CHAPTER 9 – Nervous System The Language of Neurology Chapter 9 Teaching Overview The nervous system is divided into two major components, the central nervous system (CNS) and the peripheral nervous system (PNS). The nervous system controls, coordinates and facilitates communication between the different systems and parts of the body. In the CNS, the brain acts as a central computer that controls all bodily functions. The PNS acts as a network that relays messages back and forth to the different parts of the body. Students sometimes have trouble understanding the terminology of the nervous system, particularly the many anatomical divisions and subdivisions of the peripheral nervous system. Emphasize the different roles of each anatomical division and subdivision of the PNS to help students distinguish between them and understand the terminology. 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: • Students find the diseases of the nervous system particularly interesting. There are many interesting stories and case studies relating to the nervous system, such as John Fleischman’s Phineas Gage: A Gruesome but True Story About Brain Science (Boston: Houghton Mifflin, 2002) and Oliver Sacks’ The Man Who Mistook His Wife for a Hat (New York: Simon & Schuster, 1985). This chapter is a great opportunity to bring in some of these interesting case studies and discuss them with students. • Pain management is a subspecialty for an anesthesiologist who treats chronic pain. This is a very current topic and this textbook covers it quite well. Use this information to enhance the students’ understanding of one of the major functions of the nervous system. Chapter 9: Learning Outcomes Upon successful completion of the lessons in this chapter, your students will . . . 9.1 Specify the functions of the nervous system. 9.2 Differentiate the different components of the structure of the nervous system. 9.3 Define the structures and functions of the cells of the nervous system. 9.4 Discuss the structure and functions of the brain. 9.5 Identify the functional brain regions. 9.6 Describe the structure and functions of the cranial nerves. 9.7 Define the structure and functions of the spinal cord and meninges. 9.8 Explain disorders of the brain. 9.9 Discuss disorders of the meninges. 9.10 describe disorders of the cranial nerves. 9.11 Identify disorders of the myelin sheath. 9.12 Explain disorders of the spinal cord. 9.13 Discuss disorders of the peripheral nerves. 9.14 Describe congenital anomalies of the nervous system. 9.15 Explain the diagnostic procedures used in neurology. 9.16 Discuss the therapeutic procedures used in neurology. 9.17 Describe the pharmacologic agents used in neurology. 9.18 Identify the different modalities of pain management. 9.A Write the medical terms of neurology to communicate and document accurately and precisely in any health care setting. 9.B Use the medical terms of neurology to communicate verbally with accuracy and precision in any health care setting. 9.C Construct medical terms of neurology using their word elements. 9.D Deconstruct medical terms of neurology into their word elements. 9.E Identify health professionals involved in the care of patients with neurological problems. 9.F Recognize approved abbreviations used in neurology. 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 9.1: Functions and Structure of the Nervous System Total Time: 50 Minutes Lesson 9.1 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 9.1.1 Describe the specific functions of the nervous system. 9.1.2 Relate the specific functions of the nervous system to the structures of its components. 9.1.3 List the subdivisions of the nervous system. 9.1.4 Define the basic cells of the nervous system. Prepare Your Materials: • Neuroscientist guest speaker – Check with a local college, university, or hospital to locate a neuroscientist. Possible options include practicing neurologists, anesthesiologists, professors, or even graduate students. Ask the neuroscientist to prepare a 9-minute introduction to his or her field and its importance. An alternative is to find a YouTube video of a neuroscientist to show the class. • Lesson 9.1 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 9.1 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. • Large sheets of paper – One sheet for every two students; sheets should be at least 6 feet long and two to three feet wide • Colored markers • Pencils • Sticky notes Instructor Lesson Plan Date: ____________ Chapter 9—Lesson 9.1 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Introduction 10 min Activity Description: Guest speaker to introduce the concept of neuroscience 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 neuroscientist’s presentation for students to ask questions. Guest speaker 9.1.1 Lecture 20 min Lesson 9.1 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 9.1 PowerPoint Presentation 9.1.1 9.1.2 9.1.3 9.1.4 Active Learning & Practice 10 min Activity Description: Students will create life-sized diagrams of the components of the nervous system. Step 1: Have students work in pairs. Give each pair a large sheet of paper and tell them to sketch out a simple outline of the nervous system using a pencil. Draw, and then label its subdivisions (central nervous system: brain and spinal cord; peripheral: sensory and motor divisions, including the visceral and somatic motor divisions.) Step 2: Instruct students to use a different colored marker to outline each of the two major divisions (central nervous system and peripheral nervous system). The following parts or subdivisions of each division should be labeled: CNS: • Brain • Spinal cord PNS: • Sensory division (1) Visceral nerves (2) Somatic nerves Large sheets of paper Pencils Colored markers Sticky notes 9.1.1 9.1.2 9.1.3 9.1.4 • Motor division (1) Visceral motor division (Autonomic Nervous System) a. Sympathetic division b. Parasympathetic division (2) Somatic motor division Step 5: When finished, ask students to write the names of several different types of cells found in the nervous system on individual sticky notes. They should affix the sticky notes to areas of the body where those types of cells can be found. Review 10 min Step 1: Go through Chapter 8 Review exercises. Clarify or explain difficult content. Step 2: Listen for and correct mispronunciation of terms. Textbook, Chapter 8 Review exercises 8.1.1-8.1.4 8.2.1-8.2.5 8.3.1-8.3.3 8.4.1-8.4.3 8.5.1-8.5.7 8.6.1-8.6.3 8.7.1-8.7.4 8.8.1-8.8.3 Homework Assignment • Complete Lesson 9.1 exercises. • Students read Lesson 9.2 and complete exercises 9.2. • Have students use the Internet, books, or magazines to locate two interesting facts about the nervous system; they should bring the facts to the next class. Textbook 9.1.1 9.1.2 9.1.3 9.1.4 Lesson 9.1 Masters • (none) Lesson 9.2: The Brain and Cranial Nerves Total Time: 50 Minutes Lesson 9.2 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 9.2.1 Use correct medical terminology to describe the anatomy and physiology of the brain. 9.2.2 Identify the 12 pairs of cranial nerves and their functions. 9.2.3 Locate the major sensory and motor areas of the brain. 9.2.4 Describe how the brain is protected and supported. 9.2.5 Explain how common disorders of the brain and spinal cord affect health. Prepare Your Materials: • Ball – (e.g., stress [“squeezy”] ball or other soft ball that can be thrown safely in class). • Lesson 9.2 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 9.2 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 9.2 Brain Diagram Handout – Found on Page 9-12 of this Instructor Manual. • Lesson 9.2 Movie Assignment Handout – Found on Page 9-16 of this Instructor Manual. • Colored modeling clay Instructor Lesson Plan Date: ____________ Chapter 9—Lesson 9.2 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 10 min Activity Description: Review Function & Structure of the Nervous System. Step 1: Toss the ball to any student, then read one of the questions out loud. Step 2: If the student caught the ball, then he/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/she gets to toss the ball to a new student to answer a new question. If the student does not answer correctly, he/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 of different students.) Textbook, Lesson 9.1 exercises Create 10-question review quiz from Lesson 9.1 exercises Ball (Review Lesson 9.1 terms) 9.1.1 9.1.2 9.1.3 9.1.4 Introduction 5 min Step 1: Share with students the following interesting facts about the human brain: • The adult brain uses 20% of the body’s energy, but accounts for about 2% of the body’s total weight (average 3 pounds). • When a person is awake, his/her brain generates 25 watts of power - enough to power a light bulb. • The left side of the brain controls the right side of the body, while the right side of the brain controls the left side of the body. Relate this to a stroke on the right side of the brain. • The human brain contains 100 billion neurons; the rate of neuron growth during fetal development is 250,000 neurons/minute. Effects of alcohol on developing fetus (fetal alcohol syndrome). • There are more nerve cells in the brain than there are stars in the Milky Way. • Step 2: Ask students to share knowledge about the brain’s structure and function, diseases and disorders. Lesson 9.2 Case Report Handout 9.2.1 9.2.5 Lecture 20 min Lesson 9.2 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”). Ensure that the lecture contains material naming the cranial nerves. Lesson 9.2 PowerPoint Presentation 9.2.1 9.2.2 9.2.3 9.2.4 9.2.5 Active Learning & Practice 10 min Activity Description: Students will create a 3-D model of the human brain. Step 1: Distribute Lesson 9.2 Brain Diagram Handout and have students label the areas of the brain. Step 2: When they are finished, check over the labels to ensure all students have them labeled correctly. Step 3: Instruct students to generate a 3- D model of the human brain using different colors of modeling clay to represent the different areas of the brain. Lesson 9.2 Brain Diagram Handout Colored modeling clay 9.2.1 9.2.3 Review 5 min Step 1: As a group, go over Lesson 9.1 exercises. Step 2: Emphasize correct pronunciation, accuracy, and precision as students engage the exercises. Textbook, Lesson 9.1 exercises 9.1.1 9.1.2 9.1.3 9.1.4 Homework Assignment Students read Lesson 9.3 in the textbook and complete Lesson 9.3 exercises. • Instruct students to watch one of the movies listed on the Lesson 9.2 Movie Assignment Handout before the next class and be prepared to discuss the brain disorder or injury portrayed in the movie. You may choose to assign students an oral or written report based on their movie choice, or just to ask each to informally report back about what they learned. Lesson 9.2 Movie Assignment Handout 9.2.1 9.2.2 9.2.3 9.2.4 9.2.5 Lesson 9.2 Masters • Lesson 9.2 Brain Diagram Handout • Lesson 9.2 Movie Assignment Handout Answers to Lesson 9.2 Masters • Lesson 9.2 Brain Diagram Handout – Answers Medical Language for Modern Health Care: Lesson 9.2 – The Brain and the Cranial Nerves Directions: (1) Label the areas of the brain on the diagram below and write what color you will use to represent that area of the brain in your 3-D model. (2) Describe the function(s) associated with each area of the brain. 1. Areas of the Brain 2. Functions of Areas of the Brain (Insert the # number of where it appears on the illustration) Brain stem - _# ____________________________________________________ Cerebellum - # ____________________________________________________ Frontal lobe - _# ____________________________________________________ Occipital lobe -# ____________________________________________________ Parietal lobe -# ____________________________________________________ Temporal lobe -# ____________________________________________________ Medical Language for Modern Health Care: Lesson 9.2 – The Brain and the Cranial Nerves – Answers Directions: (1) Label the areas of the brain on the diagram below and write what color you will use to represent that area of the brain in your 3-D model. (2) Describe the function(s) associated with each area of the brain. 1. Areas of the Brain 2. Functions of Areas of the Brain Brain stem – #5 Responsible for breathing, heartbeat, and blood pressure. Cerebellum – #4 Responsible for regulation and coordination of movement, posture, and balance. Frontal lobe – #1 Responsible for higher order functions like planning, reasoning, judgment, impulse control, and memory, as well as motor functions. Occipital lobe – #3 Responsible for visual perception and interpretation of visual stimuli. Parietal lobe – #2 Responsible for receiving and interpreting sensory input from all parts of the body. Temporal lobe – #6 Responsible for hearing, auditory perception, and storage of memories. Movie Assignment Handout: Chapter 9, Lesson 9.2 Medical Language for Modern Health Care: Lesson 9.2 – The Brain and the Cranial Nerves Directions: Each of the movies listed below features a character with a brain disorder, injury, or disease. Choose one of the movies to watch and be prepared to share insights and information regarding the character’s situation with the rest of the class. All these movies should be available on DVD. Awakenings. • Actors: Robert De Niro, Robin Williams, Julie Kavner, Ruth Nelson, John Heard • Director: Penny Marshall • Rated: PG-13 • Columbia Pictures Corporation, 1990 • Topic(s): L-DOPA (Levodopa) and Post-Encephalitic Parkinson Disease Charley • Actors: Cliff Robertson, Claire Bloom, Lilia Skala, Leon Janney, Ruth White • Director: Ralph Nelson • Rated: PG • ABC Pictures Corporation, Robertson and Associates, Selmur Productions, 1968 • Topic(s): Mental retardation Dominick and Eugene • Actors: Ray Liotta, Tom Hulce, Jamie Lee Curtis, Robert Levine, Todd Graff • Director: Robert M. Young • Rated: PG-13 • Orion Pictures Corporation, 1988 • Topic(s): Brain damage I Am Sam • Actors: Sean Penn, Michelle Pfeiffer, Dakota Fanning, Dianne Wiest, Loretta Devine • Director: Jessie Nelson • Rated: PG-13 • Avery Pix, Bedford Falls Productions, New Line Cinema, Red Fish Blue Fish Films, 2002 • Topic(s): Mental retardation Rain Man • Actors: Dustin Hoffman, Tom Cruise, Valeria Golino, Gerald R. Molen, Jack Murdock • Director: Barry Levinson • Rated: R • Guber-Peters Company, The, Mirage Entertainment, Star Partners II Ltd., 1988 • Topic(s): Autism with savant abilities Regarding Henry • Actors: Harrison Ford, Annette Bening, Michael Haley, Stanley Swerdlow, Julie Follansbhee • Director: Mike Nichols • Rated: PG-13 • Paramount Pictures, 1991 • Topic(s): Head trauma, amnesia Lesson 9.3: Disorders of the Brain and Cranial Nerves Total Time: 50 Minutes Lesson 9.3 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 9.3.1 Describe common disorders of the brain and cranial nerves. 9.3.2 Match common disorders of the brain and cranial nerves to normal and abnormal anatomy and physiology. 9.3.3 Use correct terminology to communicate about the brain and cranial nerves and their disorders with patients and other health professionals. Prepare Your Materials: • Lesson 9.3 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 9.3 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Smart devices with Internet access: computers, tablets, cell phone. Instructor Lesson Plan Date: ____________ Chapter 9—Lesson 9.3 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up, Review, & Introduction 15 min Activity Description: Review Lesson 9.2 exercises. Explain or clarify difficult content. Correct mispronunciation of terms Student presentations on the brain injury/disorder- related movies they watched (homework assignment from Lesson 9.2) Step 1: Have each student share information and insights they gained by watching one of the assigned movies from the Lesson 9.2 Movie Assignment Handout. Suggested format: • Student gives brief synopsis of the movie watched • Student shares information and insights gained • Student poses questions raised by watching the movie (or other students pose questions based on the presentation) Step 2: This activity often sparks a great deal of interest in brain-related diseases and disorders. Keep the interest level high by tying the movies they watched to today’s lesson on disorders of the nervous system. Textbook, Lesson 9.2 exercises (Review Lesson 9.2 concepts) 9.3.1 9.3.2 9.3.3 Lecture 20 min Lesson 9.3 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 9.3 PowerPoint Presentation 9.3.1 9.3.2 9.3.3 Active Learning & Practice 10 min Activity Description: Students will choose a disorder of the nervous system that interests them and research to learn more about it. Step 1: Instruct students to choose one disease or disorder of the nervous system that they would like to learn more about. Encourage students to select different diseases or disorders so a greater number of them can be covered within the class. Smart devices with internet access (computers, tablets, cell phone) 9.3.1 9.3.2 9.3.3 Step 2: Once each student has a disease or disorder in mind, tell them to use the Internet to learn more about that disease or disorder. Step 3: Instruct students to take notes on the disease or disorder in preparation to share what they learned with the rest of the class. Review 5 min Activity Description: Students share what they learned about their chosen nervous system disease or disorder. Step 1: After students have conducted their research, go around the room and ask each student to share a definition and one or two facts about their chosen disease or disorder. Step 2: Encourage students to ask questions and offer their comments or other insights about their fellow students’ presentations. 9.3.1 9.3.2 9.3.3 Homework Assignment • Students read Lesson 9.4 in the textbook and complete Lesson 9.4 exercises. 9.3.1 9.3.2 9.3.3 Lesson 9.3 Masters • (none) Lesson 9.4: Disorders of the Spinal Cord and Peripheral Nerves Total Time: 50 Minutes Lesson 9.4 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 9.4.1 Discuss disorders of the spinal cord and peripheral nerves. 9.4.2 Distinguish between different diagnostic tests used for nervous system disorders. 9.4.3 Define methods by which nervous system medications influence disease processes. 9.4.4 Recognize common congenital disorders of the nervous system. 9.4.5 Use the correct terminology to communicate about the nervous system and its disorders with patients and other health professionals. Prepare Your Materials: • Lesson 9.4 Case Report Handout – Found on Page 9-27 of this Instructor Manual. • Lesson 9.4 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 9.4 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. • Several sheets of paper Instructor Lesson Plan Date: ____________ Chapter 9—Lesson 9.4 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Activity Description: Step 1: Go over Lesson 9.3 exercises in a round robin manner. Clarify or explain topics that are difficult for students. Step 2: Listen for and correct mispronunciation of medical terms. Review of Lesson 9.3. Step 1: Ask each student to write two test questions on medical terms from Lesson 9.3 on a sheet of paper. Step 2: When they are finished, have them trade papers with another student. They should answer the questions on the other student’s paper and then exchange with another student. Step 3: Have students continue exchanging papers until they have answered the questions of at least five different students, and their questions have been answered by at least five different students. Step 4: Clarify any confusion and address any questions when finished. Textbook, Lesson 9.3 exercises Several sheets of paper (Review Lesson 9.3 concepts) 9.3.1 9.3.2 9.3.3 Introduction 5 min Step 1: Review with students the location, structure, and function of the spinal cord and peripheral nerves. Step 2: Read out loud (or ask a student) the Case Report for Lesson 9.4 concerning patient Suzanne Kalish. This can be read from the text or using Lesson 9.4 Case Report Handout. Step 2: Ask students to point out significant parts of the case, if they are aware of any. Encourage students to share anything they may already know about disorders, diseases, or injuries of the spinal cord and peripheral nerves. Step 3: Remind students to listen for some of these terms during today’s lecture. Lesson 9.4 Case Report Handout Textbook 9.4.1 9.4.4 9.4.5 Lecture 20 min Lesson 9.4 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 9.4 PowerPoint Presentation 9.4.1 9.4.2 9.4.3 9.4.4 9.4.5 Active Learning & Practice 10 min Step 1: Distribute Lesson 9.4 Case Report Handout. Lesson 9.4 Case Report Handout 9.4.1 9.4.2 9.4.4 Step 2: Arrange students into small groups or with a partner. 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 disorders or treatment of disorders of the spinal cord and peripheral nerves. 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 this patient’s disease. 9.4.5 Review 5 min Step 1: As a large group, go through the Lesson 9.4 exercises in a round robin manner. Step 2: Assign any remaining exercises to be completed as homework. Textbook, Lesson 9.4 exercises 9.4.1 9.4.2 9.4.3 9.4.4 9.4.5 Homework Assignment • Finish Lesson 9.4 exercises if needed. • Review Word Analysis & Definition (WAD) Tables for Lessons 9.1 – 9.4. Encourage students to practice saying the terms out loud and ask about the pronunciation of any terms they aren’t sure of. • Student read lesson 9.5 and complete Lesson 9.5 exercises. 9.1.1 9.1.2 9.1.3 9.1.4 9.2.1 9.2.2 9.2.3 9.2.4 9.2.5 9.3.1 9.3.2 9.3.3 9.4.1 9.4.2 9.4.3 9.4.4 9.4.5 Lesson 9.4 Masters • Lesson 9.4 Case Report Handout Medical Language for Modern Health Care: Lesson 9.4 – Case Report: Medical Terms in Documentation Directions: (1) Read the Case Report below and underline or circle any medical terms related to disorders and treatment of disorders of the spinal cord and peripheral nerves. (2) List and briefly define the identified terms below (use additional paper if needed). (3) Then, answer the question at the bottom of the page. (1) Medical Terms in Patient Documentation YOU ARE Tanisha Colis, an electro neurodiagnostic technologist working for Raul Cardenas, MD, a neurologist at Fulwood Medical Center YOUR PATIENT IS Mrs. Suzanne Kalish, a 42-year-old social worker employed by the medical center. She has recently had an exacerbation of her symptoms due to Multiple Sclerosis (MS). She is going to have a Visual Evoked Potential test, followed by an MRI of her brain and spinal cord. Here is the conversation that takes place between you and Suzanne Kalish: Tanisha: Good morning, Mrs. Kalish, I’m Tanisha Colis, the technologist who’ll be performing your Visual Evoked Potential test. How are you feeling? Suzanne: I’ve been doing okay for the last four or five years. Then, a few weeks ago, I started dragging my foot like a wounded witch. I’ve got to hang onto the walls to stay vertical. I’m tired out, can’t come to work. It’s a struggle to walk the few yards just to pick up the mail. Tanisha: The MRI you are going to have today will give us a lot of information about what’s going on. Suzanne: My mind is going “wheelchair, wheelchair, wheelchair.” Especially since in the last couple of days the vision in my right eye has gotten all blurred. Tanisha: That’s the reason you are having the Visual Evoked Potential test. Suzanne: I hate this disease. If I had cancer, I’d have a chance. I’d fight it to the end, whatever that would be. Nobody’s ever beat MS. You can only lose. It can be kind and leave you for a while, but it’s never far away. Tanisha: Let me help you up and we’ll go get this test done. Suzanne: I can manage, thank you. (2) Medical Terms Identified: Medical Term Definition (3) Medical Terms Applied: Mrs. Kalish has asked you to explain the Visual Evoked Potential test to her in more detail. Write your explanation of this test and why it is being given to Mrs. Kalish in the blank below. Use additional books, articles, or the Internet information to help you answer this question. (4) Discussion Questions: 1. What is the difference between a neurologist and a neurosurgeon? 2. What is the role of MRI, PET, and CT scans (and other tests of this nature) as an aid in diagnosis conditions? How limited were physicians in diagnosing conditions when they only had X-rays to work with? Lesson 9.5: Procedures and Pharmacology Total Time: 50 Minutes Lesson 9.5 Lesson Objectives: Your teaching objective for this lesson is to help your students accomplish these learning objectives: 9.5.1 Understand the procedures used in the diagnosis of neurological disorders. 9.5.2 Explain the therapeutic procedures used for neurological disorders. 9.5.3 Describe the pharmacological agents used to treat neurological disorders. Prepare Your Materials: • Lesson 9.5 PowerPoint® presentation – Found with the Instructor Resources that can be accessed through the “Library” tab on Connect, and then under “Instructor Resources.” • Lesson 9.4 Student Note-taking Handout – Create by selecting the “Handouts” option when printing the PowerPoint presentation; select 3 slides per page to print slides with blank lines to the right where students can take notes. • Smart device with Internet access: computer, tablet, cell phone. Instructor Lesson Plan Date: ____________ Chapter 9—Lesson 9.5 TIME ACTIVITY & INSTRUCTIONS MATERIALS LESSON OBJECTIVES Warm-up & Review 5 min Activity Description: Step 1: Go over any remaining Lesson 9.4 exercises in a round robin manner. Clarify or explain topics that are difficult for students. Step 2: Listen for and correct mispronunciation of medical terms. Textbook, Lesson 9.4 exercises 9.4.1 9.4.2 9.4.3 9.4.4 9.4.5 Introduction 5 min Introduce students to various diagnostic tests related to nervous system disorders. Remind students that since the nervous system controls other body systems such as the musculoskeletal system, it is important to discover whether the origin of the disease is the nervous system or musculoskeletal system. Lecture 20 min Lesson 9.5 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 9.5 PowerPoint Presentation 9.5.1 9.5.2 9.5.3 Active learning & Practice 10 min Activity Description: Step 1: Ask students to form groups of 3-4 students. Step 2: Ask each group to research various diagnostic procedures (LP, EEG, MRA, echoencephalography, PET, evoked responses, nerve conduction studies); and therapeutic procedures (deep brain stimulation, endovascular coiling, carotid endarterectomy, tPA therapy). Step 3: Each group should research the diagnostic test or procedure and answer the following questions: 1. How is the test or procedure performed? 2. What is the purpose of the test or procedure? 3. What patient preparation is necessary? Step 4: Each group reports their findings to the class. Smart device with internet access (computer, tablet, cell phone) Review 5 min Step 1: Go over Lesson 9.5 exercises in a round robin manner. Clarify or explain topics that are difficult for students. Step 2: Listen for and correct mispronunciation of medical terms. Textbook, Lesson 9.5 exercises 9.5.1 9.5.2 9.5.3 Homework Assignment • Complete Chapter 9 Review exercises. • Review Word Analysis & Definition (WAD) Tables for all Chapter 9 lessons. • Read Chapter 10, Lesson 10.1 Textbook, Chapter 9 review exercises 9.1.1 – 9.1.4 9.2.1 – 9.2.5 9.3.1 – 9.3.3 9.4.1 – 9.4.5 9.5.1 – 9.5.3 End of Chapter Answer Exercises Page 269 A. Ans 1: neurologist Ans 2: electro neurodiagnostic Ans 3: epilepsy Ans 4: electro neurodiagnostic Exercises Page 271 A. Ans 1: A: somatic motor division Ans 2: A: central nervous system Ans 3: B: somatic sensory division Ans 4: C: autonomic Ans 5: B: sympathetic Ans 6: B: peripheral nervous system Ans 7: A: parasympathetic Ans 8: A: motor Exercises Page 273 A. Ans 1: A: synapses Ans 2: A: myelin Ans 3: B: dendrite Ans 4: C: neurotransmitter Ans 5: C: neurilemma B. Ans 1: endorphin Ans 2: axon Ans 3: dendrite Exercises Page 275 A. Ans 1: D: scanty Ans 2: F: glue Ans 3: E: brain Ans 4: G: star Ans 5: B: spinal cord Ans 6: A: cell Ans 7: C: treelike Exercises Page 277 A. Ans 1: Pariet/al; wall Ans 2: Front/al; forehead Ans 3: Occipit/al; back of the head B. Ans 1: gyrus; gyri Ans 2: cortex Ans 3: sulcus; sulci Exercises Page 279 A. Ans 1: B: inner room Ans 2: D: cross over Ans 3: C: border Ans 4: A: bridge B. Ans 1: medulla oblongata Ans 2: cardiac center Ans 3: reticular formation Ans 4: respiratory center Ans 5: vasomotor center Exercises Page 281 A. Ans 1: R Ans 2: pharynx Ans 3: Cranial nerve IX, supplies the tongue and pharynx; mixed nerves for sensation and swallowing in the pharynx Ans 4: P Ans 5: three Ans 6: Cranial nerve V, sensory and motor nerves responsible for face, nose, and mouth sensations and for chewing Ans 7: R Ans 8: hearing Ans 9: pertaining to the sense of, or the organs of hearing Ans 10: R Ans 11: smell Ans 12: Cranial nerve I, carries information related to the sense of smell Exercises Page 283 A. Ans 1: 2 arachnoid mater Ans 2: 3 pia mater Ans 3: 1 dura mater Exercises Page 285 A. Ans 1: C: together Ans 2: B: structure Ans 3: C: mind B. Ans 1: C: altered state of consciousness with agitation and disorientation Ans 2: A: common form of dementia due to protein clumps and tangles Ans 3: D: condition in which person cannot properly process information Ans 4: B: dementia due to decreased blood flow to the brain Exercises Page 287 A. Ans 1: Cerebrovascular accident Ans 2: Hemiparesis Ans 3: Neurosurgeon Ans 4: Arteriovenous malformation B. Ans 1: D: half Ans 2: A: process Ans 3: C: ven Ans 4: A: cerebr/o Exercises Page 289 A. Ans 1: A: one Ans 2: C: paralysis Ans 3: D: condition of Exercises Page 291 A. Ans 1: grand Ans 2: petit B. Ans 1: E: cataplexy Ans 2: C: febrile seizure Ans 3: A: absence seizure Ans 4: F: postictal state And 5: B: narcolepsy Ans 6: D: Tourette syndrome Exercises Page 293 Ans 1: Cluster Ans 2: other primary headache disorders Ans 3: migraine Exercises Page 295 A. Ans 1: SBS Ans 2: ADLs Ans 3: TBI B. Ans 1: A: disability Ans 2: B: impairment Exercises Page 297 A. Ans 1: C: mass Ans 2: A: half Ans 3: C: suffix B. Ans 1: C: Horner syndrome Exercises Page 299 A. Ans 1: A: nerve conduction Ans 2: B: abnormal Ans 3: B: exacerbation Ans 4: B: change it Ans 5: A: away from Ans 6: C: brain and spinal cord Exercises Page 301 A. Ans 1: D: without Ans 2: C: pertaining to Ans 3: G: muscle Ans 4: E: vertebra Ans 5: F: condition of Ans 6: B: destruction Ans 7: A: abnormal Exercises Page 303 A. Ans 1: neur/o/pathy Ans 2: neur/o/toxin Ans 3: mono/neur/o/pathy Ans 4: peron/eal Exercises Page 305 A. Ans 1: B: anencephaly Ans 2: B: cystica Ans 3: A: teratogen Ans 4: A: bifida Ans 5: B: hydrocephalus Ans 6: C: spina bifida occulta Ans 7: B: hydrocephalus Ans 8: A: meningocele Ans 9: A: meningomyelocele Ans 10: C: microcephaly Exercises Page 307 A. Ans 1: electr/o/encephal/o/graph Ans 2: arteri/o/graphy Ans 3: ultra/son/o/graphy Ans 4: myel/o/graphy Ans 5: electr/o/my/o/graphy Exercises Page 309 A. Ans 1: neurosurgeon Ans 2: craniectomy Ans 3: cranium Ans 4: cranioplasty Exercises Page 311 A. Ans 1: ant/agon/ist Ans 2: ad/dict/____ Ans 3: ___/tranquil/izer Ans 4: ___/stimul/ant Ans 5: ___/psych/e/del/ic Ans 6: ___/toler/ance Ans 7: ___/psych/o/act/ive Exercises Page 313 A. Ans 1: without Ans 2: within Ans 3: sheath Ans 4: condition Ans 5: away from B. Ans 1: B: anesthesiologist Ans 2: A: codeine Ans 3: anesthetic Ans 4: analgesic Chapter 9 Review A. Ans 1: narcolepsy Ans 2: anesthesia Ans 3: neuralgia Ans 4: atrophy Ans 5: occulta B. Ans 1: neurologist; neurology; neurosurgeon; neurologic; neurosurgery C. Ans 1: without Ans 2: mind Ans 3: condition Ans 4: chronic, progressive irreversible loss of the mind’s cognitive and intellectual functions Ans 5: together Ans 6: disease Ans 7: n/a Ans 8: appreciation and concern for another person’s mental and emotional state Ans 9: n/a Ans 10: bewildered Ans 11: action, condition Ans 12: mental state in which environmental stimuli are not processed appropriately Ans 13: half Ans 14: weakness Ans 15: n/a Ans 16: weakness in one side of the body Ans 17: below Ans 18: thalamus Ans 19: pertaining to Ans 20: pertaining to below the thalamus Ans 21: without Ans 22: sensation, feeling Ans 23: pertaining to Ans 24: pertaining to without feeling, sensation Ans 25: down Ans 26: stroke Ans 27: n/a Ans 28: sudden loss of muscle tone with brief paralysis D. Ans 1: C: intracranial hemorrhage Ans 2: A: concussion Ans 3: B: encephalitis Ans 4: B: shingles Ans 5: B: cerebral palsy Ans 6: B: brain abscess Ans 7: A: trigeminal neuralgia E. Ans 1: CNS Ans 2: EEG Ans 3: CP F. Ans 1: B: ganglia Ans 2: A: plexuses Ans 3: B: sulci Ans 4: A: gyri G. Ans 1: F. disease Ans 2: H. head Ans 3: I. sensation of pain Ans 4: E. tube, pipe Ans 5: A. hearing Ans 6: G. development Ans 7: B. muscle Ans 8: J. paralysis Ans 9: C. sleep Ans 10: D. blood vessel H. Ans 1: D: limbic system Ans 2: D: neuroglia Ans 3: B: hypothalamus Ans 4: C: medulla oblongata I. Ans 1: B: circle Ans 2: D: ditch, furrow Ans 3: E: away from Ans 4: C: brain Ans 5: A: bridge J. Ans 1: C: antiepileptic Ans 2: B: thrombolysis Ans 3: B: tongue Ans 4: C: junction Ans 5: C: brachytherapy Ans 6: E: FAS Ans 7: D: sulcus Ans 8: D: cerebral cortex Ans 9: C: TIA Ans 10: B: ictal K. Ans 1: visceral Ans 2: microcephaly Ans 3: dendrite Ans 4: festinant Ans 5: dementia Ans 6: quadriplegia Ans 7: neurotransmitters Ans 8: somatic L. Ans 1: encephal/o; brain Ans 2: my/o; muscle Ans 3: myel/o; spinal cord Ans 4: encephal/o; brain Ans 5: -graphy; process of recording Ans 6: electromyography Ans 7: myelography Ans 8: electroencephalogram M. Ans 1: nerve conduction studies Ans 2: electroencephalogram Ans 3: magnetic resonance imaging Ans 4: myelography Ans 5: lumbar puncture or spinal tap Ans 6: magnetic resonance angiography Ans 7: angiography Ans 8: CT scan Ans 9: evoked responses Ans 10: electromyography N. Ans 1: MRI Ans 2: neurosurgeon Ans 3: a 20-mm diameter mass adjacent to the anterior horn of her left ventricle Ans 4: EEG Ans 5: No Instructor Manual for Medical Language for Modern Health Care David M. Allan, Rachel C. Basco 9780077820725, 9781260084931
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