This Document Contains Chapters 19 to 20 CHAPTER 19 – Geriatrics The Language of Gerontology Chapter 19 Teaching Overview A solid concept of what takes place during each stage of life will give students a better understanding of disease processes and how they affect the body over time. Everything students have learned about the systems of the human body in the previous chapters is necessary knowledge for becoming a health care professional. This chapter builds on students’ knowledge of the systems of the body by teaching the medical terminology that relates to the last phase of a person’s life—old age. 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: When teaching this chapter, it is especially helpful to have a solid foundation of background knowledge about aging even beyond that which is covered in the textbook. This is because students tend to have a lot of questions about the terminology and concepts covered in this chapter. Chapter 19: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 19.1 Compare and contrast geriatrics and gerontology. 19.2 Define aging. 19.3 Describe the most up-to-date profile of older Americans. 19.4 Identify disorders of aging. 19.5 Discuss dementia. 19.6 Explain the effects of senescence of the major organ systems. 19.7 Describe the theories of the process of senescence. 19.8 Explain the complex effects of aging. 19.9 Discuss dying and death. 19.10 Recognize important legal issues surrounding dying and death. 19.11 Define death and conditions similar to death. 19.12 Explain the diagnostic and therapeutic procedures and medications used in geriatrics. 19.A Use the medical terms of geriatrics to communicate in writing and document accurately and precisely in any health care setting. 19.B Use the medical terms of geriatrics to communicate verbally with accuracy and precision in any health care setting. 19.C Construct geriatric terms from their word elements (roots, combining forms, prefixes, and suffixes). 19.D Deconstruct geriatric terms into their word elements (roots, combining forms, prefixes, and suffixes). 19.E Identify health professionals involved in the care of geriatric patients. 19.F Identify correct abbreviations for medical terms used in geriatrics. 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 of the provided activities into your class period. Lesson 19.1: Aging and Senescence Total Time: 50 Minutes Lesson 19.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 19.1.1 Describe the links between geriatrics and gerontology. 19.1.2 Discuss the profile of the elderly population in America. 19.1.3 Discuss aging and senescence. 19.1.4 Describe changes that occur with senescence in major organ systems. 19.1.5 Outline major theories of senescence. 19.1.6 Define death and the key issues in preparing for death. Prepare Your Materials: • Lesson 19.1 Case Report Handout – Found on Page 19-5 of this Instructor Manual. • Lesson 19.1 Case Report Handout Answer Key– Found on Page 19-6 of this Instructor Manual. • Dry erase board – (or chart paper) • Lesson 19.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 19.1 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. Instructor Lesson Plan Date: ____________ Chapter 19—Lesson 19.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5min Activity Description: Step 1: Go over Chapter 18 Review exercises as a group. Step 2: Clarify or explain difficult content. Step 3: Correct mispronunciation of terms. Textbook, Chapter 18 Review exercises 18.1.1-18.1.4 18.2.1-18.2.5 18.3.1-18.3.3 18.4.1-18.4.3 Introduction 10 min Activity Description: Introduction to Aging and Senescence. Step 1: Ask students to think of a close living family member who is over the age of 70. Step 2: Ask students to list out loud the various body systems and specific organs that have been affected by aging in these relatives. Write their answers on the board. Step 3: Using the information in the lessons in the textbook, next to the organs/body systems, write the ages at which the systems begin to show signs of senescence. Students will likely be surprised by the relatively early ages these systems begin to diminish. Following is a key: • Integumentary (skin): 40s • Vision: 20s • Hearing: 20s-60s (depending on exposure to loud noise) • Skeletal: 30s • Muscular: 40s-70s • Nervous: 30s • Cardiovascular: All ages • Respiratory: 30s • Urinary: 20s • Immune: 60s Dry erase board 19.1.3 Lecture 15 min Lesson 19.1 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 19.1 PowerPoint Presentation 19.1.1 19.1.2 19.1.3 19.1.4 19.1.5 19.1.6 Active Learning & Practice 15 min Activity Description: Step 1: Pass out Case Report 19.1 Step 2: Ask students to get in groups of 2 or 3 students to complete the case report. Step 3: Review the answers to the case report. Clarify or explain difficult content. Step 4: Reinforce correct pronunciation of terms. Textbook, Lesson 19.1 Lesson 19.1 Case Report 19.1.1 19.1.2 19.1.3 19.1.4 19.1.5 19.1.6 Review 5 min Step 1: Allow students to work in pairs to complete Lesson 19.1 exercises. Step 2: When students are finished, go over the answers to the exercises. Step 3: Clarify or explain difficult content. Step 4: Reinforce correct pronunciation. Textbook, Lesson 19.1 exercises 19.1.1 19.1.2 19.1.3 19.1.4 19.1.5 19.1.6 Homework Assignment • Students read Lesson 19.2 and complete Lesson 19.2 exercises. • Ask students to bring in a magazine, newspaper or internet article having to do with medical, legal or psychosocial issues associated with death and dying. Textbook Magazine, newspaper or Internet article related to medical, legal or psychosocial issues related to death and dying 19.1.1 19.1.2 19.1.3 19.1.4 19.1.5 19.1.6 Lesson 19.1 Masters • Lesson 19.1 Case Report Aging, Senescence, Death and Dying Handout Lesson 19.1 Masters • Lesson 19.1 Case Report Aging, Senescence, Death and Dying Handout • Lesson 19.1 Case Report Aging, Senescence, Death and Dying Handout Answer Key Medical Language for Modern Health Care: Case Report 19.1 – Aging, Senescence, Death and Dying Directions: 1) Read the Case Report below and underline or circle any medical terms related to aging and senescence. 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 medical assistant working in the geriatric clinic of Fulwood Medical Center YOUR PATIENT IS 85-year-old Mr. Mathew Hickman, who has an early dementia and a slow-growing prostate cancer for which he has opted to have no treatment. With the help of his two daughters and day care providers, he is struggling to stay at home. His daughter, Mrs. Anna Hotteling, is with him. Mr. Hickman: ―I’m still here, you know, somewhere inside this frail old body. I can remember yesteryear, though I’m a bit hazy about today. I can’t hear you like I used to. I have difficulty starting to pee. But I can still put my socks on and tie my shoe laces. I’m not frightened of death, but the process of getting there scares the heck out of me. I’ve lived my life with dignity. I want to live my death the same way, you know … and leave with dry pants. 2) Medical Terms Identified: Medical Term Definition 1) In the space below, explain to Mrs. Hotteling in layman’s terms, why Mr. Hickman is forgetful. 2) Why is Mr. Hickman having difficulty with urination? 3) How would you respond to what Mr. Hickman has told you? 4) When Mr. Hickman can no longer be cared for at home, what care options are available to his daughters? 5) What types of legal issues do Mr. Hickman’s daughters need to address rather quickly, if they haven’t already done so? Case Report 19.1 – Aging, Senescence, Death and Dying – Answer Key Directions: 1) Read the Case Report below and underline or circle any medical terms related to aging and senescence. 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 medical assistant working in the geriatric clinic of Fulwood Medical Center YOUR PATIENT IS 85-year-old Mr. Mathew Hickman, who has an early dementia and a slow-growing prostate cancer for which he has opted to have no treatment. With the help of his two daughters and day care providers, he is struggling to stay at home. His daughter, Mrs. Anna Hotteling, is with him. Mr. Hickman: ―I’m still here, you know, somewhere inside this frail old body. I can remember yesteryear, though I’m a bit hazy about today. I can’t hear you like I used to. I have difficulty starting to pee. But I can still put my socks on and tie my shoe laces. I’m not frightened of death, but the process of getting there scares the heck out of me. I’ve lived my life with dignity. I want to live my death the same way, you know … and leave with dry pants. 2) Medical Terms Identified: Medical Term Definition Geriatric Dementia Prostate cancer 3) In the space below, explain to Mrs. Hotteling in layman’s terms, why Mr. Hickman is forgetful. His forgetfulness is due to dementia. 4) Why is Mr. Hickman having difficulty with urination? The urinary system begins the senescence process in a person’s twenties. Mr. Hickman’s prostate cancer is limiting his ability to urinate. The enlarged prostate gland is compressing the urethra making it difficult for him to urinate, making him get up frequently in the middle of the night to urinate, and causing him to dribble urine. 5) How would you respond to what Mr. Hickman has told you? Acknowledge his feelings; ask him how he would like to live out his remaining years; ask him what scares him about dying – what can be done to alleviate his fears? The daughter may benefit from talking with a social worker regarding her father’s care when she is no longer able to care for him at home. 6) When Mr. Hickman can no longer be cared for at home, what care options are available to his daughters? Hospice care: either in-home or a free-standing hospice facility. 7) What types of legal issues do Mr. Hickman’s daughters need to address rather quickly, if they haven’t already done so? Mr. Hickman should have an Advance Medical Directive drawn up which consists of a Living Will, including a DNR, and a Medical (durable) power of attorney for health care decisions. Lesson 19.2: Dying and Death Total Time: 50 Minutes Lesson 19.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 19.2.1 Describe the components of an advance medical directive. 19.2.2 Recognize the value of a Physician’s Order for Life-Sustaining Treatment (POLST) document. 19.2.3 Define palliative care. 19.2.4 Differentiate between brain death, persistent vegetative state, and minimally conscious state. Prepare Your Materials: • Dry erase board – (or chart paper) • Lesson 19.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 19.2 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. Instructor Lesson Plan Date: ____________ Chapter 19—Lesson 19.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 10 min Activity Description: Discuss medical, legal and psychosocial issues related to death and dying. Step 1: Students share a synopsis or their article with the class (homework assignment). Step 2: Foster a class discussion regarding common themes that emerge from the articles. Step 3: Ask students to relate any personal experiences with death and dying that they want to share. Textbook, Lesson 19.2 Newspaper, magazine or Internet article related to the medical, legal or psychosocial issues related to death and dying. 19.2.1 19.2.2 19.2.3 19.2.4 Lecture 20 min Lesson 19.2 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 19.2 PowerPoint Presentation 19.2.1 19.2.2 19.2.3 19.2.4 Active Learning & Practice 15 min Activity Description: Students will write a story utilizing medical terms from Lesson 19.2. Step 1: Tell students it is time to activate their imaginations. Tell them they will write a story using at least 5 terms from Lesson 19.2. Step 2: Take a minute or two to help students brainstorm story ideas. Tell them to think about how they might use dialogue (conversation), and what types of events might happen in their stories. Considerations: • If the story is based on a patient scenario, it should contain symptoms, a provisional diagnosis for a disease, possible orders for diagnostic tests or referral to a specialist. • Writing stories forces students to think through all the facts that need to be included in an accurate, complete documentation. Textbook, Lesson 19.2 19.2.1 19.2.2 19.2.3 19.2.4 Step 3: Give students time to write their stories. Step 4: If there is time, allow students to share their stories with the rest of the class. Alternatively, if students need more time to finish the stories, they could be finished as homework. Review 5 min Activity Description: Step 1: Complete Lesson 19.2 exercises as a group. Step 2: Clarify or explain difficult content. Step 3: Reinforce correct pronunciation of terms. Textbook, Lesson 19.2 exercises 19.2.1 19.2.2 19.2.3 19.2.4 Homework Assignment • Complete Chapter 19 Review exercises. • Review the Word Analysis and Definition (WAD) Tables from Lessons 19.1 and 19.2 Textbook, Chapter 19 Review exercises 19.1.1 19.1.2 19.1.3 19.1.4 19.1.5 19.1.6 19.2.1 19.2.2 19.2.3 19.2.4 Lesson 19.2 Masters • (none) End of Chapter Answer Exercises Page 661 A. Ans 1: D: characteristic of old age Ans 2: E: duration of life beyond the normal expected time Ans 3: A: mental disorders occur in old age Ans 4: B: new field that involves study, care and treatment of the elderly Ans 5: C: common form of dementia Ans 6: G: study of the process and problems of aging Ans 7: H: the number of years a person is expected to live Ans 8: F: the age a person reaches Exercises Page 663 A. Ans 1: B: iatrogenic Ans 2: C: dementia Ans 3: D: cognition Ans 4: C: imagination Ans 5: A: condition B. Ans 1: D: inability to prevent the discharge of urine or feces Ans 2: A: stress incontinence Exercises Page 665 A. Ans 1: AD Ans 2: ADLs Ans 3: SPECT or PET B. Ans 1: D: reminiscence therapy Ans 2: A: True Ans 3: B: False Exercises Page 667 A. Ans 1: C: pee Ans 2: A: tie Ans 3: C: knees B. Ans 1: D: skin spots Ans 2: D: lentigines Ans 3: E: postmortem Ans 4: A: post Ans 5: B: to discover the cause of death Exercises Page 669 A. Ans 1: polypharmacy Ans 2: heredity Ans 3: free radicals Ans 4: antioxidants B. Ans 1: OTC Ans 2: ADE Exercises Page 671 A. Ans 1: D: HIPAA Ans 2: A: POLST B. A complete advance medical directive contains two documents: Medical (durable) power of attorney and a Living Will. C. The single critical difference between an Advance Medical Directive and a POLST is that the Advance Medical Directive is initiated by the individual whereas the POLST is initiated by a physician. Exercises Page 673 A. Ans 1: C: facility to provide care for dying patients and their families Ans 2: D: patient that does not demonstrate awareness of self or surroundings Ans 3: E: care that treats but does not cure Ans 4: B: patient is completely unaware of surroundings Ans 5: A: cessation of life Chapter 19 Review A. Ans 1: brain death Ans 2: minimally conscious state Ans 3: persistent vegetative state B. Ans 1: F: expert Ans 2: H: condition, state Ans 3: K: development Ans 4: J: muscle Ans 5: G: capability Ans 6: A: after Ans 7: C: against Ans 8: D: without Ans 9: E: confusion Ans 10: I: many Ans 11: B: old age C. Ans 1: C: within normal limits Ans 2: B: decreased sensation of taste Ans 3: B: decline in her visuospatial skills D. Ans 1: B: mortem Ans 2: C: lentil Ans 3: A: lodging E. Ans 1: A: dementia Ans 2: C: brain death Ans 3: C: cause Ans 4: A: renal failure Ans 5: B: medical power of attorney Ans 6: B: iatrogenic Ans 7: D: muscular Ans 8: C: antioxidants Ans 9: A: delirium Ans 10: E: loss of hearing Ans 11: C: stress incontinence Ans 12: B: Alzheimer disease Ans 13: D: osteopenia Ans 14: D: hospice care does not charge the patient any fees Ans 15: A: you have no cerebral or brainstem activity, and your EEG is flat for a specific length of time F. Ans 1: incontinence Ans 2: pathologist Ans 3: sarcopenia Ans 4: adverse Ans 5: hospice G. Ans 1: n/a Ans 2: reduce suffering Ans 3: nature of, pertaining to Ans 4: care that relieves symptoms and pain without curing Ans 5: medical treatment Ans 6: producing Ans 7: pertaining to Ans 8: an unfavorable response to medical or surgical treatment caused by the treatment itself Ans 9: without Ans 10: mind Ans 11: condition Ans 12: chronic, progressive, irreversible loss of the mind’s cognitive and intellectual functions Ans 13: without Ans 14: development, nourishment Ans 15: n/a Ans 16: wasting or diminished volume of a tissue or organ CHAPTER 20 – Cancer The Language of Oncology Chapter 20 Teaching Overview This chapter focuses on cancer, including its possible etiologies, pathology and staging, treatment, and patients’ prognoses. Stress with students that a diagnosis of cancer ultimately depends on the pathologist. The surgeon and the patient wait on the answer. Cancer is a sensitive subject and there are always one or two students in the class who have been exposed to cancer and its effects whether it be for themselves or a relative or friend. Sharing is important but can be emotional depending on how it is conducted. Instructors should be prepared for this. Talking about environmental factors, natural lifestyle changes to improve quality of life, the support of family and friends, and the positive attitude necessary to get through cancer treatment is very important to any health professional working with cancer patients. Focus on the basics of signs and symptoms of cancer, diagnostic procedures, and treatments that are applied to a variety of cancers. Draw upon students’ knowledge of the body systems covered in previous chapters in the textbook when discussing types of cancers. This chapter provides a good opportunity to stress the importance of not smoking and the dangers of carcinogens in our environment. 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: • Prior to beginning the chapter on cancer, ask students to write down what comes to mind when they hear the word “cancer.” The word brings about many different feelings, fears, concerns, and questions. Discuss students’ writings before beginning the chapter. • Have students visit some cancer information websites to learn more. Good examples include the National Cancer Institute website (www.cancer.gov), the Centers for Disease Control and Prevention (CDC) Cancer Prevention and Control website (www.cdc.gov/cancer), and the American Cancer Society’s website (www.cancer.org). • Have students research the profession of “Certified Tumor Registrar (CTR).” Discuss the fact that there is a shortage of personnel in this field. Chapter 20: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 20.1 Discuss the different types of cancer. 20.2 Explain carcinogenesis. 20.3 Describe the roles of environmental pollution in causing cancer. 20.4 Specify ways in which cancer can be prevented. 20.5 Describe methods of screening for and detecting cancer. 20.6 Define methods of treating cancer. 20.7 Discuss the chemical and biologic agents used to treat cancer. 20.A Use the medical terms of oncology to communicate in writing and document accurately and precisely in any health care setting. 20.B Use the medical terms of oncology to communicate verbally with accuracy and precision in any health care setting. 20.C Construct terms used in oncology from their word elements (roots, combining forms, prefixes, and suffixes). 20.D Deconstruct oncology terms into their word elements (roots, combining forms, prefixes, and suffixes). 20.E Identify health professionals involved in the care of cancer patients. 20.F Identify correct abbreviations for medical terms used in oncology. 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 20.1: Types of Cancer Total Time: 50 Minutes Lesson 20.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 20.1.1 Distinguish between benign and malignant neoplasms. 20.1.2 Classify the types of cancer by the type of cell from which it originates. 20.1.3 Explain the process of carcinogenesis. 20.1.4 Discuss the roles of environmental factors in carcinogenesis. Prepare Your Materials: • Smart device with Internet access: computer, tablet, cell phone. • Create 10 - 15 questions from Lesson 20.1 • Oncology guest speaker – Check with a local college, university, or hospital to locate an oncologist or oncology researcher or specialist. Possible options include practicing oncologists, professors, researchers, oncology nurse practitioners, oncology clinical nurse specialists, or even graduate students. Ask the guest speaker to prepare a 10-minute introduction to his or her field and its importance. • Computers with PowerPoint – or other slide show presentation-type software (alternatively, students can create overhead projector transparencies if this type of software is not available) • Dry erase board • “Squeezy” ball • Lesson 20.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 20.1 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. Instructor Lesson Plan Date: ____________ Chapter 20—Lesson 20.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 20 min Activity Description: Chapter 19 Review exercises Step 1: Review the answers to Chapter 19 Review exercises as a group out loud. Step 2: Clarify or explain difficult content. Step 3: Correct pronunciation errors. Guest speaker to introduce the field of oncology and its importance. Step 1: Introduce the guest speaker. Step 2: Allow guest speaker to talk to students about his or her field. Step 3: Leave time at the end of the speaker’s presentation for students to ask questions. Textbook, Chapter 19 Review exercises Guest speaker (oncologist, oncology clinical nurse specialist, or oncology nurse practitioner) 19.1.1-19.1-6 19.2.1-19.2-4 20.1.1 20.1.2 20.1.3 20.1.4 Lecture 10 min Lesson 20.1 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”). Lecture Note: “Neoplasm” and “tumor” are often used interchangeably in documentation. Tell students every “tumor” is not necessarily malignant, or cancer. You can have a benign tumor or neoplasm. (The ICD-10 diagnosis codes have a “Table of Neoplasms”). Reinforce the correct meaning of the term “neoplasm”—a suspicious growth of cells. Only a pathologist can differentiate good from bad cells. Cytology, histology and pathology are important terms in this chapter. Lesson 20.1 PowerPoint Presentation 20.1.1 20.1.2 20.1.3 20.1.4 Active Learning & Practice 15 min Activity Description: Students will make patient education presentations to inform patients and their families about the five broad classes of cancer. Step 1: Arrange students into five groups. Assign each of the five groups one of the broad classes of cancer: • Carcinoma • Sarcoma • Leukemia • Lymphoma • Melanoma Note: This is a good time to emphasize what each prefix, suffix, and root can tell students about the terms. Step 2: Tell students that a local medical facility has asked them to give a slide show presentation to patients and families with cancer. Students are to use PowerPoint, or another type of presentation software, to create a slide show they can use to inform patients and families about the class of cancer they have been assigned. Tell students the slides must be brief and to the point. (Note: If no presentation software is available, students could create overhead projector slide transparencies instead.) Step 3: Give students time in class to create the presentations. (If time is short, allow students to finish the presentations outside of class.) Step 4: When every group has finished their presentation, have the groups present them to the rest of the class. Dry erase board Computers with PowerPoint Smart device with Internet access (computer, tablet, cell phone) 20.1.1 20.1.2 20.1.3 20.1.4 Review 5 min Activity Description: Ball review game Step 1: Toss the squeezy ball to a student. If the student catches it, he or she has two chances to answer the question. If he or she drops it, only one chance is given. Step 2: If the student answers correctly, he or she should toss the ball to another student. Step 3: Ask the next student a question and give him or her the appropriate number of guesses (one if he or she drops it; two if he or she catches it). Step 4: Continue in this manner until all the questions have been answered or all students have had a turn. (It is not a bad thing to repeat questions, the reinforcement is good for students.) Ball Create 10 to 15 questions from Lesson 20.1 20.1.1 20.1.2 20.1.3 20.1.4 Homework Assignment • Students read Lesson 20.2 and complete Lesson 20.2 exercises. • Complete Lesson 20.1 exercises in the textbook. • Ask students to identify two or three helpful web resources about the detection and treatment of cancer and bring the URLs to class next time. Review with students what constitutes a “credible” website. They can print out articles that they find helpful at these websites and bring them to class to share. Textbook 20.1.1 20.1.2 20.1.3 20.1.4 Lesson 20.1 Masters • (none) Lesson 20.2: Detecting and Treating Cancer Total Time: 50 Minutes Lesson 20.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 20.2.1 Explain the roles of different screening tests for different cancers. 20.2.2 Discuss the value of self-examination methods for detecting cancer. 20.2.3 Describe the factors that increase the risk of developing different cancers. 20.2.4 List methods of preventing cancer. Prepare Your Materials: • Create a 10-question quiz from Lesson 20.1 exercises. • Web resources brought in by students – In Lesson 20.1, the homework assignment was for students to bring in the URLs for websites containing helpful information on the detection and treatment of cancer; they should have printed the relevant article(s) from each resource for use in class. • Smart device with Internet access: computer, tablet, cell phone. • Lesson 20.2 Rephrasing Handout – Found on Page 20-10 of this Instructor Manual • Lesson 20.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources”. • Lesson 20.2 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. Instructor Lesson Plan Date: ____________ Chapter 20—Lesson 20.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review of Lesson 20.1. 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. Create a 10-question review quiz from Lesson 20.1 exercises (Review Lesson 20.1 concepts) 20.1.1 20.1.2 20.1.3 20.1.4 Introduction 5 min Activity Description: Examine the articles on the detection and treatment of cancer brought in by students (from Lesson 20.1 homework assignment.) Step 1: Ask students to share with the class the websites they found helpful and any important information they learned about cancer. URLs of helpful resources concerning the detection and treatment of cancer (to be brought in, along with printed copies of relevant resources, by students as per Lesson 20.1 homework assignment) Smart devices with Internet access (computer, tablet, cell phone) 20.2.1 20.2.2 20.2.3 20.2.4 Lecture 20 min Lesson 20.2 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 20.2 PowerPoint Presentation 20.2.1 20.2.2 20.2.3 20.2.4 Active Learning & Practice 10 min Step 1: Distribute Lesson 20.2 Rephrasing Handout. Step 2: Tell students their task is to rewrite each of these sentences in their own words so that a patient would understand it. Step 3: When students are finished, have them share some of the sentences they wrote and critique them as a group. Consider whether they would be understood by the appropriate patient audience. Lesson 20.2 Rephrasing Handout 20.2.1 20.2.2 20.2.3 20.2.4 Review 5 min Activity Description: Review exercises Step 1: Go through Lessons 20.1 and 20.2 exercises in the textbook out loud. Step 2: Clarify or explain difficult content. Step 3: Reinforce pronunciation. Textbook, Lesson 20.1 and 20.2 exercises 20.1.1 20.1.2 20.1.3 20.1.4 20.2.1 20.2.2 20.2.3 20.2.4 Homework Assignment • Complete Chapter 20 Review Exercises. • Review the Word Analysis and Definition (WAD)Tables in Lessons 20.1 and 20.2. Textbook, Chapter 20 Review exercises 20.1.1 20.1.2 20.1.3 20.1.4 20.2.1 20.2.2 20.2.3 20.2.4 Lesson 20.2 Masters • Lesson 20.2 Rephrasing Handout Medical Language for Modern Health Care: Lesson 20.2 – Detecting and Treating Cancer Directions: Rewrite each sentence (or group of sentences) using your own words while keeping in mind the given audience. QUESTIONS: 1. Sentence: For prostate cancer, men aged 50 and over should have an annual digital rectal examination (DRE) and prostate specific antigen (PSA) blood test. Audience: The adult son of a 65-year-old man with Alzheimer’s disease who now also has cancer 2. Sentence: Image-guided breast biopsy techniques are important in helping doctors obtain biopsies from tumors that cannot be felt but are seen on conventional mammogram. Audience: A 45-year-old woman who has had a tumor detected in her regularly scheduled mammogram 3. Sentence: Wedge resection or segmentectomy removes only a small part of the lung and is used for carcinoma in situ, when the cancer is in one local area. Audience: The 65-year-old wife of a 66-year-old male lung cancer patient 4. Sentence: Cytotoxic agents can also harm healthy cells and cause side effects; the kinds of side effects and their severity depend on the type and dose of chemotherapy. Audience: The parents of a teenage cancer patient whose treatment plan includes chemotherapy 5. Sentence: Fatigue, nausea, vomiting, and hair loss are common side effects of chemotherapy, and blood clotting problems can arise from the effects of the chemotherapy on the bone marrow. Audience: A 37-year-old woman who has been diagnosed with cancer and whose treatment plan includes chemotherapy and her husband End of Chapter Answer Exercises Page 681 A. Ans 1: neoplasia Ans 2: neoplasm Ans 3: neoplastic Ans 4: metastatic Ans 5: metastases Ans 6: metastasis Exercises Page 683 A. Ans 1: flesh Ans 2: bone Ans 3: tumor Ans 4: muscle Ans 5: cartilage Ans 6: gland Ans 7: cancer Ans 8: middle Ans 9: white Ans 10: black Exercises Page 685 A. Ans 1: True Ans 2: False Ans 3: True Ans 4: True Ans 5: False B. Ans 1: D: tumor Ans 2: A: separation from Ans 3: B: cancer Ans 4: C: producer Exercises Page 687 A. Ans 1: _____/particul/ate Ans 2: _____/environ/ment Ans 3: _____/pest/i/cide Ans 4: di/ox/in B. Ans 1: uranium Ans 2: chlorine Ans 3: dioxin Ans 4: particulate matter Ans 5: pesticide Exercises Page 689 A. Ans 1: E: action Ans 2: F: to view Ans 3: G: a record Ans 4: C: process Ans 5: A: before Ans 6: D: life Ans 7: B: to lead Exercises Page 691 A. Ans 1: A: biomarker Ans 2: B: fluoroscopy Ans 3: C: scintigraphy Ans 4: A: mediastinoscopy Exercises Page 693 A. Ans 1: G: chemical Ans 2: E: lung Ans 3: F: short Ans 4: C: excessive Ans 5: H: surgical excision Ans 6: B: lobe Ans 7: D: treatment Ans 8: A: small amount Exercises Page 695 A. Ans 1: B: angiogenesis Ans 2: C: monoclonal Ans 3: B: biology Ans 4: B: antiangiogenesis Ans 5: C: microarray Ans 6: A: biology B. Ans 1: chemotherapy Ans 2: tumor Ans 3: cycles Ans 4: nausea Ans 5: palliation Chapter 20 Review A. Ans 1: apo/ptosis Ans 2: di/oxin Ans 3: hyper/fractionated Ans 4: meso/thelioma Ans 5: meta/stasis Ans 6: micro/array Ans 7: mono/clonal Ans 8: neo/plasm Ans 9: pro/genitor Ans 10: proto/oncogene B. Ans 1: D: mediastinum Ans 2: A: to form Ans 3: G: blood vessel Ans 4: E: touch Ans 5: C: cutting used for propagation Ans 6: H: falling Ans 7: F: lobe Ans 8: B: offspring C. Ans 1: oncologist Ans 2: neoplasm Ans 3: lavage Ans 4: pneumonectomy Ans 5: infiltrate Ans 6: metastasis Ans 7: digital Ans 8: fluoroscopy Ans 9: chemotherapy Ans 10: carcinogen D. Ans 1: -genesis Ans 2: origin, creation production Ans 3: creation of new blood vessels Ans 4: -plasia Ans 5: formation, growth Ans 6: new growth Ans 7: -logy Ans 8: study of Ans 9: study of cancer Ans 10: -logist Ans 11: one who studies, specialist Ans 12: medical specialist in oncology Ans 13: -ectomy Ans 14: surgical excision Ans 15: surgical excision of a lung Ans 16: -oma Ans 17: tumor Ans 18: tumor of flesh and cartilage Ans 19: -ate Ans 20: composed of, pertaining to Ans 21: to increase in number through reproduction Ans 22: -graphy Ans 23: process of recording Ans 24: recording of radioactivity using a special camera Ans 25: -ancy Ans 26: state of Ans 27: state of cancer Ans 28: -gram Ans 29: record Ans 30: record of the breast E. Ans 1: B: benign Ans 2: M: malignant Ans 3: B: benign Ans 4: M: malignant Ans 5: B: benign Ans 6: B: benign Ans 7: B: benign Ans 8: B: benign Ans 9: M: malignant Ans 10: M: malignant Ans 11: B: benign Ans 12: M: malignant F. Ans 1: carcinogen; carcinogenic; carcinogenesis; carcinoma Ans 2: metastasis; metastases; metastatic; metastasized G. Ans 1: A: air pollution Ans 2: B: lavage Ans 3: D: node Ans 4: B: cytostatic Ans 5: A: grown into adjacent tissue Ans 6: C: protooncogenes Ans 7: A: surrounded by a capsule Ans 8: D: carcinoma in situ Ans 9: B: apoptosis Ans 10: A: palpation H. Ans 1: E: TS Ans 2: F: PCB Ans 3: C: AMAS Ans 4: B: FOBT Ans 5: G: BAL Ans 6: A: PCD Ans 7: D: MRI I. Ans 1: A: pneumonectomy Ans 2: C: positron emission tomography Ans 3: C: palliation Ans 4: B: mediastinoscopy Ans 5: A: brachytherapy Ans 6: B: segmentectomy Ans 7: B: stereotactic guided biopsy Ans 8: C: regimen Ans 9: A: bronchoscopy Ans 10: A: CT J. Ans 1: first Ans 2: P Ans 3: separation from Ans 4: P Ans 5: genetic change Ans 6: R Ans 7: creation Ans 8: S Ans 9: produce Ans 10: S Ans 11: tumor Ans 12: CF Ans 13: cancer Ans 14: CF Ans 15: falling Ans 16: R Ans 17: producer, give birth Ans 18: S K. Ans 1: A: environment Ans 2: A: carcinogen Ans 3: B: neoplastic Ans 4: B: pesticide Ans 5: B: environmental Ans 6: B: dioxin Ans 7: C: scintigraphy Ans 8: A: sarcoma L Ans 1: C: cells lining the pleural cavity Ans 2: D: connective tissue cells Ans 3: E: glandular epithelial cells Ans 4: G: bone-forming cells Ans 5: H: pigment-producing skin cells Ans 6: I: cartilage cells Ans 7: A: epithelial cells Ans 8: B: lymph nodes Ans 9: F: skeletal muscle M. Ans 1: B: procedures Ans 2: A: neoplasms Ans 3: B: diagnostic tests Ans 4: A: chest procedures Ans 5: B: specialists N. Ans 1: T: therapeutic Ans 2: D: diagnostic Ans 3: T: therapeutic Ans 4: T: diagnostic Ans 5: D: diagnostic Ans 6: T: therapeutic Ans 7: D: diagnostic Ans 8: D: diagnostic Ans 9: T: therapeutic O. Ans 1: postop Ans 2: No Ans 3: No Ans 4: Yes Ans 5: she has two secondary metastases in her brain Ans 6: 2o (secondary) Ans 7: the primary (1o) cancer originated in her lung Ans 8: adenocarcinoma Ans 9: she had a seizure Ans 10: stage IV Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931
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