EMT Flipped Classroom Lesson 2: Medical Terminology PDF

Lesson 2: Medical Terminology Lesson Plan **EMT Flipped Classroom** **Lesson Schedule** =================== -------------------------------- ---------- **Activity** **Time** **PRE-CLASS ASSIGNMENTS** 5 min...

Lesson 2: Medical Terminology Lesson Plan **EMT Flipped Classroom** **Lesson Schedule** =================== -------------------------------- ---------- **Activity** **Time** **PRE-CLASS ASSIGNMENTS** 5 min 2 hr 10 min 30 min 5 min **IMMEDIATELY PRIOR TO CLASS** 20 min 5 min 10 min 10 min 5 min 20 min 20 min 20 min 10 min 30 min 10 min 10 min -------------------------------- ---------- **Lesson Plan** =============== All shaded activities in this lesson plan are pre-class assignments for students. Times are estimated, and assignments are categorized as either Required or Recommended. Based on the needs of your course, you can change a resource from Recommended to Required (and vice versa) in Navigate or your e-learning platform. To do so, click the lesson placard that includes the resource you want to move. Point to the resource, and then click the Move icon to the right of the name of the resource. Drag the resource up or down in the list of materials and then release. Unshaded activities occur in class. Students are expected to arrive to class at least 20 minutes early to complete the Team Gathering Activities. +-----------------------+-----------------------+-----------------------+ | **Activity** | **Description** | **Time** | +-----------------------+-----------------------+-----------------------+ | | **PRE-CLASS | 2 hr, 50 min | | | ASSIGNMENTS** | | | | | | | | **(Must be completed | | | | prior to class)** | | +-----------------------+-----------------------+-----------------------+ | **Required** | Students go to | 5 min | | | Navigate and complete | | | Activities (to be | the Lesson Guide for | | | completed before the | *Lesson 2: Medical | | | reading) | Terminology.* | | | | | | | | 1\. Students watch | | | | the "Actual EMS | | | | Calls to McLaren | | | | Macomb Hospital" | | | | video, paying | | | | attention to the | | | | abbreviations and | | | | medical terminology | | | | used | | | | (https://www.youtube. | | | | com/watch?v=AjMZE9S9v | | | | kQ). | | | | | | | | - Students complete | | | | the knowledge | | | | check quiz. | | +-----------------------+-----------------------+-----------------------+ | **Required** | 1\. Before reading | 2 hr\* | | | *Chapter 5: Medical | | | Reading | Terminology*, | | | | students go to | | | | *Chapter 6: The | | | | Human Body*, p. 190 | | | | (via the Navigate | | | | eBook, audiobook, | | | | or textbook), read | | | | the definition for | | | | "anatomic | | | | position," and look | | | | at Figure 6-1. | | | | | | | | 2\. Students read | | | | Chapter 5 (via the | | | | Navigate eBook, | | | | audiobook, or | | | | textbook), | | | | including chapter | | | | objectives. | | +-----------------------+-----------------------+-----------------------+ | **Recommended** | Consider assigning | | | | the following | | | Resources | activities: | | | | | | | | 1\. Students watch | | | | the Chapter 5 | | | | Interactive | | | | Lecture. This | | | | interactive tool | | | | contains knowledge | | | | check activities to | | | | ensure | | | | understanding of | | | | the material. | | | | | | | | 2\. Students review | | | | the following: | | | | | | | | - - - - 3\. S | | | | tudents can | | | | view the followin | | | | g | | | | videos for ideas | | | | for the Rap Songs | | | | activity: | | | | | | | | | | | | | | | | - https://www.youtu | | | | be.com/watch?v=YHOIWu | | | | 3xbP4& | | | | | | | | | | | | | | | | - | | +-----------------------+-----------------------+-----------------------+ | **Required** | Students complete the | 10 min | | | Lesson 2 | | | Self-Assessment | Self-Assessment, | | | | which features | | | | questions relating to | | | | the pre-class | | | | assignments. Grades | | | | will be recorded in | | | | the gradebook. See | | | | the Self-Assessment | | | | section in this | | | | Lesson Plan to learn | | | | how to set up the | | | | self-assessment. | | +-----------------------+-----------------------+-----------------------+ | Team Prep Time for | Teams create a | 30 min | | Rap Songs | 1-minute medical | | | | terminology rap song | | | | to perform in class. | | +-----------------------+-----------------------+-----------------------+ | Prep Time for Team | Assign a team to be | 5 min | | Challenge: Question | the Question Creation | | | of the Day | Team for the class. | | | | (Team assignments | | | | should rotate from | | | | class to class.) Each | | | | member of the | | | | Question Creation | | | | Team should bring one | | | | challenging question | | | | related to the topic | | | | material to class to | | | | ask of the other | | | | teams. Team members | | | | must know the correct | | | | answers to the | | | | questions. | | +-----------------------+-----------------------+-----------------------+ | | **IMMEDIATELY PRIOR | 20 min | | | TO CLASS** | | | | | | | | **(Must be completed | | | | BEFORE class | | | | begins)** | | +-----------------------+-----------------------+-----------------------+ | Team Gathering | | 20 min | | Activity | | | +-----------------------+-----------------------+-----------------------+ | | **CLASS BEGINS** | 2 hr | +-----------------------+-----------------------+-----------------------+ | Team Challenge: | As a class, teams try | 5 min | | Question of the Day | to stump other teams | | | | with a topic | | | | question. | | +-----------------------+-----------------------+-----------------------+ | In-Class Quiz | Students complete the | 10 min | | | Lesson 2 In-Class | | | | Quiz on Navigate or | | | | their e-learning | | | | platform. If needed, | | | | the quiz can be | | | | printed and | | | | distributed to | | | | students. See the | | | | Assessments section | | | | in this Lesson Plan | | | | to learn how to set | | | | up the In-Class Quiz. | | +-----------------------+-----------------------+-----------------------+ | In-Class Quiz Review | Review each in-class | 10 min | | | quiz question and | | | | clarify points as | | | | necessary. | | +-----------------------+-----------------------+-----------------------+ | Rap Songs | Teams perform their | 5 min | | | 1-minute medical | | | | terminology rap | | | | songs. | | +-----------------------+-----------------------+-----------------------+ | Abbreviations | Students practice | 20 min | | | deciphering | | | | abbreviations and | | | | using abbreviations | | | | in note-taking. | | +-----------------------+-----------------------+-----------------------+ | Sort It | Students create terms | 20 min | | | using prefix, root | | | | word, and suffix | | | | sorting cards. | | +-----------------------+-----------------------+-----------------------+ | Where's the Wound? | Students describe the | 20 min | | | locations of wounds | | | | using directional | | | | terms. | | +-----------------------+-----------------------+-----------------------+ | Communications | Students locate tags | 30 min | | | based on a radio | | | | description of their | | | | location. | | +-----------------------+-----------------------+-----------------------+ | Class Debriefing | Students ask | 10 min | | Golden Nugget | questions and discuss | | | | course content that | | | | they need clarified. | | | | | | | | Students stand in a | | | | circle. Going around | | | | the circle, each | | | | student states the | | | | most important thing | | | | they learned from the | | | | lesson. (Students can | | | | hold hands during | | | | this activity to | | | | emulate physical | | | | contact with | | | | patients.) | | +-----------------------+-----------------------+-----------------------+ | Plan for Next Class | Assign and explain | 10 min | | (optional) | homework for the next | | | | class. | | +-----------------------+-----------------------+-----------------------+ | End-of-Day Cleanup | | 10 min | | (optional) | | | +-----------------------+-----------------------+-----------------------+ \* Reading calculated based on approximately 5 minutes per page. **Lesson Resources** ==================== The following resources are needed to conduct *Lesson 2: Medical Terminology:* **Assessments** ***Self-Assessment*** *Overview* Students complete the Self-Assessment prior to attending class. The assessment features questions related to the pre-class assignments. Grades will be recorded in the gradebook. *Time* Self-Assessment time = 10 minutes *Instructions* To assign the Lesson 2 Self-Assessment: - https://www.jblearning.com/docs/default-source/navigate\_support/How-to-Create-a-Custom-Quiz.pdf - https://youtu.be/0X\_Ndb01na0 **In-Class Quiz** *Overview* Students complete the In-Class Quiz at the beginning of class. If needed, the quiz can be printed and distributed to students. *Time* In-Class Quiz time = 10 minutes *Instructions* To assign the Lesson 2 In-Class Quiz: - https://www.jblearning.com/docs/default-source/navigate\_support/How-to-Create-a-Custom-Quiz.pdf - https://youtu.be/0X\_Ndb01na0 **Team Challenge: Question of the Day** ======================================= **Overview** ------------ Teams create a challenging question in an attempt to stump other teams. **Time** -------- Pre-Class Assignment time = 5 minutes Team Gathering Activity time = 5--10 minutes In-Class Activity time = 5 minutes **Resources** ------------- No resources are required to conduct this activity. **Instructions** ---------------- *Pre-Class Assignments* 1\. Use a rotating schedule to determine which team will be the Questioning Team and which team will be the Answering Team. Example: -- -- -- -- -- -- Question creation guidelines are as follows: - The question must be a short-answer question. - The question must target key content that students anticipate will be on the topic exam, not obscure details. - The answer to the question must be located in the textbook or on Navigate. - Members of the Questioning Team must be able to answer the question and cite the location of the answer. - What are the four levels of EMT training and licensure? (key content) - List at least two differences between arteries and veins. (key content) - Which governmental agency wrote the White Paper? (obscure detail, not useful to spend time discussing in class) - Tendons connect muscle to bone. (true/false question) ### *Team Gathering Activity* 1\. The Questioning Team refines its questions and ensures that there are no duplicates. Team members must know the correct answers to the questions. 2\. Alternatively, you may decide to have the Questioning Team choose just one question to ask of the Answering Team. ### *In-Class Activity* 1\. Members of the Questioning Team take turns asking their questions to members of the Answering Team. The Answering Team cannot use any resources to answer the questions. 2\. If the Answering Team member cannot answer correctly, the Answering Team, as a whole, is given an opportunity to answer. 4\. At the end of the activity, facilitate a follow-up discussion, if necessary, to clarify key content. **Rap Songs** ============= **Overview** ------------ Teams create and perform a 1-minute medical terminology rap song. **Time** -------- Pre-Class Assignment time = 30 minutes -------------------------------------- Team Gathering Activity time = 5--10 minutes -------------------------------------------- In-Class Activity time = 5 minutes ---------------------------------- **Resources** ------------- No resources are needed to conduct this activity. ------------------------------------------------- **Instructions** ---------------- ### *Pre-Class Assignment* Instruct teams to coordinate to create a 1-minute rap song using medical terminology from *Chapter 5: Medical Terminology*. ### *Team Gathering Activity* Have team members practice their song together. ### *In-Class Activity* Have teams perform their songs. All team members must participate. **Abbreviations** ================= **Overview** ------------ Students practice deciphering abbreviations and using them in note-taking. **Time** -------- In-Class Activity time = 20 minutes ----------------------------------- **Resources** ------------- No resources are needed to conduct this activity. ------------------------------------------------- **Instructions** ---------------- ### *In-Class Activity* 1\. Write a patient narrative using abbreviations on the board. In pairs or small groups, students decipher the sentence. Choose a pair or group to read its interpretation aloud. 2\. Read aloud a patient care report that an EMT would give to emergency room personnel. Each student takes notes, using abbreviations as much as possible. Afterward, students compare their notes with other students or a group of students. Students can use the text to look up abbreviations they do not remember. Choose two students to write their notes on the board. **Sort It** =========== **Overview** ------------ Students create words using prefix, root word, and suffix sorting cards. **Time** -------- In-Class Activity time = 20 minutes **Resources** ------------- The following resources are needed to conduct this activity: **Instructions** ---------------- *In-Class Activity* ***Answer Key*** ------------------ ---------------------------------------------- Hepatitis Inflammation of the liver Hepatomegaly Enlarged liver Cardiomegaly Enlarged heart Nephritis Inflammation of the kidneys Pericardial Pertaining to the sac around the heart Pericarditis Inflammation of the sac around the heart Endocardial Pertaining to the inner layer of the heart Endocarditis Inflammation of the inner layer of the heart Myocardial Pertaining to the heart muscle Myocarditis Inflammation of the heart muscle Epicardial Pertaining to the outer layer of the heart Hemothorax Blood in the chest cavity Pneumothorax Air in the chest cavity Hemopneumothorax Blood and air in the chest cavity Vasculitis Inflammation of blood vessels Hypertension High blood pressure Hyperglycemia High blood sugar Hypotension Low blood pressure Hypoglycemia Low blood sugar Apnea Not breathing ------------------ ---------------------------------------------- **Where's the Wound?** ====================== **Overview** ------------ Students describe the locations of wounds using directional terms. **Time** -------- In-Class Activity time = 20 minutes **Resources** ------------- The following resources are needed to conduct this activity: 1\. CPR manikins 2\. Tape 3\. Cut-out paper "wounds" **Instructions** ---------------- *In-Class Activity* 1\. Set up several stations with CPR manikins (or students) and tape numbered "wounds" on various locations of the manikins. 2\. In small groups, students rotate through the stations, using directional terms to write down a description of the location of each wound. Sample descriptions: - - - Alternatively, consider having the students create the wounds or describe the location. 3\. To make it more challenging, consider having the manikins/students set up in different anatomic positions. **Communications** **Overview** Students will take turns describing and identifying the locations of various tags using proper medical and anatomic terminology. **Time** In-Class Activity time = 30 minutes **Resources** The following resources are needed to conduct this activity: **Instructions** *In-Class Activity*