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Curriculum to AccompanyMedical Assisting:

Administrative and Clinical Competencies,6th Edition

Course:

Physical Examinations and Assessment Procedures

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Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Physical Examinations and Assessment Procedures

Contents

Part A: Procedures of the eye and ear

Part B: Preparing for examinations

Part C: The physical examination

Part D: Specialty examinations

Part E: Pediatric examinations and procedures

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Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Physical Examinations and Assessment ProceduresCourse Overview

This module discusses the role of the medical assistant in examination of patients. The first portion covers evaluations and minor treatments of both the eye and ear, followed by proper preparation of the room and the patient for procedures and examinations. Stress will be placed in preparing, positioning, and draping the patient; assisting the provider during the examination; and, recording the findings of the examination. Both common and specialty procedures are covered in addition to procedures and examinations for pediatric patients. The responsibility of the medical assistant in patient education is mentioned throughout the chapter as well.

Resource List

Textbook: Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Delmar Cengage Learning, ISBN 1-4180-6633-8. Chapter 14.

Student CD-ROM: CD-ROM that accompanies Medical Assisting: Administrative and Clinical Competencies, Sixth Edition. This CD-ROM contains StudyWARE, The Critical Thinking Challenge, and an Audio Library.

Workbook: Workbook to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Delmar Cengage Learning, ISBN 1-4180-3267-0. Chapter 14.

Instructor’s Materials: Instructor’s Resource Manual to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Delmar Cengage Learning, ISBN 1-4180-3268-9.

Instructor’s CD-ROM: Electronic Classroom Manager to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Delmar Cengage Learning, ISBN 1-4180-3269-2.

The Internet: It is strongly recommended that faculty and learners alike have a working knowledge of the Internet.

Equipment List

1. Multimedia projector

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2. Computer with Internet access

3. Multimedia equipment

4. AAMA credentialing information

5. AMT credentialing information

6. DVD player

CAAHEP content

III.C.1.g.(3) Diagnostic testing

III.C.1.g.(4) Patient care and instructions

ABHES content

VI.B.1.b.9.c.3. Physical exam

VI.B.1.b.9.c.4. Instruments

VI.B.1.b.9.c.5. Assisting the physician

VI.B.1.b.9.f. Specialties

CAAHEP competencies

III.C.3.b.(4)(e) Prepare patient for and assist with routine and specialty examinations

III.C.3.b.(4)(f) Prepare patient for and assist with procedures, treatments, and minor office surgeries

III.C.3.c.(3)(b) Instruct individuals according to their needs

III.C.3.c.(4)(b) Perform routine maintenance of (administrative and) clinical equipment

III.C.3.b.(4)(d) Prepare and maintain examination and treatment areas

ABHES competencies

VI.B.1.a.4.(h) Prepare patient for and assist physician with routine and specialty examinations and treatments and minor office surgeries

VI.B.1.a.6(b) Operate and maintain facilities and perform routine maintenance of (administrative and) clinical equipment safely

VI.B.1.a.7(b) Instruct patients with special needs

Learning Activities

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(HW) Terminology Notebook. Assign chapter for reading and have students define key terms and retain in a key term notebook for future reference.

(ICA) Anatomy of instruments. Display an otoscope and ophthalmoscope, explaining the anatomy of each and explaining routine maintenance

(ICA) Competency evaluation, Procedure 14-1. Demonstrate eye irrigation and have the students to return the demonstration for evaluation of competency for Procedure 14-1.

(ICA) Competency evaluation, Procedure 14-2. Demonstrate ear irrigation and have the students to return the demonstration for evaluation of competency for Procedure 14-2.

(ICA) Competency evaluation, Procedure 14-3. Demonstrate ear instillation and have the students to return the demonstration for evaluation of competency for Procedure 14-3.

(ICA) Competency evaluation, Procedure 14-4. Demonstrate eye instillation and have the students to return the demonstration for evaluation for competency for Procedure 14-4.

(ICA) Eye chart examples. Show the class various examples of Snellen eye charts in addition to a Jaeger card

(ICA) Competency evaluation, Procedures 14-5 and 14-6. Demonstrate distance and near vision screening; have the students to return the demonstration for evaluation of competency for Procedures 14-5 and 14-6.

(ICA) Competency evaluation, Procedure 14-7. Assign students in pairs to perform Ishihara evaluations and complete the evaluation of competency for Procedure 14-7.

(ICA) Hearing test demonstrations. Demonstrate the Rinne and Weber assessment using students so they can experience the testing.

(HW) Chapter 14, Unit 1 Workbook Assignment Sheet

(ICA) Competency evaluation, Procedure 14-8. Put the simulated examination room in disarray and have the students to prepare and maintain as indicated in Procedure 14-8 for evaluation of competency.

(ICA) Competency evaluations, Procedures 14-9 to 14-14. Divide the class into pairs to assist one another with the various positions; evaluate the students on their competency for Procedures 14-9 through 14-14.


(ICA) Exam techniques discussion. Discuss and demonstrate examination techniques.

(ICA) Competency evaluation, Procedure 14-15. Instructor should role play as the health care provider and have each student to assist for evaluation of competency of Procedure 14-15.

(ICA) Charting review. Provide examples of POMR and SOAP notes for student review.

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(ICA)(HW) Patient brochure assignment. Assign each student to prepare a patient information brochure based on the guidelines in Table 14-2. (Can be either In-Class Activity or Homework.)


(ICA)(HW) Patient brochure activity. Assign the students to prepare an informational brochure in their own words based on the patient education box on Page 721. (Can be used as either In-Class Activity or Homework.)

(ICA) Competency evaluation, Procedure 14-16. After explaining supplies and procedures necessary for the BYN examination and Pap test, role play as the physician to evaluate each student for competency of Procedure 14-16.

(ICA) Applying Nagele’s rule. Give the students several different LMP dates to have them apply Nagele’s rule for an estimated date of delivery.

(ICA) Competency evaluation, Procedure 14-17. After explaining supplies and the procedures for a sigmoidoscopy, role play as the physician to evaluate the students for competency of Procedure 14-17 if you have a sigmoidoscope.

(ICA) Competency evaluation, Procedure 14-18. Evaluate each student on simulation of Procedure 14-18 for competency.


(ICA) Immunization activity. Obtain a blank immunization form from the Internet; make copies for the students. Provide the students a date of birth and have them document the appropriate immunizations based on the current date for the infant, using Figure 14-60 as a guide.

(ICA) Growth chart activity. Provide several growth charts for boys and girls; give various height and weight coordinates for the students to plot and calculate the percentiles.

(ICA) Competency evaluations, Procedures 14-19 to 14-23. Demonstrate the proper techniques for Procedures 14-19 through 14-23 and evaluate the students for competency in each procedure for the return demonstration

(ICA) Competency evaluations, Procedure 14-24. Invite the students with children (if the institution permits) to bring the children to complete Procedure 14-24 for evaluation of competency.


(HW) The Critical Thinking Challenge, page 756.

(HW) The StudyWare Challenge, Chapter 14. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.

(ICA) Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.

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Part A: Procedures of the eye and ear

Learning Objectives

Cognitive

1. Spell and define the Words to Know in this unit.

2. Describe six patient education topics concerning the eye.

3. Explain why irrigation of the eye or ear is performed.

4. Explain why caution is indicated when administering eye drops or ointment.

5. Identify four vision screening tests and explain what they determine.

6. List five behaviors that indicate the child or adult may be having difficulty reading a vision chart.

7. Name three pieces of equipment used to assess hearing acuity.

Psychomotor

8. Irrigate the eye.

9. Irrigate the ear.

10. Instill ear medication.

11. Instill eye medication.

12. Measure distant vision acuity with a Snellen chart.

13. Measure near vision acuity with a Jaeger chart.

14. Determine color vision acuity using Ishihara plates.

Initial Questions and Activities

Discuss clues to hearing loss relative to students’ family members.

Key Concepts References & Activities Slides

Irrigate the eye Page 677

(HW) Terminology Notebook

(ICA) Anatomy of instruments

(ICA) Competency evaluation, Procedure

3-4

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14-1

Irrigate the ear Pages 678-679

(ICA) Competency evaluation, Procedure 14-2

3-4

Instill ear medications Pages 680-681


Instill eye medications Pages 682-683


Visual acuity screening Page 684

(ICA) Eye chart examples

5-8

Jaeger visual acuity screening Page 685-686

(ICA) Competency evaluation, Procedures 14-5 and 14-6

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Ishihara color vision screening Page 687


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Auditory acuity Pages 688-689

(ICA) Hearing test demonstrations

9-15


(ICA) In-Class Activities

1. Anatomy of instruments. Display an otoscope and ophthalmoscope, explaining the anatomy of each and explaining routine maintenance

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2. Competency evaluation, Procedure 14-1. Demonstrate eye irrigation and have the students to return the demonstration for evaluation of competency for Procedure 14-1.

3. Competency evaluation, Procedure 14-2. Demonstrate ear irrigation and have the students to return the demonstration for evaluation of competency for Procedure 14-2.

4. Competency evaluation, Procedure 14-3. Demonstrate ear instillation and have the students to return the demonstration for evaluation of competency for Procedure 14-3.

5. Competency evaluation, Procedure 14-4. Demonstrate eye instillation and have the students to return the demonstration for evaluation for competency for Procedure 14-4.

6. Eye chart examples. Show the class various examples of Snellen eye charts in addition to a Jaeger card

7. Competency evaluation, Procedures 14-5 and 14-6. Demonstrate distance and near vision screening; have the students to return the demonstration for evaluation of competency for Procedures 14-5 and 14-6.

8. Competency evaluation, Procedure 14-7. Assign students in pairs to perform Ishihara evaluations and complete the evaluation of competency for Procedure 14-7.

9. Hearing test demonstrations. Demonstrate the Rinne and Weber assessment using students so they can experience the testing.

(ICD) In-Class Discussion

1. What is the difference in irrigation and installation?

Irrigation (lavage) is performed to remove drainage or an object; installation is the process of placing a solution into the eye or the ear.

2. Describe how to properly document visual distance screening and what the numbers represent.

When recording the screening, the numbers are recorded as a fraction with the numerator (top number) representing the distance of the chart from the patient (typically 20 feet) and the denominator the numbered line that the patient can read.

3. What are the two primary types of color vision deficiencies?

Daltonism is the inability to differentiate between red and green; achromatic is the inability to see any colors.

4. Name three hearing assessments.

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Audiometry, Rinne, and Weber

(HW) Homework Assignments

1. Terminology Notebook. Assign the unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. Chapter 14, Unit 1 Workbook Assignment Sheet.

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

Chapter 14, Slides 1-2

Introduce the course and unit.

Slides 3-4 Irrigating the eye and ear

Slides 5-8 Screening tests for visual acuity—Snellen chart, Jaeger system, Ishihara plates, and Pelli-Robson contrast sensitivity

Slide 5 Snellen chart

Also, watch the patient for signs of squinting and/or straining to read the chart; you should limit the amount of time spent on each letter as well as each line

Slides 9-11

Behaviors that may indicate hearing difficulty

Slides 12-15

Equipment used to test hearing acuity

Slide 16 Have students answer the checkpoint questions on the slide to review the content in the unit.

Part B: Preparing for examinations

Learning Objectives

Cognitive

1. Spell and define the Words to Know in the unit.

2. Name the 12 examination positions and explain the purpose of each

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3. Identify examination room equipment that may need to be disinfected following a patient examination.

4. List the supplies that should be available in an examination room

Psychomotor

5. Prepare and maintain the examination area.

6. Demonstrate positioning and draping a patient in the recumbent position.

7. Demonstrate positioning and draping a patient in the prone position.

8. Demonstrate positioning and draping a patient in the Sims’ position.

9. Demonstrate positioning and draping a patient in the knee-chest position.

10. Demonstrate positioning and draping a patient in the Fowler’s position.

11. Demonstrate positioning and draping a patient in the lithotomy position.


Preparing and maintaining examination and treatment areas

Page 694



18, 28-29

Horizontal recumbent position Page 695 20

Prone position Page 696-697 21

Sims’ position Page 697-698 22

Knee-chest position Page 698-699 21

Fowler’s position Page 700 20, 23

Lithotomy position Page 701

(ICA) Competency evaluations, Procedures 14-9 to 14-14

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1. Competency evaluation, Procedure 14-8. Put the simulated examination room in disarray and have the students to prepare and maintain as indicated in Procedure 14-8 for evaluation of competency.

2. Competency evaluations, Procedures 14-9 to 14-14. Divide the class into pairs to assist one another with the various positions; evaluate the students on their competency for Procedures 14-9 through 14-14.


1. How should the examination room be prepared in anticipation of the patient?

The room should be clean and tidy, hard surfaces disinfected, and clean table paper pulled over the surface of the exam table.

2. What is the difference in the horizontal recumbent and dorsal recumbent positions?

In the dorsal recumbent, the knees are flexed with the feet placed flat on the table; the knees are not bend in the horizontal recumbent.

3. For what purpose(s) is the Sims’ position used?

This position is used for examination of the rectal areas as well as administering enemas, taking rectal temperatures, and instilling rectal medications.

4. Which position is used most frequently for obtaining pap smears?

The lithotomy position




Presentation Tools


Chapter 14, Slide 17

Introduce the unit.

Slide 18 Before the examination

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Examination positions—anatomical

Slide 20 Examination positions—high Fowler’s and supine

Slide 21 Examination positions—prone and knee-chest

Slide 22 Examination positions—Sims’

Slide 23 Examination positions—semi-Fowler’s

Slide 24 Examination positions—lithotomy

Slide 25 Examination positions—dorsal recumbent

Slide 26 Examination positions—Trendelenberg

Slide 27 Examination positions—jackknife and proctological

Slides 28-29

Exam room supplies and equipment


Part C: The physical examination

Learning Objectives

Cognitive

1. Spell and define the Words to Know in the unit.

2. Name the six examination techniques used by physicians and give examples of each.

3. Name the instruments, equipment, and supplies used in the CPE, and state the function of each.

4. Explain the role of the medical assistant in the examination process.

5. Discuss patient educations as it relates to why physical examinations are done: general information regarding disease and injury prevention and breast and testicular self-examination.

6. Identify the nine sections of the abdominal cavity and name the visceral organs therein.

7. Explain the POMR and SOAP methods of charting patient information.

8. Explain subjective and objective symptoms and give examples of each.

9. Discuss the physical examination schedules for adults.

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Psychomotor

10. Prepare a patient for and assist with routine and specialty examinations.


The complete physical exam and the medical assistant’s role

Pages 704-705

Patient education boxes, pages 704, 706


34-37

Examination techniques Pages 705-706

(ICA) Exam techniques discussion

32-33

Examination format Pages 707-716 41-44

Documentation—SOAP and POMR Page 716

(ICA) Charting review

38-40

BSE and TSE Page 717

Preparation of a patient for a routine physical

Pages 718-719

(ICA)(HW) Patient brochure assignment




1. Exam techniques discussion. Discuss and demonstrate examination techniques.

2. Competency evaluation, Procedure 14-15. Instructor should role play as the health care provider and have each student to assist for evaluation of competency of Procedure 14-15.

3. Charting review. Provide examples of POMR and SOAP notes for student review.

14

4. Patient brochure assignment. Assign each student to prepare a patient information brochure based on the guidelines in Table 14-2. (Can be either In-Class Activity or Homework.)


1. What is the medical assistant’s role in the CPE?

(a) room preparation (b) examination equipment preparation (c) patient preparation

2. Name the six basic examination techniques.

(1) inspection (2) palpation (3) auscultation (4) percussion (5) mensuration (6) manipulation

3. What parts of the physical examination does the medical assistant usually complete?

Measurements, vital signs, and vision screening results

4. What is each component of SOAP?

S=subjective, O=objective, A=assessment, P=plan



2. Patient brochure assignment. Assign each student to prepare a patient information brochure based on the guidelines in Table 14-2. (Can be either In-Class Activity or Homework.)


Presentation Tools



Introduce the unit.

Slides 32-33

Examination techniques

Slides 34-35

Instruments, equipment, and supplies used in the CPE

15

Note that slides, Thin Preps/Auto Paps, and lubricating jelly should be available for many of the exams

Slide 36 The role of the medical assistant

Slide 37 Patient education

Slides 38-40

Documentation—SOAP and POMR

Slides 41-44

Body systems review

Ask the students to identify patient position for each segment of the review of systems

Note that If the exam is not a complete physical, all body systems are not reviewed


Part D: Specialty examinations

Learning Objectives

Cognitive

1. Spell and define the Words to Know in this unit.

2. Identify five reasons the liquid-based Pap test is preferred.

3. Name two ways the AutoPap test is utilized.

4. Interpret the American Cancer Society (ACS) guidelines for frequency of Pap tests.

5. Identify four specific ACS patient preparation instructions for more accurate Pap results.

6. Give two reasons the female patient should empty her bladder prior to a pelvic examination.

7. Stress why breast self-examination is necessary even when the physician performs an annual exam.

8. Give two reasons why the medical assistant should accompany the physician when a pelvic exam is performed.

9. List the three main Pap test reporting categories.

10. Name three types of gynecological instruments in addition to the speculum and explain their purpose.

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11. Identify three processes or procedures done to confirm a diagnosis of pregnancy.

12. List five general responsibilities of the medical assistant in prenatal care.

13. Explain how to determine the estimated date using Nagele’s Rule.

14. List seven assessment responsibilities of the MA before the physician performs the prenatal examination.

15. Identify five conditions that may be diagnosed with a sigmoidoscopic examination.

16. Advise a patient as to what five types of persistent intestinal symptoms may indicate an abnormal condition that should be reported to the doctors, as identified in the patient education information.

Psychomotor

17. Prepare a patient for and assist with a gynecological examination and Pap test.

18. Assist with a sigmoidoscopy.

19. Administer a disposable cleansing enema.


Pap test and patient education Page 721

Patient education box on page 721


(ICA)(HW) Patient brochure activity

48-57

Preparation and assisting with GYN exam and ThinPrep pap

Pages 726-727


48-57

Prenatal visits Pages 730-733

(ICA) Applying Nagele’s rule

60-63

Sigmoidoscopy Page 735-736

(ICA) Competency evaluation, Procedure

65-66

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14-17

Administration of an enema Page 737




1. Patient brochure activity. Assign the students to prepare an informational brochure in their own words based on the patient education box on Page 721. (Can be used as either In-Class Activity or Homework.)

2. Competency evaluation, Procedure 14-16. After explaining supplies and procedures necessary for the BYN examination and Pap test, role play as the physician to Applying Nagele’s rule. Give the students several different LMP dates to have them apply Nagele’s rule for an estimated date of delivery.

3. Competency evaluation, Procedure 14-17. After explaining supplies and the procedures for a sigmoidoscopy, role play as the physician to evaluate the students for competency of Procedure 14-17 if you have a sigmoidoscope.

4. Competency evaluation, Procedure 14-18. Evaluate each student on simulation of Procedure 14-18 for competency.


1. What guidelines are recommended by the American Cancer Society (ACS) for early detection of cervical cancer?

Have screening tests starting three years post vaginal intercourse or no later than 21 years old (2) at age 30 those with three normal consecutive Pap smears may be screed every 203 years unless at risk (3) have a screening every three years with the HPV DNA test (4) women 70 years of age or older with three consecutive Pap smears in a row and no abnormal finding the past ten years may stop the screenings (5) women that are status post total hysterectomy may stop screening.

2. What instructions should be provided to patients in advance of a Pap smear?

No tampons, birth control foams, jellies or creams for 48 hours priors to the test; do not douch for 48 hours prior; no sexual intercourse for 48 hours prior; attempt to schedule the Pap smear five days following the menstrual period

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3. What are the three general categories for reporting Pap test results?

Negative for lesion or malignancy b. epithelial cell abnormalities c. malignancy

4. What is the medical assistant’s role in the prenatal evaluation and care of patients?

Emphasize the importance of keeping regular appointments; encourage patients to eat a sensible and well-balanced diet; tell the doctor of any problems or concerns; provide the patient with educational materials and explanations

5. What diagnostic purposes due a sigmoidoscopy serve?

The exam serves to diagnose cancer of the color, ulcerations, provide visualization of polyps, tumors, bleeding and other disorders

6. What instruments may be used in a proctologic exam?

Proctoscope, Brinkerhoff rectal speculum, Turrell rotating shaft rectal biopsy forceps, Norwood rectal snare



2. Patient brochure activity. Assign the students to prepare an informational brochure in their own words based on the patient education box on Page 721. (Can be used as either In-Class Activity or Homework.)


Presentation Tools



Introduce the unit.

Slide 47 The role of the medical assistant in specialty examinations

Slides 48-57

Pap test and patient education

Slides 58-59

BSE and patient education

Slides 60- Prenatal visits

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63

Slide 64 Documentation requirements of the medical assistant

Slides 65-66

Sigmoidoscopy


Part E: Pediatric examinations and procedures

Learning Objectives

Cognitive

1. Spell and define the Word to Know in the unit.

2. Refer to childhood growth and development tables to identify gross motor activities that are appropriate for 6-month, 1-year, and 18-month-old children.

3. Identify immunizations given to 2 and 12-month-old children according to the Childhood and Adolescent Immunization Schedules.

4. Determine the recommended screenings and procedures for an at-risk 2 year old as identified on the Preventive Pediatric Health Care chart.

5. Explain the difference between neglect and abuse, citing five examples of each.

6. Explain well and sick child office visits.

7. Explain the Healthcheck program.

8. List five responsibilities of the medical assistant when assisting with pediatric examinations.

9. Explain how to plot height and weight measurements on a National Center for Health Statistics growth chart.

Psychomotor

10. Perform pediatric vision screening.

11. Measure recumbent length of an infant.

12. Measure a child’s height.

13. Weigh an infant.

14. Measure head circumference.

15. Measure an infant’s chest.

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Pediatric patient Pages 739-740


(ICA) Immunization activity

69, 72-73

Symptoms of neglect and abuse Table 14-3

Page 743

70-71

Health care documentation and the Healthcheck program

Pages 744-745 76-78

Growth and development during infancy Table 14-4

Pages 747-748

(ICA) Growth chart activity

80-81

Measurement of recumbent length Page 750

Measurement of height Page 751

Infant weight Page 752

Head circumference Page 753

Chest circumference Page 754

(ICA) Competency evaluations, Procedures 14-19 to 14-23

Visual acuity (ICA) Competency evaluation, Procedure 14-24


(HW) The Critical Thinking Challenge, page 756

(HW) The StudyWare Challenge, Chapter 14

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(ICA) Quiz on chapter material


1. Immunization activity. Obtain a blank immunization form from the Internet; make copies for the students. Provide the students a date of birth and have them document the appropriate immunizations based on the current date for the infant, using Figure 14-60 as a guide.

2. Growth chart activity. Provide several growth charts for boys and girls; give various height and weight coordinates for the students to plot and calculate the percentiles.

3. Competency evaluations, Procedures 14-19 to 14-23. Demonstrate the proper techniques for Procedures 14-19 through 14-23 and evaluate the students for competency in each procedure for the return demonstration

4. Competency evaluations, Procedure 14-24. Invite the students with children (if the institution permits) to bring the children to complete Procedure 14-24 for evaluation of competency.

5. Quiz on chapter material. Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.


1. When does an infant’s initials pediatric office visit occur?

Between 3-4 weeks old

2. Name some symptoms that may indicate a failure to thrive (FTT) infant.

Listlessness, avoidance of eye contact, unconcerned about strangers, no cooing or crying

3. What is the difference in neglect and abuse?

Neglect is the lack or withholding of care; abuse is the infliction of emotional, physical and/or sexual injury.

4. What are some ideas for entertaining pediatric patients while awaiting the provider?

Provide items such as cups, tongue depressors, percussion hammer, stethoscope to examine. Make them an adapted patient cape; give them colorful bandages for injection or phlebotomy sites.

5. What is the purpose and scope of Health Check?

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The program is available for eligible Medicaid patients that requires regular routine health maintenance checkups for the early detection of medication problems; it is required for the parent and/or caregiver to accompany the child to the visit.

6. How do growth graphs impact pediatric patient care?

They aid in the diagnosis of growth abnormalities, nutritional disorders, and diseases.

7. True or False: It is best to weigh an infant fully clothed with a dirty diaper.

False; the child should be clothed only in a clean diaper/

8. Other than length (height) and weight, what other measurements should be taken and recorded for infants?

Head and chest circumferences.

9. What screenings are recommended on the Preventive Pediatric Health Care Schedule per the American Academy of Pediatrics?

Vision and hearing screenings



2. Chapter 14, Unit 5 Workbook Assignment Sheet

3. The Critical Thinking Challenge, page 756.

4. The StudyWare Challenge, Chapter 14. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.

Presentation Tools



Introduce the unit.

Slide 69 Pediatric patient

Slides 70-71

Symptoms of neglect and abuse

Slides 72-73

Immunization schedules

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Slides 74-75

Well child and sick child office visits

Slides 76-78

The Healthcheck program

Slide 79 The medical assistant’s role during pediatric examinations

Slides 80-81

Growth and development during infancy


Slides 83-84

The Keys to Career Success slides emphasize the relationship of the material learned in the classroom to on-the-job success.

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