Medical Careers & Medical Terminology (Grade 12)

by Cindy Lindsay

This is the capstone courses offered as part of a healthcare pathway. The first semester of the class covers career exploration, AHA CPR/AED for Healthcare Providers, HIPAA, history of healthcare and health & wellness. The second semester follows the format of the college Medical Terminology course and covers terminology, anatomy & physiology of the body systems, hands-on HASPI Labs and related medical speakers, either in person or on our Nepris Speaker Series. Students in this course are able to join our on campus CTSO (Career Technical Student Organization) branch of HOSA.

This course is intended as a dual enrollment course with Community College.

Program Information
Course Certification Elements
Course Standards
California's 2013 CTE Standards (55)
Course Competencies / Outcomes

Applicable competencies / outcomes from O*Net:

Registered Nurses - 29-1141.00:

All modified to be done in a classroom setting; either using each other or one of several manikins as patients.

  • Assess the needs of individuals, families, or communities, including assessment of individuals' home or work environments, to identify potential health or safety problems.
  • Consult with institutions or associations regarding issues or concerns relevant to the practice and profession of nursing.
  • Engage in research activities related to nursing.
  • Instruct individuals, families, or other groups (each other), on topics such as health education, disease prevention, or childbirth and develop health improvement programs.
  • Maintain accurate, detailed reports and records during all lab activities & simulations.
  • Modify patient treatment plans as indicated by SIM patients' responses and conditions.
  • Interpret and evaluate diagnostic tests to identify and assess simulated patient's condition.
  • Perform physical examinations on classmates and make tentative diagnoses.
  • Provide health care; CPR/AED/first aid or assistance in convalescence or rehabilitation in locations such as schools, hospitals, or industry.
  • Record student medical information and vital signs.
  • Know the specialized health resources or community agencies furnishing assistance.
  • As a project, learn to plan and/or implement programs designed to improve the overall health of each member of their class and theoretically, their high school peer group.

From Nursing Assistants - 31-1014.00

  • Apply clean dressings, slings, stockings (SCD's), or support bandages to fellow students or manikins, under direction of the instructor.
  • Learn to operate medical equipment or provision of patient care.
  • Change bed linens and make unoccupied and occupied beds.
  • Clean and sanitize simulated patient rooms, bathrooms, examination rooms, or other patient areas.
  • Collect simulated specimens, such as urine, feces, or sputum for lab evaluation.
  • Practice communicating with patients to ascertain feelings or need for assistance or social and emotional support.
  • Document or otherwise report observations of patient behavior, complaints, or physical symptoms which would need to be reported to medical professionals.
  • Know how to exercise patients who are comatose, paralyzed, or have restricted mobility.
  • Practice explaining medical instructions to patients or family members.
  • Practice feeding patients or assist patients to eat or drink who would not be able to do so themselves or might have a risk for aspiration.
  • Gather information from sample hospital reports about patient condition, treatment plans, or appropriate activities.
  • Learn to properly lift or assist others to lift patients to move them on or off beds, examination tables, surgical tables, or stretchers using lift aids (draw sheets, maxi-slides, etc.).
  • Measure and record food and liquid intake or urinary and fecal output.
  • Observe or examine YouTube videos or simulated patients to detect symptoms that may require medical attention, such as bruises, open wounds, or blood in urine.
  • Practice patient positioning with each other and class manikins for skin health, operating room, or doctors office examination preparation.
  • Prepare or serve food trays to each other.
  • Provide physical support to assist patients to perform daily living activities, such as getting out of bed, bathing, dressing, using the toilet, standing, walking, or exercising.
  • Record height or weight of patients and know all applicable conversion factors.
  • Record vital signs, such as temperature, blood pressure, mean arterial pressure, pulse, and respiratory rate, as directed by medical or nursing staff.
  • Learn major classifications of medications and nutritional supplements.
  • Review dietary restrictions for major disease processes, food allergies, and preferences to ensure patient receives appropriate diet.
  • Know the types of bedpans, how to properly use, clean and empty them.
  • Practice techniques and equipment used to transport patients using wheelchairs, stretchers, walkers, or movable beds.
  • Turn or reposition bedridden patients.
  • Undress, wash, and dress manikins properly, ensuring patient privacy.
  • Wash, groom, shave, or drape patients to prepare them for surgery, treatment, or examination.
Course Work Based Learning Activities
  • Communicate with numerous experts in the medical field via Nepris or in-class speakers. 
  • Simulations in Sim Lab
  • Job Shadows:  Students do job shadows in various health care facilities; to include doctors offices, clinics and hospital. 
Course Materials
  • Health Careers Today textbook by Judith Gerdin, 5th edition by Elsevier.
  • Medical Terminology for Health Professionals by Ehrlich, et. al., 8th edition by Cengage.
  • Exploring Health Careers: What Do You Want To Be? Edited by Valerie Fisher, RN, MA; by the Health Workforce Initiative.
Course Units (180 hour course)

Unit 1: Introduction to Medicine & Career Planning

Unit Length (Hours):

8 hours

Unit Description:

In this unit, students conduct research regarding which field in medicine they feel they would fit into best. Using Exploring Health Careers: What Do You Want To Be? book as it contains 15 different career clusters in the health field with job descriptions, educational requirements, salary ranges and additional up-to-date information offered via QR Code Readers printed in the book. Students  fill out a sample application for their chosen career and create a LinkedIn account with a resume.

The HOSA student club is also introduced and students who are interested get the opportunity to join and potentially participate in meetings, volunteer opportunities, and competitions in the spring.

Unit Competencies/ Outcomes

Upon completion of this unit students will be able to: 

a. Identify a variety of career options in the field of medicine as well as job descriptions, education required, approximate salary ranges & how to look up market demand.

b. Demonstrate appropriate atttendance & punctiality practices for the classroom & worksite, if applicable.

c. Prepare a resume, cover letter, & job application forms.

d. Demonstrate appropriate dress & grooming standards in seeking employment & for the workplace.

e. Demonstrate interviewing techniques using appropriate tone & body language.

f. Identify strategies for employment retention.

g. Identify the impact of social networking on employability.

h. Identify appropriate procedures for leaving a job.

i. Identify sources of job information, including electronic sources.

j. Describe a career ladder for at least one health care occupation.

Unit Assessment

Students present findings of their job search information to the class in like-occupation groups.

Students read and evaluate each others paper applications and LinkedIn resumes.

From a handout of typical interview questions, students take turns in groups of two, asking and answering questions.

Unit 2: Health Care of the Past, Present, and Future

Unit Length (Hours):

5 hours

Unit Description:

In this unit students explore the significant people and milestones of those who made an impact on modern medicine, learn about HIPAA, insurance reimbursement and the advantages of following a career in the health care field. Finally, students conduct research on upcoming technological advances in medicine.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

List significant people, regions and occurrences as well as their importance to health care of the past & present.

Identify socioeconomic factors that influence the health care industry.

Identify milestones in the advancement of health care.

Describe factors that have contributed to the rising cost of health care.

Describe methods being used to reduce health care costs.

Describe different types of health care services.

Unit Assessment

End of chapter test from selected test-bank questions.

APA style, three paragraph essay with one topic focused on new technological advances in healthcare.

Resources

Unit 3 Interpersonal Dynamics & Communication

Unit Length (Hours):

4 hours

Unit Description:

In this unit students will recognize the importance of interpersonal dynamics and self-awareness. The Maslow hierarchy of needs is studied in order to understand that a person's basic needs must be met before higher levels are obtained, and how this relates to caring for patients in a healthcare setting. The importance of maintaining good personal health & professional appearance are addressed in order to both lead by example and to maintain safe conditions for themselves & for their future patients. 

Students will learn and practice effective communication and demonstrate common barriers to effective communication (such as advising, distracting, judging, moralizing, & threatening). Problem-solving models, such as brainstorming and choosing & implementing a solution, are also introduced and practiced.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Unit Assessment

End of chapter test from the Gerdin textbook.

Participation in a student bias activity.

In class participation in ineffective communication simulations.

Resources

Unit 4: Safety Practices

Unit Length (Hours):

5 hours

Unit Description:

In this unit students students learn about the infectious disease process and the chain of infection. Isolation precautions will be introduced and practiced in terms of hand washing, gowning & gloving, the use of protective eyewear and the different types of masks used in healthcare. Principles of asepsis are introduced and students will observe dental instructors sterilizing and identifying surgical equipment. Students will learn about the role of OSHA and OBRA in managing issues of employee competence testing, skill performance & safety in the workplace. Students will practice safe body mechanics and ergonomics & learn how to properly use gait belts, patient positioning, proper use of fire extinguishers (including R.A.C.E. & P.A.S.S.), and how to dispose of infectious & hazardous waste.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Define at least 10 terms relating to safety practices in health care

Describe the methods of Standard & Transmission-Based Isolation Precautions that prevent the spread of microorganisms

Describe three levels of medical asepsis

List at least three principles of surgical asepsis

Identify the functions of OBRA & OSHA

Describe the guidelines for using good body mechanics

Describe the signs & symptoms of general & localized infection

Demonstrate proper hand washing using glow-germ lotion

Demonstrate proper donning of personal protective equipment using shaving cream

Be able to list and demonstrate what needs to be done in the event of a "code red" in an acute care setting & know what R.A.C.E. & P.A.S.S. stand for

Unit Assessment

End of chapter test from the Gerdin textbook.

Skill demonstration for donning & duffing PPE, proper hand-washing, & safe use of a gait belt with partners using proper body mechanics (must properly attach gait belt, move a "patient from lying down to sitting to standing, ambulate across the room, then again sit the patient back down, remove gait belt, then preposition "patient" back down in a supine position).

Unit 5: Culture and Health Care

Unit Length (Hours):

5 hours

Unit Description:

In this unit, students will gain greater understanding of the different cultures, ethnic customs and traditions they might encounter in providing health care in the United States. Each student will be able to identify how cultural differences may affect patient care and how to identify when a potential cultural barrier might exist and what actions might overcome those cultural obstacles. Students will explore what cultures exist on their own school campuses and uncover some of the biases they may harbor without realizing it and investigate strategies to grow and overcome these issues.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Spell & define key terms

Discuss specific examples on how cultural differences affect patient care

Describe signs that may indicate a potential cultural barrier exists

List actions that can overcome cultural obstacles

Unit Assessment

 End of chapter test from the Gerdin test bank.

Present a research project (brochures) to the class with different cultural norms for several given cultures prevalent in the local community.

Unit 6: Foundation Skills

Unit Length (Hours):

15 hours

Unit Description:

In this unit students will start to learn what is involved in assessing a patient's health status. They will learn how to take a full set of vital signs, including all related terminology and all normal and abnormal values. These skills involve: blood pressure (manual & automatic), temperature (oral, axillary & temporal using glass, digital & temporal thermometers), heart rate (from several different anatomical locations), respiratory rate, and pain scale analysis. Students will learn and practice how to measure height, weight, BMI and body fat (with a digital scale & calipers). Medical math is also taught & practiced (conversions, military time & graphing).

Students will complete HASPI Anatomy & Physiology Lab #12b: The Stress Response. In this lab students expose one student volunteer, in groups of four, to varying conditions of stress (exercise, cold temperature, orthostatic, pain, & noise stress) while measuring & graphing changes to homeostasis via changes in blood pressure and heart rate.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Describe the elements of a basic health assessment,

Identify normal & abnormal vital signs

Describe the physiologic processes & importance of the values for normal vital signs

Perform basic mathematical skills related to healthcare (conversions, calculations of Mean Arterial Pressure for hypotension, charting with a 24-hour clock, and the graphing of vital signs)

Use proper terminology for all normal & abnormal values of BP, HR, RR, SP02, & T

Unit Assessment

End of chapter test from the Gerdin testbank.

Skill demonstration for taking blood pressure manually with a teaching stethoscope, a digital  oral thermometer, an oxygen saturation monitor, and a radial & apical pulse.

Demonstrate the ability to properly ask about pain using the faces pain scale.

Assess lung & heart sounds using a stethoscope & know the differences in adventitious sounds for both when listening to our lab SIM Annie and SAMII manikins.

Unit 7: Wellness, Growth & Development

Unit Length (Hours):

10 hours

Unit Description:

In this unit students will learn about the different aspects of health, wellness & disease prevention. The balance between keeping a persons mind, body, & spirit healthy & well will be address. The topics of macro- & micro-nutrients, the Food Guide Pyramid and MyPlate, calories, and diet therapy for different disease processes are addressed in addition to stress reduction, habit cessation, & exercise. Students will also learn about physical & psychosocial growth & development and will gain a deeper understanding of death, dying, and hospice care issues.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Define terms relating to wellness, growth, & development,

List factors that may be used to determine a level of wellness,

List the function of each of the five nutrients,

Construct a personalized U.S.D.A. food pyramid & number of recommended daily servings for each category,

Describe the relationship of calories to weight loss & gain,

Describe different types of therapeutic diets used to meet individual nutritional needs,

Identify elements leading to a stress reaction,

Describe health conditions that may result from stress & how to manage them,

Compare the physical & psychosocial development of the body through the life span,

Describe each of the five stages of death acceptance.

HASPI Anatomy & Physiology Lab 15c: What's in your food lab will be done. In this lab, students print out the macronutrient amounts of their favorite meal and measure the total amounts of fat, protein, salt, & sugar on a scale, put all items in clear plastic baggies & present the visual representation to their classmates.

Students make a food-guide pyramid with the foods they consumed over a period of three days.

Unit Assessment

End of chapter test from the Gerdin testbank.

Be able to draw a Food Guide Pyramid with the proper serving amounts for each macro-nutrient.

Lab write-up reflecting on their three-day diet log & completed HASPI Lab

Unit 8: Biotechnology, Law, & Ethics

Unit Length (Hours):

9 Hours

Unit Description:

In this unit the students will be introduced to a variety of fields in biotechnology; including: STEM cell researcher, biomedical engineering, cytologist, food technology, & genetic counselor. The topics of cell genetics, biotechnology, & electrophoresis are introduced. The topics of medical law, ethics, and confidentiality are addressed through the lens of biotechnical research. Students choose a controversial topic and write a short research paper, prepare a brochure, and present findings to their peers in terms of their topic & how it relates to medical ethics, legality and the possible confidentiality issues each might present in terms of HIPAA & medical law.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Define terms relating to biotechnology

Identify the function of the biotechnological health care team, the education and salary of those in those positions, & their credentialing requirements,

Describe the structure, function, & method of replication of DNA

Describe ethical concerns that have been raised since the beginning of DNA research,

Describe terms relating to legal & ethical principles,

Describe examples of ethical behavior for the health care worker,

Identify situations that show improper ethical or legal behavior,

Explain the importance of confidentiality in health care including privacy issues resulting from advanced technology,

Describe examples of rights of the health care patient

Describe the role of the health care worker regarding current legal issues including advances directives & telemedicine.

Unit Assessment

End of chapter test from the Gerdin testbank.

Unit 9: Emergency Medical Careers

Unit Length (Hours):

5 Hours

Unit Description:

In this unit students will learn about a variety of Emergency Health careers including job descriptions, educational requirements, certifications needed, average salary data and local job outlooks. Students will learn how to triage and treat a variety of conditions, such as problems with airway, circulation, breathing, bleeding, shock, burns, poisoning, burns, bites and fractures.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Define terms related to emergency health care.

Specify the roles of various EMS personnel, including personal qualities, levels of education, & credentialing requirements.

Identify levels of care (triage) that have been developed to provide first aid.

Identify differenct types of external wounds, burns, poisoning, shock, fractures, and temperature issues a person might experience & first aid treatment for each.

Describe the signs, symptoms, & treatment for a CVA (stroke), MI (heart attack), and seizure activity.

Unit Assessment

End of chapter test from the Gerdin testbank.

Unit 10: AHA CPR/AED for Healthcare Professionals

Unit Length (Hours):

10 Hours

Unit Description:

In this unit students will learn all content & skills required to obtain an American Heart Association (AHA) certification for CPR & AED for the healthcare professional. These skills include adult, child and infant CPR, rescue breathing, proper AED usage, and choking treatments. Students will be required to pass written tests and demonstrate the proper skill for each of the above mentioned life-saving modalities.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Unit Assessment

AHA Written Test for CPR & AED usage

Demonstrate the following:

1- & 2-rescuer breathing emergency for adult, child & infant

1- & 2-rescuer CPR  & AED usage for adult, child, & infant

Choking emergency for adult, child, & infant

Unit 11: Med Term; Body Organization Review

Unit Length (Hours):

5 Hours

Unit Description:

In this unit students will review the content learned in their Medical Biology course regarding body organization and terminology. Students will review word roots, suffixes & prefixes. They will determine meanings on the basis of word parts and learn how to use a medical dictionary. Basic terms to describe disease and the use of abbreviations will be taught.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Identify the roles of the four types or word parts used in forming medial terms.

Use their knowledge of word parts to analyze unfamiliar medical terms.

Describe the steps in locating a term in a medical dictionary or online resource.

Define the commonly used word roots, combining forms, suffixes, and prefixes introduced in this chapter.

Use the "sounds-like" pronunciation system & audio files to correctly pronounce the primary terms introduced in this chapter.

Recognize the importance of spelling medical terms correctly.

State why caution is important when using abbreviations.

Recognize, define, spell, & correctly pronounce the primary terms introduced in this chapter.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 12: The Human Body in Health & Disease

Unit Length (Hours):

4 Hours

Unit Description:

In this unit students will learn the terms used to describe the location of the body planes, directions, & cavities. They will take a closer look at  careers in radiology to understand the need to know these terms in terms of CAT Scan, MRI, & x-ray positioning and interpretation. The system approach is used to explain the simple cells forming more complex tissues and systems and how they work together to enable the body to properly function. A short review on genetic components will be done to better understand how certain genes might contribute to transferring characteristics to unborn children and the related nature & cause of disease that involve changes in structure & function.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Define anatomy & physiology & the uses of anatomic reference systems to identify the anatomic position plus body planes, directions, & cavities.

Recognize, define, spell, & pronounce the primary terms related to cells & genetics.

Recognize, define, spell, & pronounce the primary terms related to the structure, function, pathology, & procedures of tissues & glands.

Identify the major organs & functions of the body systems.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 13: The Skeletal System

Unit Length (Hours)

7 Hours

Unit Description:

In this unit students will learn applicable medical terminology, structure, function, & diseases & disorders associated with the skeletal system. Medical specialties related to the skeletal system will also be introduced & researched. Diagnostic & treatment procedures of the skeletal system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Identify & describe the major functions & structures of the skeletal system.

Describe three types of joints.

Differentiate between the axial & appendicular skeletons.

Identify the medical specialties who treat disorders of the skeletal system.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of the skeletal system.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 14: The Muscular System

Unit Length (Hours):

7 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the muscular system. Medical specialties related to the muscular system will also be introduced & researched. Diagnostic & treatment procedures of the muscular system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Describe the functions & structures of the muscular system, including muscle fibers, fascia, tendons, & the three types of muscle.

Recognize, define, pronounce, & spell the primary terms related to muscle movements, & explain how the muscles are named.

Recognize, define, pronounce, & spell the primary terms related to the pathology & the diagnostic & treatment procedures of the muscular system.

Have an understanding of what careers are involved in the muscular system & be able to use the related equipment; including walkers, wheel-chairs, crutches, ultrasound, TENS Units, message, heat, & ice. 

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 15: The Cardiovascular System

Unit Length (Hours):

9 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the cardiovascular system. Medical specialties related to the cardiovascular system will also be introduced & researched. Diagnostic & treatment procedures of the cardiovascular system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Describe the heart in terms of chambers, valves, blood flow, heartbeat, & blood supply.

Differentiate among the three different types of blood vessels, & describe the major function of each.

Identify the major components of blood & the major functions of each component.

State the difference between the pulmonary & systemic circulation.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of the cardiovascular system.

Have an understanding of what careers are involved in the cardiovascular system; including the differences between Cardiologist, Cardiovascular Surgeon, PA, Perfusionist, EKG Technician & Pacemaker Representative.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 16: The Respiratory System

Unit Length (Hours):

9 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the respiratory system. Medical specialties related to the respiratory system will also be introduced & researched. Diagnostic & treatment procedures of the respiratory system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Describe the major functions of the respiratory system.

Name & describe the structures of the respiratory system.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of the respiratory system.

Have an understanding of what careers are involved with the respiratory system; including pulmonology & respiratory therapy.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 17: The Lymphatic & Immune System

Unit Length (Hours): 

5 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the immune system. Medical specialties related to the immune system will also be introduced & researched. Diagnostic & treatment procedures of the immune system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Describe the major functions & structures of the lymphatic & immune systems.

Identify the medical specialists who treat disorders of the lymphatic & immune systems.

Recognize, define, spell, & pronounce the primary terms related to the structures, functions, pathology, & diagnostic & treatment procedures of the lymphatic & immune systems.

Recognize, define, spell, & pronounce the primary terms related to oncology.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 18: The Digestive System

Unit Length (Hours):

7 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the digestive system. Medical specialties related to the digestive system will also be introduced & researched. Diagnostic & treatment procedures of the digestive system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Identify & describe the major structures & functions of the digestive system.

Describe the processes of digestion, absorption, & metabolism.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of the digestive system including endoscopy & colonoscopy.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 19: The Urinary System

Unit Length (Hours):

8 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the urinary system. Medical specialties related to the urinary system will also be introduced & researched. Diagnostic & treatment procedures of the urinary system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Identify & describe the major functions & structures of the urinary system.

Identify the medical specialists who treat disorders of the urinary system.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of the urinary system.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 20: The Nervous System & Mental Health

Unit Length (Hours):

9 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the nervous system. Medical specialties related to the nervous system will also be introduced & researched. Diagnostic & treatment procedures of the nervous system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Describe the functions & structure of the nervous system.

Identify the major divisions of the nervous system, & describe the structures of each by location & function.

Identify the medical specialists who treat disorders of the nervous system.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of the nervous system.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of mental health disorders.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 21: Special Senses: The Eyes & Ears

Unit Length (Hours):

5 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the eyes & ears. Medical specialties related to these particular senses will also be introduced & researched. Diagnostic & treatment procedures of the eye & ear will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Describe the functions & structures of the eyes & their accessory structures.

Recognize, define, spell, & pronounce the primary terms related to the structures & function, pathology, & diagnostic & treatment procedures of the eyes & vision.

Describe the functions & structures of the ears.

Recognize, define, spell, & pronounce the primary terms related to the structures & function, pathology, & diagnostic & treatment procedures of the ears & hearing.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 22: Skin: The Integumentary System

Unit Length (Hours):

9 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the integumentary system. Medical specialties related to the integumentary system will also be introduced & researched. Diagnostic & treatment procedures of the integumentary system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Identify & describe the functions & structures of the integumentary system.

Identify the medical specialists associated with the integumentary system.

Recognize, define, spell, & pronounce the primary terms related to the structures & function, pathology, & diagnostic & treatment procedures of the skin.

Recognize, define, spell, & pronounce the primary terms related to the structures & function, pathology, & diagnostic & treatment procedures of hair, nails, & sebaceous glands.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 23: The Endocrine System

Unit Length (Hours):

5 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the endocrine system. Medical specialties related to the endocrine system will also be introduced & researched. Diagnostic & treatment procedures of the endocrine system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Describe the role of the endocrine glands in maintaining homeostasis.

Name & describe the functions of the primary hormones secreted by each of the endocrine glands.

Recognize, define, spell, & pronounce the primary terms relating to the pathology & the diagnostic & treatment procedures of the endocrine glands.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Unit 24: The Reproductive System

Unit Length (Hours):

9 hours

Unit Description:

In this unit students will learn the applicable medical terminology, structure, function, & diseases & disorders associated with the reproductive system. Medical specialties related to the reproductive system will also be introduced & researched. Diagnostic & treatment procedures of the reproductive system will also be reviewed.

Unit Competencies/ Outcomes

At the end of this unit, students will be able to:

Identify & describe the major functions & structures of the male reproductive system.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of the male reproductive system.

Name at least six sexually transmitted diseases.

Identify & describe the major functions & structures of the female reproductive system.

Recognize, define, spell, & pronounce the primary terms related to the pathology & the diagnostic & treatment procedures of the female reproductive system & a woman during pregnancy, childbirth, & the postpartum period.

Unit Assessment

End of unit exam from the test-bank from the Medical Terminology for Health Professionals book by Ehrlich (8th edition).

Course Summative Assessment

Three-hour lecture/didactic final, two-hour final for clinical skills, three-hours for final review preparation. Final preparation entails one class period allowing students to answer questions on a given study guide, one class period formally reviewing the study guide, one class period playing a game (Jeopardy, Quizlett, Kahoot, etc.).

Final exam #1 is given at the end of the first semester and encompasses Health Careers for Today chapters 1-9, 24,25,27, 32 & 35 (units 1-11), AHA CPR/AED for Healthcare Providers, and chapters 1-2 in the Medical Terminology for the Healthcare Providers as these two chapters should be a review from their Medical Biology class and serve as in introduction for the Medical Terminology course starting semester two.

Final exam #2 is given at the end of the second semester and assesses the remaining chapters 3-24 in Medical Terminology for Healthcare Professionals.