HCA 220 Content Outline

College of Natural Sciences

Faculty Content Outline

HCA/220 Version 8The Language of Health Care

Faculty Content OutlineHCA/220 Version 8

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Program Council

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Copyright

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Edited in accordance with University of Phoenix® editorial standards and practices.


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Faculty Materials

BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS

Turley, S. (2011). Medical language: Immerse yourself (2nd ed.). Upper Saddle River, NJ: Pearson.

Speakers, microphone, and free AudioAce® software

ASSOCIATE LEVEL MATERIALS

Associate Level Writing Style Handbook, available online at https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf


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Course Overview

COURSE DESCRIPTION

This course offers the student engagement and interaction with the dynamic language of health care. Through comprehensive discussions and activities, the student will have the opportunity to be immersed in the words used in health care. This course requires a microphone and speakers or headphones for recording and listening to digital audio files.

TOPICS AND OBJECTIVES

Week One: Introduction to Medical Language

Apply rules for medical language for combining forms, prefixes, and suffixes. Identify the five skills of medical language communication.

Week Two: The Human Body From a Medical Perspective

Identify the seven approaches to studying the human body. Define basic terms related to the origin, onset, and outcome of diseases. Construct medical language associated with the seven approaches to studying the

human body.

Week Three: The Language of the Gastrointestinal, Respiratory, and Cardiovascular Systems

Define medical language associated with gastrointestinal, respiratory, and cardiovascular systems.

Construct medical terminology associated with the gastrointestinal, respiratory, and cardiovascular systems.

Use medical language associated with gastrointestinal, respiratory, and cardiovascular systems correctly.

Week Four: The Anatomy and Physiology of the Gastrointestinal, Respiratory, and Cardiovascular Systems

Describe the physiological function, processes, and anatomical structures associated with the gastrointestinal, respiratory and cardiovascular systems.

Use medical language associated with the anatomy and physiology of the gastrointestinal, respiratory and cardiovascular systems correctly.

Week Five: The Language of the Blood, Lymphatic, Integumentary, and Endocrine Systems

Define medical language associated with the blood, lymphatic, integumentary, and endocrine systems.

Construct medical terminology associated with the blood, lymphatic, integumentary, and endocrine systems.

Use medical language associated with the blood, lymphatic, integumentary, and endocrine system correctly.

Week Six: Anatomy and Physiology of the Blood, Lymphatic, Integumentary, and Endocrine Systems


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Describe the physiological function, processes and anatomical structures associated with the blood, lymphatic, integumentary and endocrine systems.

Use the medical language associated with the anatomy and physiology of the blood, lymphatic, integumentary and endocrine systems correctly.

Week Seven: The Language of Orthopedics and Neurology

Define medical language associated with orthopedics and neurology. Construct medical terminology associated with orthopedics and neurology. Use medical language associated with orthopedics and neurology correctly.

Week Eight: Anatomy and Physiology of Orthopedics and Neurology: Muscular, Skeletal, and Nervous Systems

Describe the physiological function, processes and anatomical structures associated with orthopedics and neurology.

Use medical language associated with the anatomy and physiology of orthopedics and neurology correctly.

Week Nine: The Human Body

Apply medical language associated with the different body systems in a medical context. Evaluate usage of medical language.


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Week One Faculty Notes

Introduction to Medical Language

Apply rules for medical language for combining forms, prefixes, and suffixes. Identify the five skills of medical language communication.

CONTENT

1. Introduction to Medical Language

a. Apply rules for medical language combining forms, prefixes, and suffixes

1) Prefix

a) A word part at the beginning of the medical term

b) Not every word will contain a prefix

c) Modifies or clarifies the medical meaning of the combining form

d) A letter or group of letters that ends with a hyphen

e) Some medical terms may have two prefixes one right after the other

f) Rules for prefixes: A prefix does not require a combining vowel

2) Suffix

a) A word part at the end of the medical term

b) Modifies or clarifies the medical meaning of the combining form

c) A letter or group of letters that begins with a hyphen

d) Most medical terms contain a suffix

e) Rules for suffixes

(1) A combing vowel is not used if the suffix begins with a vowel.

(2) A combining vowel is used when the suffix begins with a consonant.

3) Combing form

a) Foundation of the medical word

b) Gives the word its main medical meaning

c) Combing form has a root, a forward slash, a combing vowel and a final hyphen

d) Sometimes words can contain two or more combining forms

e) Rules for combing form: There are specific rules when concerning whether or not to use the combing vowel.

(1) A combing vowel, if used, is added to the end of the word root.

(2) A combining vowel is always used when two or more word roots are joined.

b. Identify the five skills of medical language communication

1) Reading: Can you understand what you are reading?

2) Listening

a) How you receive medical language

b) Can you understand what you are being told by other health care professionals?

3) Thinking, analyzing, and understanding: How you process medial language

a) Analyzing medical words by breaking them into their component parts

b) Recalling medical meanings when presented with terms

c) Building medical terms from the component parts

d) Interpreting medical reports and documents


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e) Converting common terms into medical terms

4) Writing and spelling: How you relay medical information

a) Correctly documenting in a medical record

b) Correctly communicating in writing with other health care professionals

5) Speaking and pronouncing: How you relay medical information

a) Properly communicating medical language with other health care professionals

b) Correctly pronouncing the medical terms

DISCUSSION QUESTIONS

1. Why are the five skills of medical communication important for health care administration? What techniques will you use to learn these needed skills and medical terms in this course?

2. Define and explain the rules for the following:

Prefix Combining form Suffix

Give two examples for each word part. Respond to a minimum of two classmates by providing a medical word associated with each of their word parts, defining each medical word and using it in a sentence.


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Week Two Faculty Notes

The Human Body From a Medical Perspective

Identify the seven approaches to studying the human body. Define basic terms related to the origin, onset, and outcome of diseases. Construct medical language associated with the seven approaches to studying the human

body.

CONTENT

1. The human body from a medical perspective

a. Identify the seven approaches to studying the human body.

1) Body planes and body directions

a) Coronal or frontal plane: divides body front to back

(1) Front of body

(a) Anterior or ventral section

(b) Lying face down is prone position

(2) Back of body

(a) Posterior or dorsal section

(b) Lying on the back is dorsal position

b) Sagittal plane: divides the body into right and left sections

(1) A divided body at midline it is called midsagittal plane

(2) Movement to or from the midline

(a) Medial: moving from either side of the body toward the midline

(b) Lateral: moving from the midline to either side of the body

c) Transverse plane: horizontal plane that dives the body into top and bottom.

(1) Superior

(a) Upper half of the body

(b) Movement toward the head is superior direction or cephalad direction

(2) Inferior

(a) Bottom half of the body

(b) Movement toward the tail bone is inferior direction or caudad direction

d) Other directions

(1) Distal: movement from trunk of body toward end of a limb

(2) Proximal: movement from the end of a limb towards the trunk of the body

(3) Superficial or external: structures on the surface of the body

(4) Deep or internal: structures below the surface of the body

2) Body cavities

a) Cranial cavity

b) Spinal cavity

c) Thoracic cavity

d) Abdominopelvic cavity

3) Quadrants and regions

a) Four quadrants


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(1) Right upper quadrant (RUQ)

(2) Right lower quadrant (RLQ)

(3) Left upper quadrant (LUQ)

(4) Left lower quadrant (LLQ)

b) Nine regions

(1) Right hypochondriac region

(2) Epigastric region

(3) Left hypochondriac region

(4) Right lumbar region

(5) Umbilical region

(6) Left lumbar region

(7) Right iliac region

(8) Hypogastric region

(9) Left iliac region

4) Anatomy and physiology

a) Study of the human body through its structures and functions

b) Anatomy: study of structures of human body

c) Physiology: study of the function of the structures

5) Microscopic and macroscopic

a) Study of human body according to its smallest parts and how they combine to make larger more complex structures and systems

b) Microscopic: can be viewed only though a microscopic

c) Macroscopic: can be seen with the naked eye

6) Body systems: study of human body through the body systems

a) Gastrointestional system

b) Respiratory system

c) Cardiovascular system

d) Blood

e) Lymphatic system

f) Integumentary system

g) Skeletal system

h) Muscular system

i) Nervous system

j) Urinary system

k) Male genital and reproductive system

l) Female genital and reproductive system

m) Endocrine system

n) Eyes

o) Ears, nose, and throat system

7) Medical specialties: Study of human body through the medical specialties that make up the practice of medicine.

a) Gastroenterology

b) Pulmonology

c) Cardiology

d) Hematology


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e) Immunology

f) Dermatology

g) Orthopedics

h) Neurology

i) Urology

j) Male reproductive medicine

k) Female reproductive medicine

l) Gynecology

m) Endrocrinology

n) Opthalmology

o) Otolaryngology

b. Define basic terms related to origin, onset, and outcome of diseases.

1) Etiology: causes of diseases

2) Disease categories

a) Congential

b) Degenerative

c) Environmental

d) Iatrogenic

e) Idiopathic

f) Infectious

g) Neoplastic

h) Nosocomial

i) Nutritional

3) Onset of disease

a) Symptoms: any deviation from health that is experienced or felt by the patient

b) Sign: when symptom can be seen or detected by others

c) Asymptomatic: showing no signs or symptoms

4) Outcome of disease

a) Acute: sudden in nature and severe in intensity

b) Subacute: less severe in intensity

c) Chronic: continuing for three or more months

d) Exacerbation: sudden worsening of symptoms

e) Remission: relief of symptoms

f) Sequela: abnormal condition or complication that arises because of original disease and remains even after original disease has resolved.

g) Prognosis: predicted outcome of the disease.

c. Construct medical language associated with the seven approaches to studying the human body.

1) Construct and deconstruct medical terms using the component parts


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Week Three Faculty Notes

The Language of the Gastrointestinal, Respiratory, and Cardiovascular Systems

Define medical language associated with gastrointestinal, respiratory, and cardiovascular systems.

Construct medical terminology associated with the gastroenterology, respiratory, and cardiovascular systems.

Use medical language associated with the gastroenterology, respiratory, and cardiovascular systems correctly.

CONTENT

1. The language of the gastrointestinal, respiratory, and cardiovascular systems

a. Define medical language associated with gastroenterology, respiratory, and cardiovascular systems.

1) Anatomy of the gastrointestinal system

a) Anatomical locations

(1) Oral cavity

(2) Pharynx

(3) Esophagus

(4) Stomach

(5) Small intestine

(6) Large intestine

(7) Abdomen and abdominopelvic cavity

(8) Accessory organs of digestion

b) Vocabulary review of medical terms

c) Component parts for gastrointestinal system

2) Anatomy of the respiratory system

a) Anatomical parts

(1) Nose and nasal cavity

(2) Pharynx

(3) Larynx

(4) Trachea

(5) Bronchi

(6) Lungs

(7) Thoracic cavity


c) Component parts for respiratory system

3) Anatomy of the cardiovascular system

a) Anatomical locations

(1) Heart

(a) Chambers

(b) Valves

(c) Muscle

(2) Thoracic cavity


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(3) Mediastinum

(4) Blood vessels

(a) Arteries

(b) Veins

a) Blood vessel names and locations

(1) Ascending aorta and arterial branches

(2) Thoracic aorta and arterial branches

(3) Abdominal aorta and arterial branches

(4) Pulmonary arteries

(5) Venae cavae

b) Circulation

(1) Systemic circulation

(a) Arteries, arterioles, capillaries, venules, and veins

(b) Everywhere in body, except the lungs.

(2) Pulmonary circulation

(a) Arteries, arterioles, capillaries, venules, and veins

(b) Going to, within, and coming from the lungs.

c) Vocabulary review of medical terms

d) Component parts for cardiovascular system

b. Construct medical terminology associated with the gastroenterology, respiratory, and cardiovascular systems.

1) Stern/o + al= sternal – Pertaining to the sternum2) In- + spir/o + -ation= inspiration – Process of breathing in3) Endo + cardi/o + -um = endocardium – A structure within the heart4) Gastr/o + -ectomy =excision of the stomach5) Appendic/o + it is = appendicitis = inflammation of the appendix6) Dys +phagia = dysphagia = difficulty swallowing 7) Vas/o + constrict/o + -ion = vasoconstriction= Condition of narrowing blood vessels8) Dys- + pne/o + -ic = dyspneic= pertaining to difficulty breathing9) Peritone/o +-al = Peritoneal = Pertaining to the peritoneum10) Oxy + hem/o + glob/o + -in = oxyhemoglobin = Globe-shaped blood and oxygen

substance

c. Use medical language associated with the gastroenterology, respiratory, and cardiovascular systems correctly.

1) This knowledge of terminology is useful in many situations

a) Clarifying information necessary for insurance purposes

(1) Preparing a medical bill

(2) Reading an insurance denial

(3) Communicating with customers and patients regarding questions related to the insurance documentation

b) Transcribing medical recordsc) Documenting care/treatment providedd) Reporting results of a medical audit reviewe) Developing risk management reviews concerning medical topicsf) Developing quality improvement studies for accreditation bodies (AAAHC,

JAACHO)g) Developing training materials for new hiresh) Training new hiresi) Communicating with other health care administrators about priority areas


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j) Preparing annual reviews


1. In the field of health care administration, why is it important that everyone within the facility use medical terminology correctly? How can using medical terminology improve patient outcomes and services within the facility? What could be some potential problems if medical terminology is used incorrectly?

2. This discussion question is an audio dialogue. Start the discussion and leave it open for your classmates to dialogue with you. As part of the dialogue, discuss patients' referrals to specialist, diagnosis, treatment plan, or medical coverage issues. You must also provide a written transcript of all of your responses. Your portion of the discussion must reflect the following criteria:

Be recorded in an audio file and submitted as a link within the post Include a written transcript. Use at least 3 appropriate and specific medical words from this week’s reading. For

example, instead of using the word lung, use more specific language, such as the lower lobe of the left lung.

To participate in this discussion you must do the following:

Respond to your classmates’ discussions by adding any additional information needed to assess or refer the patient, inform other administrators, or clarify any information.

Respond in written and audio format with the link in the post Use at least two appropriate and specific medical words in each response.

Choose one of the following scenarios to begin your discussion:

Scenario 1: You are a health care administrator and the nursing supervisor approaches you with concerns about documentation in a patient’s chart. While reading the chart, you discover some concerns regarding how things are being documented. Begin discussing the patient’s medical record concerning the documentation issue by focusing on the gastrointestinal, respiratory, or cardiovascular systems.

Scenario 2: You are medical record technician and need to refer a patient out for specialty care. After receiving patient authorization, you begin preparing a medical report to send to the gastroenterologist, a pulmonologist, or a cardiologist. In this report, list the symptoms and any testing results for the patient.

Scenario 3: You are medical biller and are speaking with an insurance company regarding a denial of coverage for a particular patient. Discuss the patient and the procedures provided with the insurance company.


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Week Four Faculty Notes

The Anatomy and Physiology of the Gastrointestinal, Respiratory, and Cardiovascular Systems

Describe the physiological function, processes, and anatomical structures associated with the gastrointestinal, respiratory, and cardiovascular systems.

Use medical language associated with the anatomy and physiology of the gastrointestinal, respiratory, and cardiovascular systems correctly.

CONTENT

1. The anatomy and physiology of the gastrointestinal, respiratory, and cardiovascular systems

a. Describe the physiological function, processes, and anatomical structures associated with the gastrointestinal, respiratory, and cardiovascular systems.

1) Physiological functions of gastrointestinal system

a) Physiology of digestion

(1) Mechanical digestion

(a) Mastication

(b) Deglutition

(2) Chemical digestion

(a) Enzymes

(b) Hydrochloric acid

(c) Pepsinogen

(d) Gastrin

(e) Amylase

(f) Lipase

b) Diseases and conditions of the gastrointestinal system

(1) Diseases dealing with eating

(2) Diseases of mouth and lips

(3) Diseases of esophagus and stomach

(4) Diseases of duodenum, jejunum, and Ileum

(5) Diseases of cecum and colon

(6) Diseases of rectum and anus

(7) Diseases of defecation and feces

(8) Diseases of abdominal wall and abdominal cavity

(9) Diseases of the liver

(10)Disease of gallbladder and bile ducts

(11)Diseases of pancreas

c) Laboratory and diagnostic procedures

(1) Blood tests

(2) Gastric and feces specimen tests

(3) Radiologic procedures

d) Medical and surgical procedures

e) Drug categories

2) Physiology functions of the respiratory system


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a) Physiology of respiration

(1) Inhalation

(2) Exhalation

(3) Respirations five parts

(a) Ventilation

(b) External respiration

(c) Gas transport

(d) Internal respiration

(e) Cellular respiration

b) Diseases and conditions of the respiratory system

(1) Diseases of nose and pharynx

(2) Diseases of trachea, bronchi, and bronchioles

(3) Diseases of lungs

(4) Diseases of pleura and thorax

(5) Diseases of respiration

(6) Diseases dealing with oxygen and carbon dioxide levels


(1) Blood tests

(2) Radiology and nuclear medicine procedures


e) Drug categories

3) Physiology functions of the cardiovascular system

a) Physiology of conduction system

(1) Sinoatrial node

(2) Atrioventricular node

(3) Bundle of His

(4) Bundle branches

(5) Purkinje fibers

(6) Contraction of ventricles

(a) Systole

(b) Diastole

b) Diseases and conditions of the cardiovascular system

(1) Diseases of myocardium

(2) Diseases of heart vales and layers of the heart

(3) Diseases of conduction system

(4) Diseases of blood vessels


(1) Blood tests

(2) Diagnostic heart procedures



e) Drug categories

b. Use medical language associated with the anatomy and physiology of the gastrointestinal, respiratory, and cardiovascular systems correctly

1) Medical terminology is useful in various applications


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2) Communicating with other health care providers (nurses, physicians, PA, NP)

3) Communicating with insurance companies

4) Quality improvement studies for accreditation

5) Auditing medical records chart

6) Communicating with other health care administrators

7) Communicating with media

8) Preparing patient educational materials


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Week Five Faculty Notes

The Language of the Blood, Lymphatic, Integumentary, and Endocrine Systems

Define medical language associated with the blood, lymphatic, integumentary, and endocrine systems.

Construct medical terminology associated with the blood, lymphatic, integumentary, and endocrine systems.

Use the medical language associated with the blood, lymphatic, integumentary, and endocrine systems correctly.

CONTENT

1. The Language of the blood, lymphatic, integumentary, and endocrine systems

a. Define medical language associated with the blood, lymphatic, integumentary, and endocrine systems.

1) Anatomy of blood and lymphatic system

a) Anatomy of blood

(1) Plasma

(2) Electrolytes

(3) Erythrocytes

(4) Leukocytes (white blood cells): Types

(a) Granulocytes

i. Neutrophil

ii. Eosinophil

iii. Basophil

(b) Agranulocytes

i. Lymphocyte

ii. Monoctye

(5) Thrombocytes

(6) Blood type

(a) ABO blood group

(b) Rh blood group

b) Anatomy of the lymphatic system

(1) Lymphatic vessels, lymph, and lymph nodes

(2) Lymphoid tissues and lymphoid organs

2) Vocabulary review of medical terms

3) Component parts for blood and lymphatic system

4) Anatomy of integumentary system

a) Anatomical strutures

(1) Skin

(a) Epidermis

(b) Dermis

(2) Sebaceous glands

(3) Sweat glands

(4) Hair


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(5) Nails

(6) Subcutaneous tissue


c) Component parts for blood and lymphatic system

5) Anatomy of endocrine system

a) Made up of glands

(1) Secrete substances known as hormones

(2) Secrete their hormones directly into the blood and not through ducts

(3) Hormones regulate specific body functions

b) Anatomical structures

(1) Hypothalamus

(2) Pituitary gland

(a) Anterior pituitary gland

i. Thyroid-stimulating hormone (TSH)

ii. Follicle-stimulating hormone (FSH)

iii. Luteinizing hormone (LH)

iv. Prolactin

v. Adrenocorticotropic hormone (ACTH)

vi. Growth hormone (GH)

vii. Melanocyte-stimulating hormone (MSH)

(b) Posterior pituitary gland

i. Antidiuretic hormone (ADH)

ii. Oxytocin

(3) Pineal gland

(4) Thyroid gland

(a) T3

(b) T4

(c) Calcitonin

(5) Parathyroid glands

(6) Thymus gland

(7) Pancreas: Islet of Lanhgerhans

(a) Glucagon

(b) Insulin

(c) Somatostatin

(8) Adrenal glands

(9) Adrenal cortex

(a) Aldosterone

(b) Cortisol

(c) Androgens

(10)Adrenal medulla

(a) Epinephrine

(b) Norepinephrine

(11)Ovaries

(12)Testes


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c) Vocabulary review of medical terms

d) Component parts for blood and lymphatic system

b. Construct medical terminology associated with the blood, lymphatic, integumentary, and endocrine system.

1) a + granul/o + -cyte = agranulocyte= a cell without granules

2) poly- + morph/o + nucle/o + -ated = Polymorphonucleated = composed of nuclei of many shapes

3) immune/o + glob/o + -in = immunoglobulina = globe-like substance that makes pathogens with antibodies

4) epi- + theli/o + -al = epithelial = pertaining to above the cellular level

5) sudor/i + fer/o + -ous= sudoriferous = pertaining to sweat

6) pil/o + erect/o + -ion = piloerection = condition of hair standing up

7) ana- + phylaxis = anaphylaxis = life-threatening allergic reaction

8) pro- + lact/o + -in = prolactin = a substance that must be released before milk can be produced

9) somat/o + stat/o + -in = somatostatin = a substance that inhibits the hormone that causes body growth

10) norm/o + -blast = normoblast = normal immature cell

c. Use the medical language associated with the blood, lymphatic, integumentary, and endocrine system correctly.

1) Knowledge of language is useful in various applications

2) Communicating with other healthcare professionals

3) Communicating with Laboratory health care professionals

4) Reading lab reports or results

5) Preparing insurance billing reports

6) Making medical referrals to specialists


1. What is a SOAP note? Describe each section within a SOAP note and its purpose. Why is SOAP note format important in health care? How will you use SOAP notes in your career?

2. This discussion question is an audio dialogue. Start the discussion and leave it open for your classmates to dialogue with you. As part of this discussion, you will discuss patients’ referrals, patient education, diagnosis, treatment plan or medical coverage issues. You must also provide a written transcript of all of your responses. Your portion of the discussion must reflect the following criteria:

Be recorded in an audio file and submitted as a link within the post Include a written transcript Use at least three appropriate and specific medical words from this week’s reading

To participate in this discussion you must:

Respond to your classmates’ discussions by adding the next logical statement. Respond in written and audio format with the link in the post Use at least two appropriate and specific medical words in each response.

Choose one of the following scenarios to begin your discussion:


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Scenario 1: You are an office manager working in an endocrinologist’s office. The endocrinologist has asked you to create an educational brochure about certain conditions. Begin by describing a medical condition of the endocrine system using proper medical terms and then translate that into patient-friendly language. You can continue the dialogue by adding more medical terms and patient-friendly terms to the information.

Scenario 2: You are a medical record technician and have just received medical records back for a patient's lab results. You read the medical report and take the labs to the endocrinologist for initialing. Discuss with the endocrinologist what labs were ordered. Your classmates can continue the dialogue by suggesting additional tests to be ordered or reporting their findings.

Scenario 3: You are a medical record technician and need to refer a patient out for specialty care. After receiving patient authorization, you begin preparing a medical report to send to the dermatologist. In this report, list the patient's symptoms and any testing results.


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Week Six Faculty Notes

Anatomy and Physiology of the Blood, Lymphatic, Integumentary, and Endocrine Systems

Describe the physiological function, processes, and anatomical structures associated with the blood, lymphatic, integumentary, and endocrine systems.

Use the medical language associated with the anatomy and physiology of the blood, lymphatic, integumentary, and endocrine systems correctly.

CONTENT

1. Anatomy and physiology of the blood, lymphatic, integumentary, and endocrine systems

a. Describe the physiological function, processes and anatomical structures associated with the blood, lymphatic, integumentary, and endocrine systems.

1) Physiological functions of the blood and lymphatic system

a) Physiology of blood clotting

(1) Aggregation

(2) Clotting factors

(3) Coagulaiton: thrombus

(4) Hemostatis

b) Blood clotting factors

(1) Fibrinogen

(2) Prothrombin

(3) Thromboplastin

(4) Calcium

(5) Prothrombin accelerator

(6) Prothrombin conversion accelerator

(7) Antihemophilic factor

(8) Plasma thromboplastin factor

(9) Stuart-Prower factor

(10)Plasma thromboplastin antecedent

(11)Hageman factor

(12)Fibrin-stablizing factor

c) Physiology of the immune response

(1) Several diferent ways body attacks the pathogen

(2) Cytokins

(3) Neutrophils

(4) Eosinophils

(5) Basophils

(6) Monocytes

(a) Interferon

(b) Interluekin

(c) Tumor necrosis factor

(7) Lymphocytes

(a) Natural killer cells

(b) B cells


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(c) T cells

i. Helper T cells

ii. Memory T cells

iii. Cytotoxic T cells

iv. Suppressor T cells

(8) Antibodies

(9) Complement proteins

d) Diseases and conditions of the blood and lymphatic system

(1) Diseases of the blood

(2) Diseases of erythrocytes

(3) Diseases of leukocytes

(4) Diseases of thrombocytes

(5) Diseases of the lymphatic system

(6) Autoimmune disorders

e) Laboratory and diagnostic procedures

(1) Blood cell tests

(2) Coagulation tests

(3) Serum tests

(4) Urine tests

(5) Radiologic procedures

f) Medical and surgical procedures for the blood and lymphatic system

g) Drug categories

2) Physiological functions of the integumentary system

a) Physiology of an allergic reaction

(1) Release of histamine

(2) Local reaction

(3) Systemic reaction

b) Diseases and conditions of the integumentary system

(1) General conditions

(2) Changes in skin color

(3) Skin injuries

(4) Skin infections

(5) Skin infestations

(6) Allergic skin conditions

(7) Benign skin markings and neoplasms

(8) Malignant neoplasms of the skin

(9) Autoimmune diseases with skin symptoms

(10)Diseases of the sebaceous gland

(11)Disease of the sweat glands

(12)Disease of the hair

(13) Diseases of the nails



e) Drug categories


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3) Physiological functions of the endocrine system

a) Physiology of hormone release

(1) Hormones used as chemical messengers

(2) Action of hormone involves either stimulation or inhibition

(3) Synergism

(4) Antagonism

b) Diseases and conditions of the endocrine system

(1) Diseases of the anterior pituitary glands

(2) Disease of the posterior pituitary gland

(3) Disease of the pineal gland

(4) Diseases of the thyroid gland

(5) Diseases of the parathyroid glands

(6) Diseases of the pancreas

(7) Diseases of the adrenal cortex

(8) Disease of the adrenal medulla

(9) Diseases of the ovaries

(10)Diseases of the testes


(1) Blood tests

(2) Urine tests

(3) Radiology tests


b. Use the medical language associated with the anatomy and physiology of the blood, lymphatic, integumentary, and endocrine systems correctly.

1) This terminology is used in various applications

2) Medical record reports

3) Lab reports

4) Transcribing medical records

5) Medical insurance billing


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Week Seven Faculty Notes

The Language of Orthopedics and Neurology

Define medical language associated with orthopedics and neurology. Construct medical terminology associated with orthopedics and neurology. Use the medical language associated with orthopedics and neurology correctly.

CONTENT

1. The language of orthopedics and neurology

a. Define medical language associated with orthopedics and neurology

1) Anatomy of the skeletal system

a) Anatomical structures

(1) Axial and appendicular skeleton

(2) Bones of the head

(a) Cranium

(b) Facial bones

(3) Bones of the chest

(a) Rib cage

(b) Breast bone

(c) Manubrium

(d) Xiphoid process

(e) 12 pairs of ribs

(4) Bones of the back

(a) Spine

(b) Vertebral column

(c) 24 vertebrar

(d) Cervical vertebrae

(e) Thoracic vertebrae

(f) Lumbar vertebrae

(g) Sacrum

(h) Coccyx

(5) Bones of the shoulders

(a) Clavicle

(b) Scapula

(c) Acromion

(d) Glenoid fossa

(6) Bones of the upper extremities

(a) Upper and lower arms

i. Humerus

ii. Radius

iii. Ulna

iv. Olecranon

(b) Wrist, hand, and fingers


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i. Carpal bones

ii. Metacarpal bones

iii. Phalangeal bones

(7) Bones of the hips

(a) Pelvis

(b) Ilium

i. Iliac crest

ii. Acetabulum

iii. Ischium

(c) Pubis

(8) Bones of the lower extremities

(a) Upper and lower leg

i. Femur

ii. Tibia

iii. Fibula

iv. Patella

(b) Ankle, foot, and toes

i. Tarsal bones

ii. Calcaneus

iii. Talus

iv. Metatarsal bones

v. Phalangeal bones

(9) Joints, cartilage, and ligaments

(a) Three types of joints

i. Suture joint

ii. Symphysis joint

iii. Synovial joint


c) Component parts for the skeletal system

2) Anatomy of the muscular system

a) Types of muscles

(1) Skeletal muscles

(2) Cardiac muscles

(3) Smooth muscles

b) Types of muscle movement

(1) Flexion

(2) Extension

(3) Abduction

(4) Adduction

(5) Rotation

(6) Supination

(7) Pronation

(8) Eversion

(9) Inversion


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c) Anatomical structures

(1) Muscle origins, insertions, and related structures

(a) Origin – is where the tendon is attached to the stationary bone

(b) Insertion – end of muscle where it is attached to the tendon

(c) Belly – where mass is the greatest midway between origin and insertion

(d) Tendons

(e) Bursa

(2) Muscles of the head and neck

(a) Frontalis

(b) Temporalis

(c) Orbicularis oculi

(d) Orbicularis oris

(e) Masseter

(f) Buccinator

(g) Sternocleidomastoid

(h) Platysma

(3) Muscles of the shoulders, chest, and back

(a) Deltoid

(b) Pectoralis

(c) Intercostal muscles

(d) Trapezius

(e) Latissimus dorsi

(4) Muscles of the upper extremity

(a) Biceps brachii

(b) Triceps brachii

(c) Brachioradialis

(d) Thenar muscles

(5) Muscles of the abdomen

(a) External abdominal oblique

(b) Internal abdominal oblique

(c) Rectus abdominus

(6) Muscles of the lower extremity

(a) Quadriceps femoris – collective name for group of four muscles

i. Rectus femoris

ii. Vastus lateralis

iii. Vastus intermedius

iv. Vastus medialis

(b) Sartorius

(c) Peroneus longus

(d) Tibialis anterior

(e) Gluteus maximus

(f) Hamstrings – collective name for group of three muscles

i. Biceps femoris

ii. Semitendinosus


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iii. semimembranosus

(g) Gastrocnemius

d) Vocabulary review of medical terms

e) Component parts for the muscular system

3) Anatomy of the nervous system

a) Divisions of the nervous system

(1) Central nervous system

(2) Peripheral nervous system

(a) Autonomic nervous system

i. Parasympathetic division

ii. Sympathetic division

(b) Somatic nervous system

b) Anatomical structures of central nervous system

(1) Brain

(a) Cerebrum

i. Gyri

ii. Sulci

iii. Cerebral cortex

iv. Corpus callsum

(b) Divided into lobes

i. Frontal lobe

ii. Parietal lobe

iii. Temporal lobe

iv. Occipital lobe

(c) Thalmus

(d) Hypothalmus

(e) Ventricles

(f) Brainstem

i. Midbrain

ii. Pons

iii. Medulla oblongata

(g) Cerebellum

(h) Meninges – three layers

i. Dura mater

ii. Arachnoid: subarachnoid space

iii. Pia mater

(2) Spinal cord

c) Anatomy of the peripheral nervous system

d) Cranial nerves

(1) Sensory nerves

(a) Olfactory nerve

(b) Optic nerve

(c) Vestibulococlear nerve

(2) Motor nerves


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(a) Oculomotor nerve

(b) Trochlear nerve

(c) Abducens nerve

(d) Accessory nerve

(e) Hypoglossal nerve

(3) Mixed nerve – both sensory and motor

(a) Trigeminal nerve

(b) Facial nerve

(c) Glossopharyngeal nerve

(d) Vagus nerve

e) Spinal nerves

(1) Dorsal nerve roots

(a) Afferent nerve

(b) Efferent nerve

(2) Ventral nerve roots

f) Neurons and neuroglia

(1) Astrocytes

(2) Ependymal cells

(3) Microglia

(4) Oligodendroglia

(5) Schwann cells

g) Somatic nervous system

h) Autonomic nervous system

i) Vocabulary review of medical terms

j) Component parts for the nervous system

b. Construct medical terminology associated with orthopedics and neurology

1) inter- + vertebr/o + -al = intervertebral – pertaining to between the vertebra

2) peri- + oste/o + -al = periosteal – pertaining to around the bone

3) ossificat/o + -ion = ossification – action of changing into bone

4) brachi/o + radi/o + -alis = brachioradialis – pertaining to the radial bone in the arm

5) nuer/o + muscul/o + -ar = neuromuscular – pertaining to the nerves and muscles

6) sub- + arachn/o + -oid = subarachnoid – Below (the layer) resembling a spider web

7) cost/o + -al = costal – pertaining to a rib

8) cervic/o + al= cervical – pertaining to the neck

9) ab- + duct/o + -ion =abduction – Action of moving (a body part) away (from body)

10) epi- + dur/o + al = epidural – Pertaining to above the dura mater

c. Use the medical language associated with musculoskeletal and nervous systems correctly.

1) Referring patients to physical therapy

2) Referring patient to a neurologist

3) Reading radiological reports

4) Communicating with other medical professionals

5) Preparing patient educational materials


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1. As a health care administrator, how important is the ability to read medical charts and reports? Why can abbreviations in charts be a cause of concern? How would you ensure your staff and other health care professionals are proficient in medical abbreviations and terminology?

2. This discussion question is an audio dialogue. Start the discussion and leave it open for your classmates to dialogue with you. As part of this discussion, you will discuss patient referrals, patient records or medical coverage issues. You must also provide a written transcript of all of your responses. Your portion of the discussion must reflect the following critera:

Be recorded in an audio file and submitted as a link within the post Include a written transcript Use at least three appropriate and specific medical words from this week’s reading

To participate in this discussion you must do the following:

Respond to your classmates’ discussions by adding the next logical statement. Respond in written and audio format with the link in the post Use at least two appropriate and specific medical words in each response.

Choose one of the following scenarios to begin your discussion.

Scenario 1: You are an office manager working in an orthopedist office. You are responsible for filling out the insurance billing forms and processing any denials. While reviewing your denials, you find they are in fact billable services. The issue is a lack of understanding on the insurance processer part, due to not having a medical terminology background. Start your conversation with the processer, regarding services offered, using medical terms, and explain what the services are in understandable terms. Your classmates can continue the dialogue by asking question about other services offered that were denied.

Scenario 2: You are the health care administrator of a hospital and are meeting with the neurology department to discuss budget and expenses. Start a discussion with the neurologists about the most common procedures and testing conducted within the department. You can continue the discussion with additional concerns, common illnesses seen, or departmental needs.

Scenario 3: You are a medical records technician and have just received the STAT reading report from a radiologist. After reading the medical report, you take the report to the physician for a signature. Discuss with the physician the results of the report. Your classmates can continue the dialogue by suggesting additional testing to be ordered or any additional referrals you might need to make to specialist.


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Week Eight Faculty Notes

The Anatomy and Physiology of Orthopedics and Neurology – Muscular, Skeletal, and Nervous Systems

Describe the physiological function, processes, and anatomical structures associated with orthopedics and neurology.

Use medical language associated with orthopedics and neurology correctly.

CONTENT

1. The anatomy and physiology of orthopedics and neurology: muscular, skeletal, and nervous systems

a. Describe the physiological function, processes, and anatomical structures associated with orthopedics and neurology.

1) Physiological functions of the skeletal system

a) Physiology of bone growth

(1) Ossification

(2) Osteoclasts

(3) Osteoblasts

(4) Osteocytes

b) Diseases and conditions of the skeletal system

(1) Diseases of the bone and cartilage

(2) Diseases of the vertebrae

(3) Diseases of the joints and ligaments

(4) Diseases of the bony thorax

(5) Diseases of the bones of the legs and feet


(1) Laboratory tests



e) Drug categories

2) Physiological functions of the muscular system

a) Physiology of muscle contraction

(1) Muscles fascicle

(2) Muscle fiber

(a) Myofibrils

(b) Neuromuscular junction

(c) Neurotransmitter

b) Diseases and conditions of the muscular system

(1) Diseases of the muscles

(2) Movement disorders

(3) Diseases of the burse, fascia or tendon


(1) Blood tests


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(2) Muscle tests


e) Drug categories

3) Physiological functions of the nervous system

a) Physiology of neuron and neurotransmitters

(1) Neuron

(a) Dendrites

(b) Cell body

(c) Axon

(2) Neuron is able

(3) Generate an electrical impulse when stimulated

(4) Conduct the electrical impulse throughout its length

(5) Change that electrical impulse into a chemical substance (neurotransmitter)

(6) Types of neurotransmitters

(a) Acetylcholine

(b) Dopamine

(c) Endorphins

(d) Epinephrine

(e) Norepinephrine

(f) Serotonin

b) Diseases or conditions of the nervous system

(1) Diseases of the brain

(2) Diseases of the spinal cord

(3) Diseases of the nerves


(1) Laboratory tests

(2) Radiological and nuclear medicine procedures

(3) Other diagnostic tests


e) Drug categories

b. Use medical language associated with the anatomy and physiology of orthopedics and neurology correctly

1) Transcribing a radiological report

2) Transcribing a neurological report

3) Writing patient educational material about condition affecting these systems

4) Communicating with medical professionals

5) Reading insurance reports


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Week Nine Faculty Notes

The Human Body

Apply medical language associated with the different body systems in a medical context. Evaluate usage of medical language.

CONTENT

1. The human body

a. Apply medical language associated with the different body systems in a medical context.

1) Student can apply medical language learned in many different ways

a) Written communication with other health care providers and administrators

b) Verbal communication with other health care providers and administrators

c) Creating a medical insurance bill

d) Creating medical protocols for the facility

e) Creating training materials for new hires

f) Creating patient education materials

g) Transcribing of medical records

h) Writing annual reports

i) Writing medical referrals to specialist

j) Auditing medical record for accreditation purposes

k) Provider studies for credentialing purposes

l) Quality Improvement studies for accreditation purposes

m) Risk management reports

2) What setting would they be in?

a) Students may choose to work in several different setting

b) Knowledge of medical language is beneficial in a variety of applications

(1) Physician’s practice

(2) Public hospitals

(3) Private hospitals

(4) Hospices

(5) Insurance companies

(6) Free clinics

(7) Non-profit organizations

(8) Pharmaceutical companies

3) How can they use it when talking to other health care providers?

a) Written communication

b) Verbal communication

4) How can we promote critical thinking in the profession?

a) Encourage students to ask themselves what purpose the medical terminology serves.

b) Encourage students to consider how they will use medical terminology in their chosen careers.


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c) Encourage students to consider how they will benefit from learning medical terminology.

d) Encourage students to look beyond the book and seek learning opportunities.

e) Encourage students to read professional journals for comprehension and to stay informed of current trends in health care administration.

b. Evaluate usage of medical language.

1) Promote critical thinking through student presentations and critiques of their fellow classmate’s final presentations.

2) Rough draft management

a) Rough draft thread to be posted Day 7 of Week Eight in the Main Forum

(1) This is where only rough drafts are posted. Remember, the final is posted in the assignment tab. Part of the student's grade is posting their rough draft, critiquing two of their fellow classmates rough drafts, and making changes to their draft based on some of the critiques. Rough drafts must be in Microsoft®

PowerPoint®, should be posting by Tuesday, and all critiques should be complete by Thursday.

(2) Encourag students to offer constructive critiques of the rough drafts.

(3) Review each student's rough draft and make recommendations if you can.

b) How to critique the rough draft post Main forum:

(1) Remember part of the students' final grade requires them to critically critique two of their fellow classmates' presentations. This means they must provide some comments for them to make improvements to their presentation. Just saying "it looks great" or "I like it" will not earn them credit for critiquing the presentation. They must offer a constructive critique that can be used to make changes.

(2) Some ways to critique rough drafts

(a) Are there 45 medical terms and 3 from each chapter?

(b) Are the medical terms being used correctly in the presentation?

(c) Did they include 3 forms of media? If not, do you have some recommendations of what they could use?

(d) Did they use the speaker’s notes for the detailed part of the presentation?

(e) Do you think their presentation is missing something? If so, what? Offer some ideas.

(f) Do you think the presentation flows well together? If not, make recommendations about how to improve the flow.

(g) Any other recommendations you have concerning how the student could improve their presentation.

c) Final tips post in course materials section items to list:

(1) If you post the rubric, guide students to it so as they know what to expect and how the assignment will be graded.

(2) Format: Inform students of the required format of this assignment. Emphasize how important it is to make this different than a regular presentation.

(3) Slide format: Emphasize how important it is for each slide to contain 5 lines with no more than 5 words per line. The detailed content of the presentation should be in the speaker's notes. Students should think of their speaker's notes as a description of the scene or the actual script between characters.

(4) References: Remind students of how important it is to cite outside sources, including videos, audio and graphics.


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(5) Multimedia Presentation: Remind students that presentations require two different forms of media.

(6) Word Count: Each presentation must have 45 medical terms with at least three from each of the chapters covered in the course.

(7) Feedback: Remind students that part of their grade is providing critiques to at least two students.

(8) Rough draft: Remind students that part of their grade is posting the rough draft by Day 2 of Week Nine.

(9) Remind students to ask questions if they are unsure.

CAPSTONE DISCUSSION QUESTION

Evaluate two students’ presentations, paying special attention to the usage of medical language.

Critically review presentations and ask for clarification or more detail. Provide positive and constructive feedback. Evaluations must be completed by Day 4.

Documents

HCA 220 Content Outline