CH-16 Special Senses of the Eye and Ear – Medical Language for Modern Health Care : Chapter Notes

CHAPTER 16 – Special Senses of the Eye and Ear The Languages of Ophthalmology and Otology Chapter 16 Teaching Overview Seeing and hearing are two things students are quite aware that they, and most other people, do. These senses and the body parts that support them lend themselves to examination and experiments in the classroom. Some of the tests that are used to assess vision and hearing can easily be done in the classroom, and this experience can help give students even more realistic opportunities to see, hear and use the medical terms associated with the eye and the ear. Vision and hearing are two senses we often take for granted. Stress that when one is hearing, or vision disabled, other parts of the body must compensate. One example is how many blind people develop a more acute sense of hearing and smell than do people with normal vision. 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: • Have your students visit a website with eye disease simulations. One example is the National Institutes of Health’s National Eye Institute (http://www.nei.nih.gov/health/examples/). • Demonstrate the vision loss in different eye diseases using the photographs in Lesson 16.2 in the textbook • Bring a blindfold, eye patch or ear plugs to class and have students take turns trying them to experience what it would be like not having that sense. Chapter 16: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 16.1 Relate the structures of the accessory glands of the eye to their functions. 16.2 Describe disorders of the accessory structures of the eye. 16.3 Identify common disorders due to imbalance of the extrinsic muscles of the eye. 16.4 Relate the structure of the different components of the eyeball to their functions. 16.5 Map the visual pathway from the lens to the visual cortex of the brain. 16.6 Describe disorders of the anterior eyeball. 16.7 Explain disorders of the retina.16.8 Describe diagnostic procedures used for disorders of the eye. 16.9 Explain the therapeutic procedures used for disorders of the eye. 16.10 Discuss medications used in the treatment of disorders of the eye. 16.11 Relate the structure of the external ear to its functions. 16.12 Describe disorders of the external ear. 16.13 Relate the structures of the middle ear to their hearing functions. 16.14 Describe disorders of the middle ear. 16.15 Identify the structures of the inner ear involved in hearing and their disorders. 16.16 Explain the structures of the inner ear involved in balance and their disorders. 16.17 Describe diagnostic procedures used for disorders of the ear. 16.18 Explain therapeutic procedures used for disorders of the ear. 16.19 Discuss medications used for disorders of the ear. 16.A Use the medical terms of ophthalmology ad otology to communicate in writing and to document accurately and precisely in any health care setting. 16.B Use the medical terms of ophthalmology and otology to communicate verbally with accuracy and precision in any health care setting. 16.C Construct word elements into the medical terms of ophthalmology and otology. 16.D Deconstruct the medical terms of ophthalmology and otology into their word elements. 16.E Identify the health professionals involved in treating patients with disorders of the eye and ear. 16.F Correctly use approved abbreviations of medical terms in ophthalmology and otology correctly. 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 16.1: Accessory Structures of the Eye Total Time: 50 Minutes Lesson 16.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 16.1.1 Link the structure of the accessory structures of the eye to their appropriate functions. 16.1.2 Explain the roles of the accessory structures in protecting the eye. 16.1.3 Describe some common abnormalities and disorders of the accessory structures. 16.1.4 Apply the correct medical terminology to the anatomy, physiology, and disorders of the accessory structures. Prepare Your Materials: • Lesson 16.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 16.1 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. • Dry erase board – (or chalkboard, butcher’s block paper, etc.) • Smart device with Internet access: computer, tablet, cell phone. Instructor Lesson Plan Date: ___________ Chapter 16—Lesson 16.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 10 min Activity Description: Step 1: Go through Chapter 15 Review exercises in a round robin manner. Clarify or explain content that students have difficulty understanding. Step 2: Listen for and correct any mispronunciation of terms. Introduction to the concept of the “accessory structures” of the eye. Step 1: Ask students to share the first thing that they think of when they hear the word “accessory.” Suggestions might include clothing accessories (belts, handbags, jewelry, etc.), electronics add-ons (cell phone or MP3 player carrying case, car charger, extra lenses for a camera, speakers for a stereo system, etc.), or features that can be added to a new car (sunroof, rims, spoilers, upgraded stereo, etc.) Step 2: Ask students to define the word “accessory” based on the examples they just gave. Responses should indicate that an accessory is something that goes with, but is not a part of, something else. Step 3: Tell students that the “accessory structures” of the eye are parts of the body that work with, or support the functioning of, the eye and enable vision. Step 4: Ask students to predict what some of the accessory structures of the eye might be. Responses may include eyelashes, eyebrows, eyelids, etc. Step 5: Let students know whether their suggestions are correct or incorrect, and preview some of the other accessory structures of the eye that will be discussed in Lesson 16.1. Textbook Chapter 15 Review exercises 15.1.1-15.1.4 15.2.1-15.2.6 15.3.1-15.3.2 15.4.1-15.4.3 15.5.1-15.5.5 16.1.1 16.1.2 Lecture 20 min Lesson 16.1 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 16.1 PowerPoint Presentation 16.1.1 16.1.2 16.1.3 16.1.4 Active Learning & Practice 15 min Activity Description: Students will create a crossword puzzle using the terms in this lesson. Step 1: Organize students into groups of 3 to 5. Step 2: Give each group a list of 10 to 15 terms from the Word Analysis and Definition (WAD) Tables in Lesson 16.1. Step 3: Instruct each group to define the 10 to 15 terms they have been given in their own words. Tell students that the definitions must be clear enough so that someone working on the crossword puzzle would know what term is being defined. Step 4: Once each group has defined the terms, they should create a crossword puzzle with their terms. Note: This can be done quickly and easily with one of the many free “crossword compiling” tools found on the Internet. You may choose to have students complete this part of the activity outside of class. If the activity is done out of class, one student from the group should email the crossword puzzle to the instructor prior to the next class. The instructor can print and make copies to bring to the next class for the other groups to use. Step 5: Collect the crosswords and students’ lists of definitions and check them for accuracy. Later on: Photocopy the crossword puzzles created by the students and distribute to the rest of the class to use for review or practice. Make sure students do not get their own puzzle back to complete. Lesson 16.1 Questions Handout Smart device with Internet access (computer, tablet, cell phone) 16.1.1 16.1.2 16.1.3 16.1.4 Review 5 min Step 1: Go through Lesson 16.1 exercises from the textbook as a group; explain or clarify anything that is difficult for students. Step 2: If you do not finish, any remaining exercises may be assigned as homework. Textbook, Lesson 16.1 exercises 16.1.1 16.1.2 16.1.3 16.1.4 Homework Assignment • Students read Lesson 16.2 in the textbook and complete Lesson 16.2 exercises. Textbook 16.1.1 - 16.1.4 Lesson 16.1 Masters • (none) Lesson 16.2: The Eyeball and Seeing Total Time: 50 Minutes Lesson 16.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 16.2.1 Identify the principal components of the eyeball. 16.2.2 Explain the role of the cornea and the problems that can occur in that structure. 16.2.3 Describe the structure and functions of the lens and its associated structures. 16.2.4 Link the different components of the retina to their functions. 16.2.5 Discuss common disorders of the eyeball and its components. 16.2.6 Apply correct medical terminology to the anatomy, physiology, and disorders of the eyeball. Prepare Your Materials: • Create 10 to 15 questions from Lesson 16.1 exercises • Ball – (e.g., stress [“squeezy”] ball or other soft ball that can be thrown safely in class). • Lesson 16.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 16.2 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 16.2 Eyeball Skit Planning Handout – Found on Page 16-9 of this Instructor Manual. Instructor Lesson Plan Date: ___________ Chapter 16—Lesson 16.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up, Review & Introduction 10 min Activity Description: Review of Accessory Structures of the Eye. Step 1: Toss the ball to any student, 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). Step 5: Tell students that in the previous lesson they learned about the “accessory” structures of the eye. In today’s lesson, they will be learning about the structure and function of the eyeball itself. Step 6: Preview the components of the eyeball that will be covered in today’s lecture/discussion. Questions created from Lesson 16.1 exercises Ball (Review Lesson 16.1 concepts) 16.2.1 Lecture 20 min Lesson 16.2 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 16.2 PowerPoint Presentation 16.2.1 16.2.2 16.2.3 16.2.4 16.2.5 16.2.6 Active Learning & Practice 10 min Step 1: Distribute Lesson 16.2 Eyeball Skit Planning Handout. Step 2: Read over the instructions with students and have them create a brief skit in which they correctly use medical terms from this lesson. Lesson 16.2 Eyeball Skit Planning Handout 16.2.1 16.2.2 16.2.3 16.2.4 16.2.5 16.2.6 Review 10 min Step 1: Have each group perform its Eyeball Skit for the rest of the class. Step 2: Discuss how well each group used the terminology accurately and correctly pronounced each term. 16.2.1 16.2.2 16.2.3 16.2.4 16.2.5 16.2.6 Homework Assignment • Complete Lesson 16.2 exercises in the textbook. • Students read Lesson 16.3 in the textbook and complete Lesson 16.3 exercises. Textbook 16.2.1 16.2.2 16.2.3 16.2.4 16.2.5 16.2.6 Lesson 16.2 Masters • Lesson 16.2 Eyeball Skit Planning Handout Medical Language for Modern Health Care: Lesson 16.2 – The Eyeball and Seeing Directions: Use this sheet to brainstorm and develop a skit that demonstrates your understanding of the structure, function, and diseases of the eyeball. 1. Assign roles to group members. Possible roles include the following: • Secretary – to write down ideas and notes • Checker – to verify the accuracy of the terms in the skit • Timer – to make sure your group is getting things done in the allotted time • Researcher – to look up the spelling or pronunciation of unfamiliar terms 2. Brainstorm a situation in which a group of people are discussing something relating to the eyeball. Consider the following: • Who is talking? Medical professionals, patients, specialists, etc.? • What is the reason for the conversation? Has an injury occurred? Is a patient being seen or treated? Is someone having vision problems? • Where is the conversation taking place? 3. Write a brief skit (between 1 to 3 minutes in length). Everyone in your group should have at least one speaking part. Title: The Misunderstood Text Characters: Alex - A straightforward person. Jordan - A bit of a drama queen. Casey - The mediator. [Scene: A living room. Alex is sitting on the couch, texting on their phone. Jordan is pacing, clearly agitated. Casey is sitting in between them, trying to keep the peace.] Jordan: (frustrated) I can't believe it! I just don't understand why Alex would say something like that. Alex: (confused) What are you talking about? I didn’t say anything. Jordan: (waves phone) This text! “Sure, whatever.” That's all you said! It sounds so dismissive! Casey: (calmly) Jordan, maybe you’re reading it wrong. Alex probably meant it casually. Jordan: (dramatic) Casual?! It’s like you didn’t even care about my feelings! Do you have any idea how that sounds? I was pouring my heart out! Alex: (defensive) I literally just said, "Sure, whatever." I didn’t mean it like that at all! I was busy and just gave a quick response. Jordan: (growing louder) See?! That’s the problem! You always give me these short, uncaring replies. Do you even hear me? Casey: (sighs) Jordan, it's just a text. I’m pretty sure Alex didn't mean it like that. You’re overthinking it. Jordan: (snaps) Overthinking?! I'm just trying to express my feelings, and all I get is “Sure, whatever.” Alex: (rubbing temples) Okay, okay. Let’s just... (types) “I’m sorry, I didn’t mean to upset you.” There. Better? Jordan: (pauses, then looks at phone) Oh. Okay. That actually sounds better. Casey: (grins) See? It was just a misunderstanding. Jordan: (reluctantly) Fine. I might have overreacted a bit. But still, I need more than just “whatever” from you, Alex! Alex: (laughs) Got it. Next time, I’ll add an emoji or something. Casey: (smiling) Alright, peace is restored. [End scene.] This skit explores how easy it is for simple misunderstandings to spiral out of control, especially with text messages where tone can be misinterpreted. 4. Practice your skit. You do not need to memorize your lines but be sure you can correctly pronounce all of the medical terms you will say. Look up the pronunciation of any words for which you are uncertain of the pronunciation. Got it! Here's a shortened response: Before performing your skit, take time to look up any unfamiliar medical terms and practice their pronunciation. For example, terms like "tachycardia" (tack-ee-KAHR-dee-uh) or "hypertension" (high-per-TEN-shun) should be clear in your mind. If you're unsure about a word, use online resources like medical dictionaries or YouTube videos for proper pronunciation. Practicing out loud will help you feel more confident and fluent during your performance. Note: It is very important to use the correct pronunciation of medical terms. If any of the medical terms are difficult to pronounce, quiz each other and practice until you can pronounce them all accurately and precisely. Lesson 16.3: Procedures and Pharmacology for the Eye Total Time: 50 Minutes Lesson 16.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 16.3.1 Explain the diagnostic procedures used for disorders of the eye. 16.3.2 Discuss therapeutic procedures used for disorders of the eye. 16.3.3 Describe medications used for disorders of the eye. Prepare Your Materials: • Lesson 16.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 16.3 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. • Dry erase board – (or chalkboard, butcher’s block paper, etc.) • Smart device with Internet access: computer, tablet, cell phone. Instructor Lesson Plan Date: ___________ Chapter 16—Lesson 16.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Step 1: Go over Lesson 16.2 exercises in a round robin manner. Explain or clarify content that is difficult for students to understand. Step 2: Listen for and correct any mispronunciation of terms. Textbook, Lesson 16.2 exercises 16.2.1 16.2.2 16.2.3 16.2.4 16.2.5 16.2.6 Introduction 5 min Activity description: Student recall knowledge they have regarding eye exams, diagnostic procedures to detect eye conditions, and pharmacologic agents used for eye conditions. Ask students what the difference is among the following professionals: ophthalmologist, optometrist and optician. Ask students to raise their hand if they ever had an eye exam. Ask what 20/20 vision means. Ask if they recall how eye pressure (to diagnose glaucoma) was performed during their eye exam. Ask students if they have a friend or family member with “cross eyes? How was the condition treated? Ask if anyone has a family member with a cataract. How was their vision affected and how was the condition treated? Ask if anyone has a family member with color blindness – how does that affect their life? Ask students why the pupil is dilated for an eye exam. What commercials do they see on TV for eye conditions (dry eyes and Visine to “get the red out”.? Lecture 20 min Lesson 16.3 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 16.3 PowerPoint Presentation 16.3.1 16.3.2 16.3.3 Active Learning & Practice 10 min Activity description: Help students understand various diagnostic and therapeutic procedures, and pharmacologic agents that are used in treating eye 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: Snellen letter chart, Jaeger reading cards, Ishihara color system, refractive error, visual fields, corneal examination with fluorescein, pupillary reaction to light, extrinsic muscles of the eyeball, fundoscopy, slit-lamp examination, intraocular pressure. Group 2: Therapeutic procedures: photocoagulation therapy, phacoemulsification, corneal laser surgery (LASIK, PRK, radial keratotomy), glaucoma treatment. Group 3: Pharmacology: mydriatics, miotics, ocular topical anesthetics, ocular diagnostic drops, ocular lubricant drops, anti-infective medications, anti-inflammatory medications, drugs for glaucoma. 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. Textbook Smart device with Internet access (computer, tablet, cell phone) Several sheets of paper 16.3.1 16.3.2 16.3.3 Review 5 min Step 1: Students work on Lesson 16.3 exercises individually or with a partner. Step 2: Go over the answers to Lesson 16.3 exercises in a round robin manner. Explain or clarify content that is difficult for students to understand. Step 3: Listen for and correct mispronunciation of terms. Textbook, Lesson 16.3 exercises 16.3.1 16.3.2 16.3.3 Homework Assignment • Any Lesson 16.3 exercises that are not completed. • Students read Lesson 16.4 and complete Lesson 16.4 exercises • Students should read out loud the terms from the Word Analysis and Definition (WAD) Tables found in Lesson 16.3. Textbook 16.3.1 16.3.2 16.3.3 Lesson 16.3 Masters • (none) Lesson 16.4: The Ear and Hearing Total Time: 50 Minutes Lesson 16.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 16.4.2 Explain how sound waves progress through the ear and are transferred to the brain and recognized as sounds. 16.4.3 Identify how common diseases of the ear interfere with the process of hearing. 16.4.4 Apply the correct medical terminology to the anatomy, physiology, and disorders of the ear. Prepare Your Materials: • Plastic wrap • Rubber band • Mixing bowl or other container with a wide opening (Note: A drum may be used in place of the mixing bowl and plastic wrap.) • Uncooked rice (or other type of grain) • Metal pan or baking sheet • Wooden or metal mixing spoon • Lesson 16.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 16.4 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. • Sheets of poster board – (one for each small group) Instructor Lesson Plan Date: ___________ Chapter 16—Lesson 16.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of The Eyeball. Step 1: Ask students to take out their homework from Lesson 16.3 (it was to complete any remaining exercises from Lesson 16.3). Have them switch papers or review/check over their own answers. Step 2: Go over the correct answers to the exercises. Explain or re-teach any concepts or terms that cause confusion for students. Step 3: Listen for and correct mispronunciation of terms. Textbook, Lesson 16.3 exercises (Review Lesson 16.3 concepts) 16.3.1 16.3.2 16.3.3 Introduction 5 min Activity Description: Introduction to the way sound travels (in waves) and how sound waves get to the ear. Step 1: Cover the opening of the mixing bowl tightly with plastic wrap (stretch the plastic wrap so that it seals around the bowl). Put a rubber band around the plastic wrap to help make it as taut as possible. Step 2: Next, place around 20 to 30 grains of uncooked rice on top of the plastic wrap. Step 3: Ask a volunteer to take the mixing spoon and bang it on the pan/baking sheet as loudly as they can, holding the pan/baking sheet close to, but not touching, the rice and plastic wrap. Step 4: Have students observe what happens to the grains of rice on the plastic wrap (they jump and move around.) Step 5: Ask students why this happens. The loud noise of the spoon banging the baking sheet produce sound waves that cause the plastic wrap to vibrate, which in turn causes the grains of rice to move. Step 6: Tell students that their hearing is a result of sound waves as well. When sound waves hit the eardrum, it vibrates, which makes the tiny bones in the ear vibrate, and the nerves in the inner ear send the sound message to the brain (where the message is interpreted as sound). 16.4.2 Step 7: Tell students that to understand the disorders and treatments of the ear, it is important to understand its anatomy and physiology, as well as how sound waves travel through it to enable hearing. Lecture 20 min Lesson 16.4 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 16.4 PowerPoint Presentation 16.4.1 16.4.2 16.4.3 16.4.4 Active Learning & Practice 10 min Step 1: Have students get into groups or work with a partner. Step 2: Give each group a piece of poster board and ask students to create a poster that illustrates the cycle of hearing. Their poster should: • Show the progression of sound waves through the major parts of the ear • Label each part, using correct spelling • Point out at least three places along the way where problems that reduce or obstruct hearing can occur (correctly spell the disorders or problems as well) Step 3: Students should be prepared to present their posters to the class. This project can be extended through several lessons or finished outside of class as homework. Poster board 16.4.1 16.4.2 16.4.3 16.4.4 Review 5 min Step 1: As a group, go through Lesson 16.4 exercises out loud. You may opt to focus on exercises that represent the most challenge for your students. As always, flexibility and attention to your own students’ needs are key. Step 2: Reinforce correct pronunciation during these exercises. Textbook, Lesson 16.4 exercises 16.4.1 16.4.2 16.4.3 16.4.4 Homework Assignment • Complete any Lesson 16.4 exercises that were not covered in class. • Students read Lesson 16.5 and complete Lesson 16.5 exercises Textbook 16.4.1 16.4.2 16.4.3 16.4.4 Lesson 16.4 Masters • (none) Lesson 16.5: Procedures and Pharmacology for the Ear Total Time: 50 Minutes Lesson 16.5 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 16.5.1 Describe the different tests that can be performed in a medical office. 16.5.2 Explain the uses of an otoscope. 16.5.3 Discuss the value of specialized tests for inner ear function. 16.5.4 Identify tests to measure the response of the nervous system to sound. Prepare Your Materials: • Lesson 16.5 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 16.5 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. • Several sheets of paper • Smart device with internet access: computer, tablet, cell phone. Instructor Lesson Plan Date: ___________ Chapter 16—Lesson 16.5 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Step 1: Go over any remaining Lesson 16.4 exercises in a round robin manner. Explain or clarify content that is difficult for students to understand. Step 2: Listen for and correct mispronunciation of terms. Textbook, Lesson 16.4 exercises 16.4.1 16.4.2 16.4.3 16.4.4 Introduction 5 min Activity description: Student recall knowledge they have regarding ear exams, diagnostic procedures to detect ear conditions, and pharmacologic agents used for ear conditions. Ask students to raise their hand if they ever had their ears examined with an otoscope. Ask if any student has had to have ear wax (cerumen) removed? If so, how was it done? Ask if any student ever had an ear infection (otitis externa or otitis media). Has any student had PE tubes inserted? If so, why were the tubes necessary? Ask students why a person is told not to insert anything smaller than an elbow into the ear (rupture the tympanic membrane)? Why do eardrums “pop” on airplanes and elevators? Does anyone in the family wear hearing aids? Anyone with a cochlear implant? What precautions are necessary with these devices? 16.5.1 16.5.2 Lecture 20 min Lesson 16.5 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 16.5 PowerPoint Presentation 16.5.1 16.5.2 16.5.3 16.5.4 Active Learning & Practice 10 min Activity description: Help students understand various diagnostic and therapeutic procedures, and pharmacologic agents that are used in treating ear conditions. Smart device with Internet access (computer, tablet, cell phone) 16.5.1 16.5.2 16.5.3 16.5.4 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: whispered speech testing, tuning fork screening tests, audiometer, tympanometry, otoscopy, pneumatic otoscopy, ECOG, ABR, MRI, CT scan, ENG, VNG, rotation tests . Group 2: Therapeutic procedures: ear wax removal, debridement, tympanostomy tubes, hearing aids, cochlear implants, otolith repositioning procedures. Group 3: Pharmacology: ear wax buildup medications, antibiotics, antihistamine and anti-anxiety medications. Step 3: Groups share their matching exercises with the other groups until every group has completed all three matching exercises. Each group 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. Several sheets of paper Textbook Review 10 min Step 1: Students work on Lesson 16.5 exercises individually or with a partner. Step 2: Go over the answers to Lesson 16.5 exercises in a round robin manner. Explain or clarify content that is difficult for students to understand. Step 3: Listen for and correct any mispronunciation of terms. Textbook, Lesson 16.5 exercises 16.5.1 16.5.2 16.5.3 16.5.4 Homework Assignment • Complete any remaining Lesson 16.5 exercises. • Complete all Chapter 16 Review exercises. • Review all Word Analysis and Definition (WAD) Tables from Chapter 16. Textbook 16.1.1-16.1.4 16.2.1-16.2.6 16.3.1-16.3.4 16.4.1-16.4.4 16.5.1-16.5.4 Lesson 16.5 Masters • (None) End of Chapter Answer Exercises Page 541 A. Ans 1: E: enzyme that destroys bacteria Ans 2: A: corner of the eye where the eyelids meet Ans 3: H: fibrous connective tissue that gives structure to the eyeball Ans 4: B: strong hairs that keep debris out of the eye Ans 5: F: hair that keeps sweat out of the eyes Ans 6: C: secretes tears Ans 7: G: transparent mucous membrane that lines the eyelids and the front of the eye (except for the cornea) Ans 8: D: secretes an oily substance to keep eyelids from sticking together Exercises Page 543 A. Ans 1: E: eyelid edema Ans 2: G: ptosis Ans 3: F: dacryocystitis Ans 4: A: chalazion Ans 5: C: dacryostenosis Ans 6: D: blepharitis Ans 7: B: hordeolum Exercises Page 545 A. Ans 1: strab- Ans 2: -ismus Ans 3: exo- Ans 4: -trop- Ans 5: -ia Ans 6: ac- Ans 7: -commodat- Ans 8: -ion Ans 9: eso- Ans 10: -trop- Ans 11: -ia Ans 12: ambly- Ans 13: -opia Ans 14: stere- Ans 15: -opsis B. Ans 1: exotropia Ans 2: amblyopia Ans 3: esotropia Ans 4: strabismus Ans 5: stereopsis Ans 6: accommodation Exercises Page 547 A. Ans 1: G: iris Ans 2: F: refract Ans 3: D: pupil Ans 4: C: sphincter Ans 5: A: lens Ans 6: B: retina Ans 7: H: sclera Ans 8: E: ciliary body Exercises Page 549 A. Ans 1: B: acuity Ans 2: C: a root, a combining form, and a suffix Ans 3: C: uvea Ans 4: A: vitreous humor Ans 5: A: vitreous humor Ans 6: D: fovea centralis Exercises Page 551 A. Ans 1: sight Ans 2: presby/opia Ans 3: emmetr/opia Ans 4: my/opia Ans 5: hyper/opia Ans 6: double vision B. Ans 1: D: labyrinth Ans 2: A: astigmatism Exercises Page 553 A. Ans 1: glaucoma Ans 2: photophobia Ans 3: ophthalmia neonatorum Ans 4: uveitis B. Ans 1: abras/ion Ans 2: glauc/oma Ans 3: intra/ocul/ar Exercises Page 555 A. Ans 1: retinoblastoma Ans 2: papilledema Ans 3: retinopathy Ans 4: macular B. Ans 1: D: pupil Ans 2: B: disease Ans 3: B: -blast Ans 4: A: pimple Exercises Page 557 A. Ans 1: C: Ishihara Ans 2: E: visual field Ans 3: C: Jaeger card Ans 4: D: fluorescein Exercises Page 559 A. Ans 1: E: cornea Ans 2: A: cold Ans 3: F: excision Ans 4: C: surgical repair Ans 5: B: light Ans 6: D: eye’s fluid drainage system Exercises Page 561 A. Ans 1: C: bacterial infection of the eye Ans 2: E: dilate the pupil in order to view the eye fundus Ans 3: D: allergic disorder of the eye Ans 4: A: a treatment for glaucoma Ans 5: F: chemical burn to the eyes Ans 6: B: dry eyes Exercises Page 563 A. Ans 1: oto/logist Ans 2: bi/later/al Ans 3: ot/o/rhin/o/laryng/o/logist Ans 4: media Ans 5: effusion Ans 6: primary care Exercises Page 565 A. Ans 1: E: otomycosis Ans 2: F: meatus Ans 3: G: otoscope Ans 4: C: auricle Ans 5: H: impacted Ans 6: A: pinna Ans 7: B: auditory Ans 8: I: cerumen Ans 9: D: tympanic Exercises Page 567 A. Ans 1: B: resembling Ans 2: B: breast Ans 3: B: ossicle Ans 4: A: throat Ans 5: C: combining form + root Ans 6: A: malleus Ans 7: C: eustachian Ans 8: A: incus B. Ans 1: three Ans 2: stapes Ans 3: malleus Ans 4: middle ear Exercises Page 569 A. Ans 1: tympan/ic Ans 2: ot/o/scler/o/sis Ans 3: chol/e/steat/oma B. Ans 1: C: liquid Ans 2: B: -steat- Ans 3: D: ear Exercises Page 571 A. Ans 1: B: root Ans 2: A: vestibule Ans 3: C: inflammation Ans 4: B: nerve Ans 5: No correct answer. The correct answer is conductive hearing loss Ans 6: C: labyrinth Ans 7: B: labyrinthitis Ans 8: C: sensorineural Ans 9: A: vestibular Exercises Page 573 A. Ans 1: tinnitus Ans 2: vertigo Ans 3: paroxysmal Ans 4: equilibrium Ans 5: ampulla Ans 6: macula Ans 7: otolith Ans 8: crista ampullaris Exercises Page 575 A. Ans 1: D: measures pressure changes between the middle and inner ears Ans 2: B: test for conductive hearing loss Ans 3: A: used to view the external ear and tympanic membrane Ans 4: C: test for sensorineural hearing loss B. Ans 1: tympan/o/metry Ans 2: tympan/o/centesis Ans 3: audi/o/logist Exercises Page 577 A. Ans 1: oto; ear Ans 2: electro, cochleo; electric, cochlea Ans 3: electro, nystagmo; electric, nystagmus Ans 4: video, nystagmo; visual, nystagmus Exercises Page 579 A. Ans 1: B: tympanostomy tubes Ans 2: C: oral antibiotics Ans 3: B: anti-anxiety medications Ans 4: D: curettage Ans 5: B: excision Chapter 16 Review A. Ans 1: A: analgesic Ans 2: C: antibiotic Ans 3: B: otoscope B. Ans 1: -al Ans 2: -al Ans 3: -al Ans 4: -ar Ans 5: -al Ans 6: -ic Ans 7: -al Ans 8: -ar Ans 9: -al Ans 10: -al These suffixes all mean pertaining to C. Ans 1: peri- Ans 2: eso- Ans 3: a- Ans 4: emmetr- Ans 5: ac- Ans 6: exo- Ans 7: bi- Ans 8: equi- Ans 9: intra- D. Ans 1: conjunctivitis Ans 2: photophobia Ans 3: myopia Ans 4: corneal abrasion Ans 5: iritis Ans 6: amblyopia Ans 7: hyperopia Ans 8: chalazion Ans 9: ptosis Ans 10: strabismus E. Ans 1: H: circle Ans 2: C: on the outer side Ans 3: E: lump Ans 4: G: web Ans 5: I: outer shell Ans 6: B: drooping Ans 7: F: corner of the eye Ans 8: J: touch closely Ans 9: A: flat Ans 10: D: paralysis F. Ans 1: C: esotropia Ans 2: A: Yes Ans 3: C: she was referred by her son’s doctor G. Ans 1: purulent; q.4.h; conjunctivitis Ans 2: O.D. Ans 3: prognosis; retinopathy Ans 4: ophthalmoscopic; microaneurysms; fluorescein Ans 5: ophthalmologist; PERRLA H. Ans 1: Ophthalmologist Ans 2: Otologist Ans 3: Otologist Ans 4: Otologist Ans 5: Ophthalmologist Ans 6: Ophthalmologist Ans 7: Otologist Ans 8: Ophthalmologist Ans 9: Ophthalmologist Ans 10: Otologist Ans 11: Ophthalmologist Ans 12: Ophthalmologist Ans 13: Ophthalmologist Ans 14: Ophthalmologist I. Ans 1: E: lacrim Ans 2: C: paresis Ans 3: B: procedure Ans 4: C: small Ans 5: C: sight Ans 6: C: in its original place Ans 7: E: retina Ans 8: A: organ Ans 9: E: around J. Ans 1: H: pressure equalization tubes Ans 2: F: sensation of spinning or swirling Ans 3: I: left ear Ans 4: J: when necessary Ans 5: C: four times each day Ans 6: A: ear infection with fluid collection Ans 7: B: both ears Ans 8: G: chronic otitis media Ans 9: E: common cold Ans 10: D: right ear K. Ans 1: n/a Ans 2: n/a Ans 3: mydri- Ans 4: dilation of the pupil Ans 5: -atic Ans 6: pertaining to Ans 7: pertaining to the dilation of the pupil Ans 8: n/a Ans 9: n/a Ans 10: tympan- Ans 11: eardrum, tympanic membrane Ans 12: -ic Ans 13: pertaining to Ans 14: pertaining to the eardrum Ans 15: n/a Ans 16: n/a Ans 17: irrigat- Ans 18: to water Ans 19: -ion Ans 20: process Ans 21: use of water to wash out a canal or wound Ans 22: n/a Ans 23: n/a Ans 24: myringo- Ans 25: tympanic membrane Ans 26: -tomy Ans 27: surgical incision Ans 28: surgical incision into the eardrum Ans 29: n/a Ans 30: n/a Ans 31: oto- Ans 32: ear Ans 33: -scope Ans 34: instrument for viewing Ans 35: instrument for viewing the ear L. Ans 1: F: time Ans 2: E: driven in Ans 3: H: ear Ans 4: G: dizziness Ans 5: J: go through Ans 6: A: pouring out Ans 7: I: wax Ans 8: B: wing Ans 9: D: stirrup Ans 10: C: sharp M. Ans 1: Optometrist Ans 2: Otologist Ans 3: Ophthalmologist Ans 4: Ophthalmic technician Ans 5: Otologist Ans 6: Ophthalmologist Ans 7: Otorhinolaryngologist Ans 8: Ophthalmologist Ans 9: Otorhinolaryngologist Ans 10: Otorhinolaryngologist Ans 11: Ophthalmic technician N. Ans 1: D: nasopharynx Ans 2: B: middle ear and nasopharynx Ans 3: D: malleus, incus, stapes Ans 4: C: cholesteatoma Ans 5: E: sinusitis Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931