Unit N: Environmental and Medical Careers
Program Area: Course Title: Unit Title: Suggested Time for Instruction: Course Percent: Unit Evaluation:
Health Occupations Education Allied Health Sciences II Environmental and Medical Careers Number: 7212
8 hours 3% 66% Cognitive and 34% Performance -------------------------------------------------------------------------------
Competency: Specific Objectives: 2H14.01 2H14.02
2H014. Analyze environmental and public health careers.
Evaluate careers and services related to environmental and public health. Demonstrate medical assessment skills.
Summer 2000 N.1
Unit N Master Outline
Unit N: Environmental and Medical Careers
2H14 Analyze environmental health and medical careers.
2H14.01 Evaluate careers and services related to environmental health and medicine. A. B. C. D. E. F. G. H. Health educator Epidemiology Environmental health specialist Biomedical engineer Biomedical equipment technician Research scientist Social worker Medical careers 1. Medical specialties 2. Physician’s assistant 3. Chiropractor 4. Podiatrist 5. Optometrist 6. Veterinarian 7. Psychologist
2H14.02
Demonstrate medical assessment skills. A. Assessment techniques 1. Observation 2. Palpation 3. Percussion 4. Auscultation B. Screening for vision problems * C. Using assessment tools * 1. Otoscope 2. Ophthalmoscope 3. Percussion hammer 4. Pen light
Summer 2000 N.2
Unit N Competency 2H14:
Materials/Resources
Environmental and Medical Careers Analyze environmental and public health issues.
Simmers, Louise. Diversified Health Occupations. Delmar Publishers, 4th edition. HOSA Handbook, Section B. Health Occupations Students of America. Flower Mound, Texas. Latest edition. www.hosa.org North Carolina Health Careers. 1999-2000, published by North Carolina AHEC program. Magazine available on the web at www.med.unc.edu/ahec/nchc
Here is a web site you may want to use as a resource for environmental and medical careers:
http://environment.about.com/newsissues/environment/
Teaching/Learning Indicators: The following symbols are used to indicate specific skills/areas required in the instructional activity.
Reading Social Studies Writing Science Math The Arts Health professional/parent/community involvement
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Objective 2H14.01
Evaluate careers and services related to environmental health and medicine.
A. B. C. D. E. F. G. H. Health educator Epidemiology Environmental health specialist Biomedical engineer Biomedical equipment technician Research scientist Social worker Medical careers 1. Medical specialites 2. Physician’s assistant 3. Chiropractor 4. Podiatrist 5. Optometrist 6. Veterinarian 7. Psychologist
Teaching/Learning Activities Critical Thinking
Have students answer the questions and fill in the boxes of the Environmental and Public Health Careers Questions and Comparison Chart using the AHEC NC Health Careers Book. (Appendix 2H14.01A)
Teamwork
Do a “jigsaw” with Environmental Health Careers such as: Health Educator, Epidemiologist, Biostatistician, Environmental Health Specialist, Biomedical Engineer, Biomedical Equipment Technician, Research Scientist, Social Worker. To do a jigsaw, the class is divided into groups or teams. Each team member is responsible for becoming an expert on a particular subtopic, and then teaching it to the group. All experts on the same topic get together to learn about their career and then go back to their team to teach it to the team.
HOSA
Have students make a Career Health Display or Extemporaneous Health Poster on a medical career following the HOSA Competitive Event Guidelines. Students should be assigned a medical specialty or one of the medical careers in the unit outline.
Employability Skills
Invite an Environmental Health Career professional to come speak to your class, or take a field trip to a local health department and have an environmental health professional talk to the students. Have different students visit all local restaurants and write down the sanitation grade score. Collectively, compile and analyze the data. Have students determine the mean, median, mode and range of scores. Objective 2H14.01 Evaluate careers and services related to environmental health and medicine.
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Teaching/Learning Activities Critical Thinking
Write different medical careers from the word list on index cards or copy and cut them from the appendix (2H14.01B) and tape one on each student’s backs. Students can ask yes/no questions to try to guess their career. (Ex. Do I help people of all ages?)
Technology
Have students check out the movie “The Doctor” and complete the questions on the corresponding worksheet. (Appendix 2H14.01C). Another alternative is to have students check out the movie “Patch Adams” and write down three instances each when they agreed with Patch Adams, and three instances when they didn’t agree with something Patch Adams did.
Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as recommended in the student’s IEP.
Summer 2000 N.5
Objective 2H14.02
Demonstrate medical assessment skills.
A. Assessment techniques 1. Observation 2. Palpation 3. Percussion 4. Auscultation B. Screening for vision problems * C. Using assessment tools * 1. Otoscope 2. Ophthalmoscope 3. Percussion hammer 4. Pen light
Teaching/Learning Activities Teamwork
Following a teacher led presentation on assessment and vision screening, allow students in pairs to practice assessment skills and vision screening following the skill checklists in this unit. (Appendix 2H14.02A, 2H14.02B and 2H14.02D.)
Employability Skills
Invite a medical professional to come and talk about their specialty. Ask them to include education and training, job outlook, what a typical day is like, etc. and demonstrate assessment techniques using an otoscope, ophthalmoscope, and percussion hammer.
Teamwork
Divide the class into 4 groups. Assign each group one of the four main techniques used in an exam (observation, palpation, percussion, auscultation) . Each group is to try to explain why they are an important technique in examination and then share a cheer, poem, rap, jingle, etc. about their technique.
HOSA
Simulate the HOSA medical spelling event using environmental and medical assessment terms. For round one, have students circle the correct spelling for the “Medical Specialties and Assessment Skills Spelling Challenge.” (Appendix 2H14.2C) and then proceed to the spelldown round using the terminology list for this unit. The teacher should prepare slips of numbered paper that correspond to the terminology list.
Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as recommended in the student’s IEP.
Summer 2000 N.6
Daily Lesson Plans
Unit F: Lessons: Hours: Steps
Focus and Review
Environmental and Medical Careers 5 8 clock hours Lesson #1
Pair students. Have them create a list of health professionals who work with the environment. Put the lists on the overhead projector or board.
Lesson #2
Review the homework and discuss questions from the comparison chart. Collect chart for grade.
Lesson #3
Have students share their medical specialty health posters, and at least one interesting fact about the career they illustrated. Put up posters around the room.
Statement of Objectives
Objective 2H14.01 Evaluate careers and services related to environmental health and medicine. Teacher led discussion introducing students to careers in environmental and public health.
Objective 2H14.01 Evaluate careers and services related to environmental health and medicine. Guest speaker from environmental health career.
Objective 2H14.01 Evaluate careers and services related to environmental health and medicine. Review jigsaw assignment. Have experts write two questions each about their career. Collect the questions.
Teacher Input
Guided Practice
Using the AHEC Health Careers magazines, have students answer the questions and complete the chart on Environmental and Public Health Careers in the appendix of this guide.
Allow students to ask questions of the speaker. Assign environmental careers jigsaw activity for students to work on in class.
Do activity 2H14.01B, allowing students to identify the medical specialties on each other’s backs.
Independent Practice
Have students complete the guided practice assignment for homework.
Have students read section 2:7 in DHO and have them create a poster on a medical specialty. Assign a different specialty to each student. (Give them a copy of the HOSA EHP rating sheet as a guide.) Review environmental careers and remind students of homework assignment.
Have students watch a movie that depicts the career of a physician or physicians. The Doctor or Patch Adams are possible choices.
Closure
Ask students to think about the careers listed on the comparison chart. If they had to pursue one of the careers listed, which would they choose and why?
Call on students to recall facts about environmental careers or medical specialties.
Materials
AHEC Magazines, 1 per student
DHO Extemp Health Poster rating sheets
Medical specialty activity – tape or pins
Summer 2000 N.7
Unit N: Steps
Focus and Review
Environmental and Medical Careers (Continued) Lesson #4
Show assessment tools (otoscope, ophthalmoscope, penlight, snellen chart, percussion hammer) and see how many students can identify the proper names.
Lesson #5
Ask class volunteers to demonstrate assessment skills.
Statement of Objectives Teacher Input
Objective 2H14.02 Demonstrate medical assessment skills. Using overhead transparencies, review assessment techniques and vision screening. Demonstrate vision screening and assessment using the skill rating sheets in the appendix.
Objective 2H14.02 Demonstrate medical assessment skills. TEST – Unit N Before and after the test, finish checking students off on vision screening and assessment skills.
Guided Practice
In pairs, have students practice vision screening and assessment skills. When they are proficient in the skills, the teacher can check them off on the skill.
Grade test in class.
Independent Practice
When students are not practicing skills, they should be advised to study for tomorrow’s test.
Closure
Review important points of vision screening and assessment.
Materials
Overhead projector and transparencies Skill checklists Assessment equipment
Unit tests Skill checklists Assessment equipment
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Unit N: Environmental and Medical Careers Terminology List
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. Anesthesiologist Assessment Auscultation Biomedical Engineer Biomedical Equipment Technician Biostatistician Cardiologist Chiropractor (D.C.) Dermatologist Doctor of Medicine (M.D.) Doctor of Osteopathy (D.O.) Doctor of Podiatric Medicine (D.P.M.) ECG/EKG Emergency Physician Endocrinologist Environmental Health Specialist Epidemiologist Family Physician/Practice Geriatrician Gynecologist Health Educator Hyperopia Internist Myopia Neurologist Observation Obstetrician Oncologist Ophthalmologist Ophthalmoscope Optometrist Orthopedist Otolaryngologist Otoscope Palpation Pap/Papaniclaou Pathologist Pediatrician Pen light Percussion Percussion hammer Plastic Surgeon Physician Physician Assistant (PA or PAC) 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. Podiatrist Proctologist Psychiatrist Psychologist Radiologist Research Scientist Snellen Chart Social Worker Surgeon Thoracic surgeon Tonometer Urologist Veterinarian (D.V.M.)
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Name ____________________________________
Date __________________________
Environmental and Public Health Careers Comparison
Complete the comparison chart on the next page using the AHEC Health Careers Magazine, and then answer the following questions. 1. What educational programs are found at UNC-Greensboro?
2.
What career has the highest average?
3.
What career has the widest range?
4.
What career requires the most education?
5.
What career has the highest starting salary?
6.
What career(s) do you work primarily with the public?
7.
What career(s) involve working outside?
8.
What NC college offers an educational program for the most careers?
9.
What career requires the most education?
10.
Of the listed careers, which one do you find most interesting and why?
Appendix 2H14.01A
Summer 2000 N.10
Environmental and Public Health Careers Comparison Chart
Career Health Educator
Responsibilities Inform people of health problems, provide counseling, plan programs, organize community efforts.
Work Environment
Health department, schools, corporations, and community, government or voluntary agencies.
Education
Requirements/Programs
Salary
$20,000$40,000 (average)
Professional Associations American Public Health Assoc., Society for Public Health Ed., Americn Assoc. for Health Educators, etc.
Baccalaureate or master’s degree in health education./NC A & T State University, ECU, Elon, NC Central, UNC-Chapel Hill, UNCC, UNCGreensboro
Epidemiologist
$40,000$100,000 (average) $28,000$55,000 (starting based on degree) $24,000$40,000 (starting based on place of employment) $71,000 (average)
Biostatitician
Environmental Health Specialist
Biomedical Engineer
Biomedical Equipment Technician Research Scientist
$18,000$25,000 (starting salary) $25,000 $100,000
(range, depending on education, experience, accomplish ments, and employer)
Social Worker
$25,000$35,000 (average depending on degree)
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Medical Careers
Anesthesiololgist
Plastic Surgeon
Radiologist
Urologist
Psychiatrist
Neurologist
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Obstetrician
Otolaryngologist
Cardiologist
Oncologist
Pediatrician
Pathologist
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Endocrinologist
Ophthalmologist
Gynecologist
Dermatologist
Family Practice Physician
Internist
Appendix 2H14.01B
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Name ___________________________________ Date _____________________________
The Doctor
Focusing on communication, ethics and professionalism, answer the following questions in complete sentences. (Finish for homework if you don’t have time in class). 1. Name one component necessary for good communication.
2. What standard precautions are used during the surgery.
3. What happens during the 1st operation at the beginning of the movie?
4. Describe the professional dress noted.
5. What are some unprofessional/unethical traits noted in the movie?
6. What are the professional traits noted in the movie?
7. Describe the communication between the doctors and the patients.
8. What is the doctor diagnosed with? Name some of his symptoms AND his reactions.
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9. What type of doctor does Dr. McKee seem to be?
10. How does the doctor cope with role reversal?
11. How AND why did the doctor change by the end of the movie?
12. After seeing this movie, how has it changed your perspective about being a health care professional?
Appendix 2H14.01C
Summer 2000 N.16
Name ___________________________________________
Date ___________________________
2H14.02A
VISION SCREENING
MASTERY YES NO
1. Assured that chart is at patient's eye level, and tape is 20 feet from chart 2. Washed hands 3. Greeted and identified patient 4. Identified self 5. Explained procedure 6. Had patient stand with heels on 20 foot mark 7. Asked patient to remove corrective lenses if needed 8. Had patient cover left eye gently with occluder 9. Instructed patient to keep both eyes open during testing 10. Instructed patient to verbally identify letters/pictures on chart, beginning with the smallest line the patient could read comfortably 11. Recorded smallest line patient could read comfortably 12. Used correct charting abbreviations to record results (Example: OD 20/20) 13. Properly repeated procedure for the left eye 14. Used correct charting abbreviations to record results (Example: OS 20/20) 15. Noted any observations such as squinting or turning head to see 16. Cleaned occluder with alcohol 17. Washed hands ---------------------------------------Mastery = 100% Yes Non-Mastery = Below 100% TOTAL
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
Date __________ Evaluator _____________________ Comments: Name ___________________________________________
Date _______________________
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Medical Specialties and Assessment Skills Spelling Challenge
1. An instrument used to measure intraocular tension pressure is a: A. Tonnometer. B. Tonommeter. C. Tonomiter. D. Tonometer. 2. A test done to detect cancer of the cervix or reproductive organs is: A. Papanicolaou. B. Papanicola. C. Papinicolaou. D. Papinacolau. 3. The examination technique that involves tapping is: A. Percusion. B. Percussion. C. Purcussion. D. Percution. 4. Nearsightedness is also known as: A. Miopia. B. Miopya. C. Myopia. D. Myopya. 5. An instrument used to examine eyes is an: A. Ophthalmoscope. B. Opthalmoscope. C. Opthallmoscope. D. Ophtalmoscope. 6. A medical doctors who specializes in diseases of elderly individuals is called a: A. Geriatrician. B. Gerriatrician. C. Geriatriscian. D. Geriatrisian. 7. A chart used to test vision is the: A. Snelen chart. B. Snellin chart. C. Smellen chart. D. Snellen chart.
8. An instrument used to check ears is called a(n): A. Ottoscope. B. Otosope. C. Otoscop. D. Otoscope. 9. An examination technique that involves touch is: A. Palpatation. B. Palpation. C. Pallpation. D. Palpasion. 10. An instrument used to check reflexes is a: A. Percusion hammer. B. Perccusion hamer. C. Percussion hammer. D. Purcussion hammer. 11. A doctor who specializes in manipulation of the spine is a: A. Kiropractor. B. Chiropractor. C. Chiropracter. D. Kiropracter. 12. A doctor who specializes in animals is a: A. Vetranarian. C. Veternarian. D. Vetternarian. E. Veterinarian.
Appendix 2H14.02C
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ANSWER KEY: Medical Specialties and Assessment Skills Spelling Challenge
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
D A B C A A D D B C B D
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Name ___________________________________________
Date ___________________________
2H14.02D PHYSICAL ASSESSMENT
MASTERY YES NO 1. 2. 3. 4. Assembled equipment Washed hands Greeted and identified patient Explained procedure ____ ____ ____ ____ ____ ____ ____ ____
OTOSCOPE 5. Assembled otoscope ____ 6. Held otoscope with thumb and fingers so that the ulnar aspect of the hand makes contact with the patient 7. Pulled the ear upwards and backwards to straighten the canal ____ 8. Inserted otoscope to a point just beyond the protective hairs in the ear canal using the largest speculum that would fit comfortably ____ 9. Inspected the ear canal and middle ear structures noting any redness, drainage or deformity. 10. Repeated procedure for the other ear. ____ OPHTHALMOSCOPE 11. Assembled ophthalmoscope. 12. Darkened the room as much as possible. 13. Adjusted ophthalmoscope so light is not brighter than necessary. Adjusted aperature to plain white circle. Set diopter dial to zero. 14. Asked patient to stare at a point on the wall or corner of the room. 15. Used left hand and left eye to examine patient’s left eye. 16. Looked through ophthamoscope, shining the light in the patient’s eye from two feet away . Upon seeing the red reflex (retina), followed the red color to move within inches of the eye. 17. Adjusted diopter dial to bring retina into focus. Found a blood vessel and followed it to the optic disk. 18. Repeated for the other eye. PUPILLARY REACTION 19. Dimmed the room lights as necessary. 20. Asked the patient to look in the distance. 21. Shined a bright light into each pupil in turn, looking for the direct (same eye) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
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____
____
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reaction and consensual (other eye) reaction. ____
____
2H14.02D PHYSICAL ASSESSMENT (continued)
DEEP TENDON REFLEXES 22. Positioned patient in a relaxed and comfortable sitting position – feet off the floor 23. Struck the patellar tendon just below the patella with just enough force to provoke a definite response. 24. Noted the contraction of the quadraceps and extension of the knee. ---------------------------------------Mastery Non-Mastery = 100% Yes = Below 100% TOTAL ____ ____ ____ ____ ____ ____
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Date __________ Evaluator _____________________ Comments:
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Assessment Techniques
Observation (Inspection) Physician observes skin color, rash, growths, swelling, scars, deformities, body movements and general appearance. Use of hands and fingers to feel various parts of the body – to determine whether a part of the body is enlarged, hard, out of place, or painful to the touch. Physician taps and listens for sounds coming from various body organs. The sounds emitted allow a trained individual to determine the size, density, and position of underlying organs. Physician listens to sounds coming from within the body, usually with a stethoscope.
Palpation
Percussion
Auscultation
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Screening for Vision Problems
Snellen Charts Come in a variety of types Some contain pictures for small children Some have E in various positions (Pt. points in direction of E) for non-English speaking people or non-readers Some contain letters of the alphabet Characters (letters or pictures) on the chart come in specific heights - smallest at bottom of chart. NORMAL VISION = 20/20 *
When standing 20 feet from the chart, a person should be able to see characters 20 mm high The top number represents the distance from the chart
Snellen charts test only for myopia. To test for hyperopia, a printing book or cards are used. Color blindness is usually testing using the Ishihara method
Summer 2000 N.24
Vision Screening Terms and Abbreviations
O.D. O.S. O.U. Myopia Right eye Left eye Both eyes Nearsighted, defect in distance vision Farsighted, defect in Close vision
Hyperopia
Ophthalmoscope Instrument for examining the eye Tonometer Instrument to measure Intraocular pressure - sign of glaucoma
Summer 2000 N.25