2) Medical Terms Identified: Medical Term Definition Physical therapy Severe Radiating Dizziness Headaches MRI Herniation Intervertebral discs C 5–6 C 6–7 Physiotherapy ROM Joints Treatment plan Pain medication (3) Medical Terms Applied: In the space below, use your own words to explain Ms. Cardenas’ diagnosis to her in layman’s terms. Answers will vary. (4) Discussion Questions: a. What is meant by the phrase regimen of physiotherapy? The regimen of physiotherapy is her treatment plan in physical therapy that the doctor is recommending. b. Give some examples of range of motion (ROM) exercises. If needed, use additional resources such as the Internet, textbooks, or practicing health professional to find examples? Answers will vary. Example: For rotator cuff injuries, practice turning a stationary wheel as though you were cranking up a toy. c. Locate “intervertebral discs C 5-6 and C 6-7” on a picture or model of the axial skeleton. Based on the elements in the term, consider where you would expect to find them. Describe their location in the blank below. “Intervertebral” = the space between two vertebrae – i.e., the cervical 5th and 6th; 6th and 7th vertebrae. “Cervical” = in this case, pertaining to the neck area. Lesson 14.4: Appendicular Skeleton Total Time: 50 Minutes Lesson 14.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 14.4.1 Describe the structure and functions of the bones and joints of the shoulder girdle and upper limbs. 14.4.2 Describe the structure and functions of the bones and joints of the pelvic girdle and lower limbs. 14.4.3 Discuss the major problems and diseases that affect mobility and other functions of the limbs. Prepare Your Materials: • Lesson 14.4 Four Questions Handout – Found on Page 14-21 of this Instructor Manual. You will need to add four questions to this handout to use it in the Sticky Note Review Game. You may opt to select one question from each of the three lessons (14.1 through 14.3) or focus the questions all on one lesson, or you could assign students to write questions and bring them to class to use in this activity. • Dry erase board (or chart paper) – Prepare by dividing the board into four areas and numbering each area, one for each question (Question #1 area, Question #2 area, Question #3 area, etc.) • Scissors • Sticky notes • Lesson 14.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 14.4 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. Instructor Lesson Plan Date: ___________ Chapter 14—Lesson 14.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Step 1: Divide students into groups of four students and have each group come up with a “name” for their group. Step 2: Give each group the Four Questions handout (with questions printed on it). Instruct the groups to cut apart the four questions and give one question to each group member. The group member should write his or her answer on the question paper. Step 3: After a set amount of time (e.g., one minute, two minutes, etc.), have the group members pass their question to the person on their left. The next person should review the first person’s answer to the question and decide whether he or she agrees or disagrees with the first person. If the second student disagrees with the first student’s answer, he or she should cross it out and write a new answer on the question paper. Step 4: This continues until each of the four group members has had an opportunity to answer all four questions. Step 5: After all group members have answered all four questions, the group should discuss the answers among themselves (as a team) and decide what they think is the correct answer to each question. Step 6: Each group should write the agreed-upon answers to the questions on separate sticky notes. Step 7: The sticky note answers to each individual question should be taken up to the dry erase board and stuck to the area for the appropriate question. For example, sticky notes containing the answer to Question 1 should be placed in the dry erase board designated as the Question 1 Area. Be sure that each group writes their group name on their sticky note, so it can be determined later which groups answered the questions correctly. Another solution for this is to use four different colors of sticky notes: one color for each group. Step 8: When all groups have posted answers to all four questions, check the answers and discuss them to clarify understanding, if needed. You can award prizes to groups who answer all four questions correctly if desired. Lesson 14.4 Four Questions handout (with your four questions added) Sticky notes Dry erase board (or chart paper) (Review Lessons 14.1 through 14.3 concepts) Introduction 5 min Step 1: Review with students the location and function of the axial skeleton within the skeletal system. Step 2: Explain that the appendicular skeleton is attached to the axial skeleton through joints and muscles. Step 3: Show students parts of the appendicular skeleton using a figure from the textbook or a poster, chart, or anatomical model. Step 4: Emphasize how the entire skeletal system works together to achieve its primary functions (review the overall functions of the skeletal system). Dry erase board 14.4.1 14.4.2 Lecture 20 min Lesson 14.4 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 14.4 PowerPoint Presentation 14.4.1 14.4.2 14.4.3 Active Learning & Practice 10 min Step 1: Have students work individually or in pairs to complete Lesson 14.4 exercises. Textbook, Lesson 14.4 exercises 14.4.1 14.4.2 14.4.3 Review 5 min Step 1: As a class, begin going through Lesson 14.4 exercises. Step 2: Go over the answers in a round robin manner to ensure student understanding. Call on different students to read their answers out loud and correct pronunciation as necessary. Step 3: Assign any remaining exercises as homework. Textbook, Lesson 14.4 exercises 14.4.1 14.4.2 14.4.3 Homework Assignment • Students read Lesson 14.5 and complete Lesson 14.5 exercises. • Practice pronouncing terms from the Word Analysis and Definition (WAD) Tables found in Lesson 14.4. Textbook 14.4.1 14.4.2 14.4.3 Lesson 14.4 Masters • Lesson 14.4 Four Questions Handout Medical Language for Modern Health Care: Lesson 14.4 – Appendicular Skeleton Directions: 1) Cut apart the four questions listed below and give one question to each group member. 2) Group members should answer their question on the paper, then pass the question to the next group member. 3) Continue until all four group members have answered all four questions. 4) Write the answer to each question on a sticky note. Be sure to include your group name, the question number, and the answer on each sticky note. 5) Post the sticky notes in the appropriate area for each question. Question 1 _____________________________________ _____________________________________ _____________________________________ _____________________________________ Answers: 1. _______________________________ 2. _______________________________ 3. _______________________________ 4. _______________________________ Question 2 _____________________________________ _____________________________________ _____________________________________ _____________________________________ Answers: 1. _______________________________ 2. _______________________________ 3. _______________________________ 4. _______________________________ Question 3 _____________________________________ _____________________________________ _____________________________________ _____________________________________ Answers: 1. _______________________________ 2. _______________________________ 3. _______________________________ 4. _______________________________ Question 4 _____________________________________ _____________________________________ _____________________________________ _____________________________________ Answers: 1. _______________________________ 2. _______________________________ 3. _______________________________ 4. ________________________________ Lesson 14.5: Procedures and Pharmacology Total Time: 50 Minutes Lesson 14.5 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 14.5.1 Explain diagnostic procedures used for diseases of the bones and joints. 14.5.2 Discuss therapeutic procedures used for diseases of the bones and joints. 14.5.3 Describe pharmacologic agents used to treat disorders of the bones and joints. Prepare Your Materials: • Smart device with Internet access- computer, tablet, cell phone • Several sheets of paper • Dry erase board or chalkboard • Lesson 14.5 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 14.5 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. Instructor Lesson Plan Date: ___________ Chapter 14—Lesson 14.5 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Complete Lesson 14.4 exercises if needed Textbook, Lesson 14.4 exercises 14.4.1 14.4.2 14.4.3 Introduction 5 min Introduce students to the various procedures used to diagnose skeletal disorders. Mention that some diagnostic procedures are specific to certain disorders (DEXA scan to diagnose osteoporosis, for example). Discuss the fact that x-rays are usually the first diagnostic procedure to use since they are the easiest and cheapest to perform. MRIs are used frequently in skeletal disorders to identify tumors, fractures, problems with ligaments, presence of lumbar discs, and conditions such as spinal stenosis. Also discuss the amount of pain that occurs following orthopedic surgery. This is one of the reasons patients get hooked on pain killers. Lecture 20 min Lesson 14.5 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 14.5 PowerPoint Presentation 14.5.1 14.5.2 14.5.3 Active Learning & Practice 15 min Activity description: Help students understand various diagnostic and therapeutic procedures and pharmacologic agents that are used in treating skeletal conditions. Step 1: Organize students into 3 groups. Step 2: Each group will create a matching exercise for each category of procedures and pharmacology. Group 1: Diagnostic procedures: radiography, CT scan, MRI, arthrography, diagnostic arthrography, BMD, DEXA scan. Group 2: Therapeutic procedures: arthroplasty, arthrocentesis, fluoroscopic injection of a joint, arthrodesis, brace, surgical arthroscopy, fasciectomy, amputation. Textbook Smart device with Internet access (computer, tablet, cell phone) Several sheets of paper 14.5.1 14.5.2 14.5.3 Group 3: Pharmacology: calcium, vitamin D, Calcitonin, acetaminophen, NSAIDs, corticosteroids, DMARDs, TNF. Step 3: Groups share their matching exercises with the other two groups until every group has completed all three matching exercises. Each group of students should write their answers on a separate sheet of paper (not on the group’s matching exercise). Step 4: Go over the answers to each group’s matching exercise. Explain and clarify anything that students have difficulty understanding. Step 5: Ask the students to pronounce each term out loud. Listen for and correct any mispronunciation. Review 5 min Step 1: Students complete Lesson 14.5 exercises either individually or in pairs. Step 2: Go over the answers to Lesson 14.5 exercises. Explain or clarify concepts that students have difficulty understanding. Step 3: Listen for and correct mispronunciation of terms. Textbook, Lesson 14.5 exercises 14.5.1 14.5.2 14.5.3 Homework Assignment • Complete Chapter 14 Review exercises. • Review the Word Analysis & Definition (WAD) Tables from all Chapter 14 Lessons. • Students read Chapter 15, Lesson 15.1 Textbook, Chapter 14 Review exercises 14.1.1 – 14.1.5 14.2.1 – 14.2.4 14.3.1 – 14.3.6 14.4.1 – 14.4.3 14.5.1 – 14.5.3 End of Chapter Answer Exercises Page 463 A. Ans 1: B: ligament Ans 2: A: muscle Ans 3: D: cartilage Ans 4: C: tendon B. Ans 1: D: specialist in the treatment of the skeletal system Ans 2: B: treats mechanical disorders of the musculoskeletal system Ans 3: E: specialist in the treatment of disorders and injuries of the feet Ans 4: A: treats pain by physical therapeutic measures Ans 5: C: makes and fits orthopedic devices Exercises Page 465 A. Ans 1: osteogenic; osteoblast; osteogenesis; osteocyte; osteoclast; osteoporosis Exercises Page 467 A. Ans 1: osteomyelitis Ans 2: rickets Ans 3: achondroplasia Ans 4: osteogenesis imperfecta Ans 5: osteopenia Ans 6: osteogenic sarcoma Ans 7: osteomalacia Ans 8: osteoporosis B. Ans 1: calcium; vitamin D Exercises Page 469 A. Ans 1: D: transverse fracture Ans 2: F: displaced fracture Ans 3: E: pathologic fracture Ans 4: C: closed fracture Ans 5: B: oblique fracture Ans 6: A: open fracture Exercises Page 471 A. Ans 1: B: plural Ans 2: A: singular Ans 3: A: singular Ans 4: B: plural B. Ans 1: C: cartilage Ans 2: B: together Ans 3: C: bind together Ans 4: D: bolt Exercises Page 473 A. Ans 1: circumduct Ans 2: inversion Ans 3: abduction Ans 4: evert Ans 5: adduct B. Ans 1: Supination Ans 2: inversion Ans 3: prone Exercises Page 475 A. Ans 1: THR Ans 2: DJD Ans 3: MCP Ans 4: PT Ans 5: RA B. Ans 1: Oste/o/arthr/itis Ans 2: inter/phalang/eal Ans 3: degenerat/ive Exercises Page 477 A. Ans 1: inter/vertebr/al Ans 2: cervic/al Ans 3: thorac/ic Exercises Page 479 A. Ans 1: sphen/oid Ans 2: occipit/al Ans 3: ethm/oid Ans 4: pariet/al B. Ans 1: palatine Ans 2: concha Ans 3: zygoma Ans 4: vomer Ans 5: maxilla Ans 6: mandible Exercises Page 481 A. Ans 1: acrom/ion Ans 2: sub/luxat/ion Ans 3: acromio/clavicul/ar Ans 4: dis/locat/ion Ans 5: scapul/ar B. Ans 1: Pectoral girdle Ans 2: scapulae Ans 3: clavicles Exercises Page 483 A. Ans 1: radius Ans 2: condyles Ans 3: ulna Ans 4: epicondyle B. Ans 1: A: tennis elbow Ans 2: D: elbow Ans 3: B: tendon Exercises Page 485 A. Ans 1: C: retinaculum Ans 2: A: carpal B. Ans 1: B: distal radius Ans 2: C: call ease Ans 3: C: anteriorly Ans 4: B: observe Exercises Page 487 A. Ans 1: A: pertaining to Ans 2: C: after Ans 3: D: hand Ans 4: D: phalanx Ans 5: D: anterior Exercises Page 489 A. Ans 1: amputate; amputation; amputee Ans 2: flexor; flex Ans 3: residue; residual Ans 4: rheumatism; rheumatic; rheumatoid arthritis Exercises Page 491 A. Ans 1: G: acetabulum Ans 2: E: pelvis Ans 3: F: ischium Ans 4: C: pubis Ans 5: B: ilium Ans 6: A: sacrum Ans 7: D: femur Exercises Page 493 A. Ans 1: B: acetabulum Ans 2: B: osteoarthritis Ans 3: C: pelvis Ans 4: D: blood supply Ans 5: A: labrum Exercises Page 495 A. Ans 1: meniscus Ans 2: patella Ans 3: tibia Ans 4: fibula Ans 5: cruciate Ans 6: collateral Exercises Page 497 A. Ans 1: prepatellar Ans 2: chondromalacia Ans 3: hyperflexion B. Ans 1: C: meniscus Ans 2: C: patellae C. Ans 1: A: prepatellar bursitis Ans 2: B: chondromalacia patellae Exercises Page 499 A. Ans 1: G: talus Ans 2: E: pes planus Ans 3: C: tarsus Ans 4: H: talipes Ans 5: B: gout Ans 6: A: hallux valgus Ans 7: I: bunion Ans 8: F: metatarsus Ans 9: D: talipes Exercises Page 501 A. Ans 1: arthrocentesis Ans 2: arthroscopy Ans 3: arthroscope Ans 4: arthrodesis B. Ans 1: fasci/ectomy Ans 2: menisc/ectomy Ans 3: de/bride/ment Ans 4: fasci/o/tomy Ans 5: arthr/o/desis Exercises Page 503 A. Ans 1: chiropractor Ans 2: OTC Ans 3: acetaminophen Ans 4: RA B. Ans 1: calc/i/ton/in Ans 2: cortic/o/ster/oid Ans 3: intra/articul/ar Chapter 14 Review A. Ans 1: B: 5 Ans 2: E: 26 Ans 3: A: 7 Ans 4: C: 4 Ans 5: B: 5 Ans 6: D: 12 B. Ans 1: C: podiatrist Ans 2: E: physical therapist Ans 3: A: orthotist Ans 4: B: physiatrist Ans 5: D: chiropractor C. Ans 1: epiphysis; epiphyses Ans 2: lacuna; lacunae Ans 3: thorax; thoraces Ans 4: phalanx; phalanges D. Ans 1: de- Ans 2: meta- Ans 3: poly- Ans 4: a- Ans 5: inter- Ans 6: end-; intra- Ans 7: syn-; co- Ans 8: ab- Ans 9: ad- Ans 10: circum-; peri- E. Ans 1: C: humerus Ans 2: A: separation Ans 3: A: ligaments Ans 4: E: fasciotomy Ans 5: E: wrist F. Ans 1: C: purse Ans 2: D: hard skin Ans 3: H: gristle Ans 4: F: knuckle Ans 5: B: bark Ans 6: G: pit, lake Ans 7: E: band, sheet Ans 8: A: mother, womb G. Ans 1: scoliosis Ans 2: kyphosis Ans 3: lordosis Ans 4: kyphosis Ans 5: scoliosis H. Ans 1: medial rotation Ans 2: pronation Ans 3: supination; inversion Ans 4: adduction Ans 5: rotation Ans 6: pronation; eversion Ans 7: circumduction Ans 8: abduction Ans 9: abduction Ans 10: supination I. Ans 1: arthrocentesis Ans 2: retinaculum Ans 3: intervertebral discs Ans 4: Pott Ans 5: circumduction Ans 6: symphysis Ans 7: labrum Ans 8: arthrocentesis Ans 9: prosthesis Ans 10: cortex J. Ans 1: B: epiphyseal plate Ans 2: D: osteogenesis imperfecta Ans 3: D: synovial Ans 4: A: articulation Ans 5: D: bursa Ans 6: C: reduction Ans 7: supination Ans 8: B: plantar fasciitis Ans 9: B: gomphoses K. Ans 1: de/bride/ment Ans 2: osteo/malacia Ans 3: epi/condyle Ans 4: peri/oste/um Ans 5: meta/physis Ans 6: osteo/penia Ans 7: osteo/cyte Ans 8: sarc/oma Ans 9: ad/duct/ion Ans 10: arthro/desis L. Ans 1: arthroplasty Ans 2: debridement Ans 3: arthroscopy Ans 4: meniscectomy Ans 5: arthrocentesis Ans 6: amputation Ans 7: fasciectomy M. Ans 1: together Ans 2: bind Ans 3: condition Ans 4: articulation formed by ligaments Ans 5: n/a Ans 6: bone Ans 7: creation Ans 8: creation of new bone Ans 9: under Ans 10: dislocate Ans 11: action Ans 12: incomplete dislocation Ans 13: around Ans 14: bone Ans 15: pertaining to Ans 16: pertaining to around the bone Ans 17: n/a Ans 18: chest Ans 19: pertaining to Ans 20: pertaining to the chest Ans 21: excessive Ans 22: bend Ans 23: action Ans 24: excessive bending action N. Ans 1: fasciotomy Ans 2: coccyx Ans 3: syndesmosis Ans 4: ischium Ans 5: epiphyseal line Ans 6: scapulae Ans 7: kyphosis O. Ans 1: C: orthopedist Ans 2: B: the skin is unbroken Ans 3: A: fracture Ans 4: D: treat the pain Ans 5: C: radius Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931