history and trends of health care

HT7210 Health Team Relations Summer 2005 History and Trends of Health Care

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UUNNIITT BB:: HHIISSTTOORRYY AANNDD TTRREENNDDSS OOFF HHEEAALLTTHH CCAARREE

Unit/Competency/Objective Cognitive Performance

B HISTORY AND TRENDS OF HEALTH CARE HT02. Evaluate historical contributions in the development of

health care. 8% 4%

HT02.01 Discuss medical treatments and beliefs from ancient civilizations through the Renaissance.

2% 1%

HT02.02 Describe medical advances made in 16th- 20th century health care.

2% 1%

HT02.03 Research men and women who made historical contributions to health care.

2% 1%

HT02.04 Explore current trends in health care. 2% 1%

Unit Materials Intro Web Resources B.2 Content Outline B.3 – B.6 Lesson Plans B.7 – B.10 HT02.01 Human Medical History Timeline B.11 Unlocking the History of Health Care and KEY B.12 – B.15 Medical History Display B.16 – B.17 Medical History Display Rubric B.18 HT02.02 Medical History Skit Instructions B.19 Medical History Skit Rubric B.20 Medical History: Fact or Fiction? and KEY B.21 – B.22 Is the Doctor In? B.23 HT02.03 Medical History Job B.24 Medical History Job Resume Rubric B.25 People Who Contributed to the History of Medicine B.26 Who Am I and What Did I Do Quiz and KEY B.27 – B.28 HT02.04 Trends in Health Care B.29 – B.31 Trends in Health Care Rubric B.32 Alternative Therapy Guest Speaker B.33 Alternative Therapy Speaker Notes B.34 Guest Speaker Student Instructions B.35


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Recommended Resources

First Edition Author: Louise Simmers ISBN #: 1401858090 ©2004 Publish Date: 1/5/2004 Binding: Hardcover Pages: 340 Publisher: Delmar Learning

Web Resources

http://www.nlm.nih.gov/hmd/index.html The National Library of Medicine has an extensive Medical History site, which includes Images from the History of Medicine (IHM). This system provides access to the nearly 60,000 images in the prints and photograph collection of the History of Medicine Division (HMD) of the U.S. National Library of Medicine (NLM). The collection includes portraits, pictures of institutions, caricatures, genre scenes, and graphic art in a variety of media, illustrating the social and historical aspects of medicine. Scroll down the home page and click on “Especially for Teachers and Students” section.

http://healthlinks.washington.edu/clinical/med_history This site has a number of Medical History links, including a link to the Dorothy Carpenter Medical Archives at Wake Forest University, journal links, medical history associations, and other excellent links.

Courtesy of the National Library of Medicine


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Content Outline Unit B History and Trends of Health Care

HT02.01 Discuss medical treatments and beliefs from ancient civilizations through the Renaissance. A. 4000 BC – 3000 BC Primitive Times

1. Illness and diseases were a punishment from the Gods 2. Tribal witch doctors treated illness with ceremonies 3. Herbs and plants used as medicines (morphine and

digitalis) 4. Trepanation or trephining

B. 3000 BC – 300 BC Ancient Egyptians 1. Physicians were priests 2. Bloodletting or leeches used as medical treatment

C. 1700 BC – AD 220 Ancient Chinese 1. Used therapies such as acupuncture

D. 1200 BC –200 BC Ancient Greeks 1. First to observe the human body and the effects of

disease – led to modern medical sciences. 2. Believed illness is a result of natural causes 3. Used therapies such as massage, art therapy, and

herbal treatment E. 753 BC – AD 410 Ancient Romans

1. Established first hospital (caring for solders in their homes)

2. First public health and sanitation systems by building sewers and aqueducts

F. AD 400 – AD 800 Dark Ages 1. Began after the fall of the Roman Empire 2. Emphasis on saving the soul and study of medicine was

prohibited 3. Monks and priests treated patients with prayer

G. AD 800 – AD 1400 Middle Ages 1. Renewed interest in medical practices of Greek and

Romans 2. Bubonic Plague killed 75% of population in Europe and

Asia H. AD 1350 – AD 1650 Renaissance

1. Dissection of body led to increased understanding of anatomy and physiology

2. Invention of printing press allowed medical knowledge to be shared

HT02.02 Describe medical advances made in the 16th - 20th centuries.

A. 16th, 17th, and 18th Centuries 1. Cause of disease still not known – many people died

from infections 2. Invention of the microscope allowed physicians to see

disease-causing organisms. 3. Apothecaries led to development of pharmacies 4. First vaccination developed – smallpox


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B. 19th Century 1. Formal training for nurses began 2. Infection control developed once microorganisms were

associated with disease 3. Viruses discovered in 1892 4. Women became active participants in health care

C. 20th Century 1. Increased knowledge about the role of blood in the body

a. ABO blood groups discovered b. Found out how white blood cells protect against

disease 2. New medications were developed

a. Insulin discovered and used to treat diabetes b. Antibiotics developed to fight infections c. Vaccines were developed

3. New machines developed a. Kidney Dialysis Machine b. Heart Lung Machine

4. Surgical and diagnostic techniques developed to cure once fatal conditions a. Organ Transplants b. Test tube babies c. Implanted first artificial heart

5. Health Care Plans developed to help pay the cost of care a. Medicare and Medicaid marked the entry of the

federal government into the health care arena b. HMOs provided an alternative to private insurance c. Hospice organized

HT02.03 Research men/women who made historical contributions to

health care A. Hippocrates (c. 460 – 377 BC)

1. Greek physician known as the “Father of Medicine 2. Authored code of conduct for doctors known as the

“Hippocratic Oath” that is the basis of medical practice today

3. Believed illness was not caused by evil spirits and stressed importance of good diet, fresh air, cleanliness, and exercise

B. Anton van Leeuwenhoek (1632-1723) 1. Invented the microscope lens that allowed visualization

of organisms 2. Scraped his teeth and observed the bacteria that causes

tooth decay C. Benjamin Franklin (1706-1790)

1. Invented bifocals 2. Found that colds could be passed from person to person

D. Edward Jenner (1749-1823) Developed a vaccination for smallpox in 1796

E Rene Laennec (1781-1826) 1. Invented the stethoscope in 1819 2. First stethoscope was made of wood

F. Elizabeth Blackwell (1821-1910) First female physician in the United States in 1849


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G. Florence Nightingale (1820-1910) 1. Known as the “Founder of Modern Nursing” 2. Established efficient and sanitary nursing units during

the Crimean War in 1854 3. Invented the call bell system and use of dumbwaiters to

deliver meals 4. Begin the professional education of nurses

H. Louis Pasteur (1822-1895) 1. Known as the “Father of Microbiology” 2. His germ theory proved that microorganisms cause

disease 3. Proved that heat can be used to destroy germs through

a process called pasteurization 4. Created a vaccine for rabies in 1885 5. Founded the basic rules for sterilization

I. Joseph Lister (1827-1912) 1. Used carbolic acid on wounds to kill germs 2. First doctor to use an antiseptic during surgery

J. Clara Barton (1821-1912) 1. Volunteer nurse for wounded soldiers during the Civil

War 2. After Civil War, established a bureau of records to

search for missing men 3. Campaigned for the USA to sign the Treaty of Geneva,

which provided relief for sick and wounded soldiers 4. Formed American Red Cross in 1881 and served as its

first president K. Robert Koch (1843-1910)

1. Developed the culture plate method to identify pathogens

2. Isolated the bacterium that causes tuberculosis L. Wilhelm Roentgen (1845-1923)

1. Discovered roentgenograms (X-rays) in 1895 2. Let doctors see inside the body 3. X-rayed wife’s hand

M. Sigmund Freud (1836-1939) 1. Discovered the conscious and unconscious part of the

mind 2. His studies were the basis for psychology and psychiatry

N. Sir Alexander Fleming (1881-1955) Discovered penicillin in 1928 which is considered one of the most important discoveries of the twentieth century

O. Jonas Salk (1914-1995) and Albert Sabin (1906 – 1993) 1. Discovered polio vaccine 2. Saved many people from this virus that paralyzed

thousands of adults and children each year. P. Francis Crick and James Watson

1. Described the structure of DNA and how it carries genetic information in 1953

2. Built a three-dimensional model of the molecules of DNA 3. Shared the Noble Prize in 1962

Q. Christian Barnard - Performed first successful heart transplant in 1968


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R. Ben Carson 1. Famous for his surgeries to separate Siamese twins 2. Currently Director of Pediatric Neurosurgery at John

Hopkins 3. He has refined hemispherectomy, a surgery on the brain

to stop seizures HT02.04 Explore current trends in health care.

A. Cost containment 1. Reasons for high health care costs

a. Technological advances b. Aging population c. Health-related lawsuits

2. Methods of cost containment a. Diagnostic related groups (DRG) b. Combination of services c. Outpatient services d. Mass or bulk purchasing e. Early intervention and preventive services

B. Home health care C. Geriatric care

1. Types of facilities 2. Omnibus Budget Reconciliation Act (OBRA)

D. Telemedicine E. Wellness

1. Physical wellness 2. Emotional wellness 3. Social wellness 4. Mental and intellectual wellness 5. Spiritual Wellness 6. Holistic Health

F. Alternative and Complementary Methods of Health Care 1. Ayurvedic practitioners 2. Chinese medicine practitioners 3. Chiropractors 4. Homeopaths 5. Hypnotists 6. Naturopaths


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HT02.01 DISCUSS MEDICAL TREATMENTS AND BELIEFS FROM ANCIENT CIVILIZATIONS THROUGH THE RENAISSANCE.

Activity Steps Comments Human Medical History Timeline

1. Print out pages which list historical medical events.

2. Before starting the unit, give cards (from Human Medical History Timeline) to selected students and tell them to arrange themselves in the order they think the medical events occurred.

3. Let the students know how many they have correct. Allow others in the class to suggest the correct order.

• Use the pages in the PowerPoint, B Timeline Pages, from the course CD.

• Encourage students to recall prior learning from history class to help them “reason out” the correct order. If students can recall what was happening in the world, then the “medical history” happenings make sense.

• CT

Power Point History of Medicine

1. Show the PowerPoint presentation: History of Medicine, found on the course CD.

2. Have students answer the questions on the “Unlocking the History of Health Care” study guide.

3. Discuss answers in class.

• This PowerPoint serves as an introduction to this unit.

• Teacher can dress up as a medical historical figure as he/she leads this discussion.

• The PowerPoint contains more details than the content outline, and is designed to spark interest and paint a more complete picture.

• The questions in the PowerPoint study guide are designed to encourage thinking.

• CT Medical History Display

1. Divide students into groups of 3 or 4 students and assign them a period of time in history

2. Provide students with a copy the Medical Health Display Assignment Sheet and Rubric.

3. Give students time to work together and inform them of deadlines.

4. Have students present their displays to the class

• Ask your medial specialist or local hospital if you can display the students’ work.

• Note: The displays cover this objective and the next. Be sure to give students enough time to complete this assignment.

• CT, A

Note: The course textbook states that 75% of the population of Europe and Asia died during the Bubonic plague. Other resources have that number closer to 33%.


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HHTT0022..0022 DDEESSCCRRIIBBEE MMEEDDIICCAALL AADDVVAANNCCEESS MMAADDEE IINN 1166TTHH-- 2200TTHH CCEENNTTUURRYY HHEEAALLTTHH CCAARREE.. Activity Steps Comments Medical History Skit 1. Provide students with a copy of

the Medical History Skit Instructions and rubric.

2. Assign groups and topics. 3. Provide students with dates for

the project. 4. Have students present their

skits to the class. 5. Provide appropriate feedback.

• Arrange for research time with Internet access – may be in the classroom, media center, or computer lab.

• Topics should include anything from the first 3 objectives for this unit.

• Skits should be videotaped and used to assist in grading and as a future instructional tool.

• CT, W, A, R Fact or Fiction Sheet 1. Have students complete the

worksheet and mark each statement fact or fiction.

2. Review the worksheet as a class or have the student check the sheet using pages 2-12 in Health Science Career Exploration.

• You may want to have the students correct the fiction statements to make them fact.

Is the Doctor In? (This activity shows how doctors over the twentieth century would treat the same symptoms.)

1. Distribute the “Is the Doctor In?” worksheet.

2. Have students go to the following website: www.pbs.org/wgbh/aso/tryit/doctor/, select a set of symptoms, and complete the comparison chart.

3. As a class, ask students “What did you learn from doing this activity.” They should give big picture, thoughtful responses.

• This is a fun website. In addition to getting a sense of how medical care has changed, it also addresses different forms of payment of insurance over time.

• If your school does not have computer access, teachers can print out a copy of the text from the website.

• This site also has good information about Alexander Fleming.

• CT, T, R


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HT02.03 RESEARCH MEN AND WOMEN WHO MADE HISTORICAL CONTRIBUTIONS TO HEALTH CARE.

Activity Steps Comments Medical History Job 1. Assign or have students

randomly select a name of a person who has made a historical contribution to health care.

2. Hand out the Medical History Job sheet.

3. Students are to research the person they have been assigned. They are then to create a resume about the person.

4. When they present the resume to the class, students will come dressed like that person and bring a prop, which represents the person’s contribution. The student will present the information as if he/she is that historical person.

• Have students refer to pages 338-340 in Health Science Career Exploration to find a resume format, or go on the web to www.microsoft.com and search for resume templates.

• Students need to create references that lived in historical time frame. History teachers are great resources for this, or use a World History book.

• Bring your camera and take pictures of students - put their picture and resume up as a bulletin board or window display.

• CT, T, R Medical History Contribution Chart

1. Give students a copy of the chart.

2. Have them fill in the blanks in their own words.

• This can be done as a homework assignment or as a study guide to fill in while classmates are presenting their Medical History Job resume to the class.

Who am I and What Did I Do Quiz

1. Give the quiz as a review to determine students’ learning in this unit.

• Remind students that names must be spelled correctly to earn full credit.


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HT02.04 EXPLORE CURRENT TRENDS IN HEALTH CARE.

Activity Steps Comments Trends in Health Care

1. Give students a copy of the Trends in Health Care handout.

2. Collect the written assignment on the day you designate.

3. Debrief the assignment by discussing student reaction to the assignment. Ask them “What did you learn?”

• This is a self-paced reading assignment for students. You may wish to give it to students about a week before the due date.

• The course textbook is required to complete this assignment.

• Students should be encouraged to interact with classmates, family, etc. Talking about the concepts will help students learn.

• An advantage of a student-directed assignment such as this one is that it gives the teacher a chance to work individually with students who need extra help.

• This assignment should be graded.

• CT, R, W, A Alternative Therapy Guest Speaker

1. Arrange for a guest speaker to talk about one of the alternative therapies in the text.

2. Follow the guidelines for student involvement in inviting, introducing, and thanking the speaker.

• You may wish to select one of the less-controversial therapies.

• CT


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HUMAN MEDICAL HISTORY TIMELINE

Using prior learning from History classes, students should be able to take a card and arrange themselves in the proper historical order. A PowerPoint is provided on your course CD as B Timeline Pages. You can print out the pages and randomly give them to eight (8) students to hold while they stand in the front of the room in what they think is the proper historical order. Once students line themselves up, you can call on student observers to suggest corrections. The PowerPoint slides are as follows: Slide 1 Slide 5 PRIMITIVE TIMES

• Thought illness and disease a punishment from the Gods

• Witch doctors used herbs and plants as medicines

ANCIENT ROMANS • Established the first hospitals by

caring for soldiers in their homes.

• Built sewers and aqueducts to create the first public health and sanitation systems.

Slide 2 Slide 6 ANCIENT EGYPTIANS

• Physicians were priests • Treated illness with bloodletting

and leeches

DARK AGES • Emphasis on saving the soul –

the study of medicine was prohibited

• Monks and priests treated patients with prayer

Slide 3 Slide 7 ANCIENT CHINESE

• Used acupuncture • Believed to cure the body you

must nourish the spirit

MIDDLE AGES • Renewed interest in the medical

practices of the Greeks and Romans

• Bubonic plague killed 75% of the people in Europe

Slide 4 Slide 8 ANCIENT GREEKS

• First to observe the human body and the effects of disease

• Believed disease the result of natural causes

RENAISSANCE • Dissection of the body led to

understanding of anatomy and physiology

• Invention of printing press allowed medical knowledge to be shared


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Name _____________________________________ Date ___________________

UNLOCKING THE HISTORY OF HEALTH CARE Study Guide to accompany the PowerPoint

Primitive Times 4000 BC – 3000 BC

1. If you had a stomach ache and chills during primitive times, would you tell someone?

Why or why not? 2. What do you think were the complications of trepanation? Egyptians 3000 BC – 300 BC 3. What have you learned about Egyptians from your Mummy? 4. Why do you think the Egyptians used leeches, and what do you suspect was the

result? Ancient Chinese (1700 BC –AD220) 5. Do you think acupuncture works? Why or why not?

Greeks (1200 BC – 200 BC) 6. Why do some people say that the Greeks are the founders of modern medicine? Romans (753 BC – AD410) 7. In history class you learned that the Romans were known for building roads and

impressive buildings, and for fighting wars. How do those facts relate to the Romans’ contributions to medicine?


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Dark Ages (AD400 – AD 800) 8. Why did they call it the Dark Ages? Middle Ages (AD 800 – AD 1400) 9. What killed 75% of the population in Europe and Asia? _______________________

Do you recall learning another name for that disease, what caused it, and how it was transmitted?

Renaissance (AD 1350 – AD 1650) 10. What led to a better understanding of anatomy and physiology during this historical

period, and why was that important? 16th, 17th, and 18th Century 11. What invention led to doctors being able to see disease-causing organisms for the

first time? 12. What did Edward Jenner do? 19th Century 13. What is infection control, and have you practiced any infection control today? 20th Century 14. What did we learn about blood in the 20th century? 15. What 20th century discovery in medicine do you think was the most important? Why? 16. What 20th century medical discovery are you most hopeful to see by the year 2010?


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KEY: UNLOCKING THE HISTORY OF HEALTH CARE Study Guide to accompany the PowerPoint

Note to teacher: Responses will vary. The purpose of the activity is to promote thinking and discussion about the history of health care. As students share their responses, it is helpful to ask a number of “why” questions, and reinforce understanding of the major concepts. Primitive Times 4000 BC – 3000 BC

1. If you had a stomach ache and chills during primitive times, would you tell someone?

Why or why not? Response should acknowledge that the assumption is they are suffering because they did something wrong and are being punished by the Gods. May also mention that they would not want to have trepanation.

2. What do you think were the complications of trepanation? Infection, brain damage,

memory loss, etc. Egyptians 3000 BC – 300 BC 3. What have you learned about Egyptians from your Mummy? Should relate some

prior learning about pyramids, pharaohs, etc. to the mummification process. 4. Why do you think the Egyptians used leeches, and what do you suspect was the

result? They may speculate that Egyptians thought it best to remove the bad fluids from the body with leeches. The result should have been a decreased ability to fight infection, bleeding to death, etc.

Ancient Chinese (1700 BC –AD220) 5. Do you think acupuncture works? Why or why not? Response should mention the

Chinese origins of acupuncture, and note that the procedure has had some staying power.

Greeks (1200 BC – 200 BC) 6. Why do some people say that the Greeks are the founders of modern medicine?

Their beliefs are still held in western cultures today. Romans (753 BC – AD410) 7. In history class you learned that the Romans were known for building roads and

impressive buildings, and for fighting wars. How do those facts relate to the Romans’ contributions to medicine? The Romans were builders, thus the sanitation system, sewers and aqueducts. And since they had a number of soldiers who fought battles, it makes sense that they would develop the first hospitals.


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Dark Ages (AD400 – AD 800) 8. Why did they call it the Dark Ages? Religion prevented the advancement of science,

creating a lack of progress of civilization. Middle Ages (AD 800 – AD 1400) 9. What killed 75% of the population in Europe and Asia? Bubonic plague Do you

recall learning another name for that disease, what caused it, and how it was transmitted? Black death, a bacillus carried by fleas on rats. Sanitation was bad and people didn’t bathe much. Consequently, they had fleas…..

Renaissance (AD 1350 – AD 1650) 10. What led to a better understanding of anatomy and physiology during this historical

period, and why was that important? Started to allow dissection which led to greater understanding, etc.

16th, 17th, and 18th Century 11. What invention led to doctors being able to see disease-causing organisms for the

first time? Microscope 12. What did Edward Jenner do? First vaccination to prevent spread of smallpox.

Teacher should tell “the rest of the story.” One resource is the website at http://www.historylearningsite.co.uk/edward_jenner.htm

19th Century 13. What is infection control, and have you practiced any infection control today?

Methods to control/eliminate microorganisms – they should mention handwashing. 20th Century 14. What did we learn about blood in the 20th century? Should mention ABO grouping

and white cells that fight infection. 15. What 20th century discovery of new medicines do you think was the most important?

Why? They should select among Insulin, antibiotics, and vaccines, and explain why. 16. What 20th century medical discovery are you most hopeful to see by the year 2010?

Accept any answer.


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MEDICAL HISTORY DISPLAY Designing a Display of Medical Accomplishments and Historical Significance

This project involves researching a period of medical history as well as medical accomplishments and/or persons who contributed to medicine during that time frame. You will work in a group of three or four to create a medical history display that contains exhibits pertinent to your historical time period. The display, which you will construct on poster board, butcher paper, or a display board, must incorporate a variety of elements – pictures, replications of art and artifacts, graphic displays, maps, primary source documents, current events –to show a clear view of your era.

RREEQQUUIIRREEMMEENNTTSS

1. Your display should include most of the statements listed below:

• Discoveries or accomplishments of the era • People who contributed to the developments or discoveries • Beliefs or theories related to diseases • Health care workers of the era • Health care trends of the era

2. Each exhibit of your museum display must combine at least four elements listed

below. A caption should accompany each explaining how the information relates to your topic.

Pictures Copies of primary source documents Timelines Illustrations Symbols Maps Charts, graphs, tables Collages Music Important Quotes Computer display Replications of art and artifacts Diary accounts of participants Poetry and literature

3. Each exhibit in your display must have written plaques that introduce viewers to the

exhibit. The plaques should include:

1) An introduction to the topic 2) The people or person involved 3) An explanation of the discovery or innovation 4) The significance of the innovation both then and now The plaques should be on index cards – any size.

4. Each group member is required to brainstorm ideas, do research and contribute

information for each exhibit, create the design of the elements, and help with the writing and creation of the elements of each display.


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5. Each student also will be assigned one or more of the following roles:

Logistics Designs the layout for each part of the display. Helps with the production and assembly of the exhibits.

Historical Writer Oversees the writing of the text for each plaque.

Creates brief captions for all parts of the exhibits. Graphic Artist Oversees the design of all graphic elements –

illustrations, maps, collages, and the like – for each of the exhibits. List all ideas for the museum display and the resources needed.

Collector Responsible for ensuring that all necessary resources

for the exhibits are gathered. Assembles and glues or tapes all part of each display.

PPOOSSSSIIBBLLEE TTOOPPIICCSS FFOORR YYOOUURR DDIISSPPLLAAYYSS

1. Ancient Egyptians and Chinese 2. Ancient Greeks and Romans 3. The Dark Ages and Middle Ages – AD 400 to AD 1400 4. The Renaissance - AD 1350 to AD 1650 5. The 16th and 17th Centuries 6. The 18th Century 7. The 19th Century 8. The 20th Century


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Name _____________________________________ Date ___________________

MEDICAL HISTORY DISPLAY RUBRIC

Points Possible Assessment Excellent Good Fair Poor Student Teacher

Quality of Medical History Display

1. Display contains historical evidence to support subject.

16 12 8 4

2. Shows understanding of health issues during that period of time

12 9 6 3

3. Information plaques are concise and clearly written.

8 6 4 2

4. A variety of methods were used to complete the historical research.

4 3 2 1

5. Artistic design/value 12 9 6 3 Effectiveness of Group Interaction 6. Oral Presentation:

Organization, delivery, poise, creativity

16 12 8 4

7. Group used cooperative skills to complete the display

12 9 6 3

Individual Contribution 8. Team member contributed

ideas at all stages of the project

4 3 2 1

9. Team member shared equally in the planning, research, and design of the project

8 6 4 2

10. Team member completed the responsibilities of the role he/she was assigned

8 6 4 2

TOTAL 100 75 50 25 Teacher Comments:


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MEDICAL HISTORY SKIT INSTRUCTIONS

Understanding the medical discoveries of the past will help you understand the development of the treatments and medical advances we enjoy today. The purpose of this assignment is to give you a chance to take a closer look at a significant event in medical history. You will:

1. Research an event 2. Write a script 3. Present your skit to your class

Your teacher will assign you to groups of three – six students. Please list below the members of your group and the role they will play in the skit. 1. _______________________________ _____________________________ 2. _______________________________ _____________________________ 3. _______________________________ _____________________________ 4. _______________________________ _____________________________ 5. _______________________________ _____________________________ 6. _______________________________ _____________________________ Day One: You and the members of your group will select (or be assigned) a significant event in Medical History.

Our Event __________________________________________________

You will spend this day finding information about your event, and plan the scene you are going to present to the class. Day Two: Write your script and practice your lines. Day Three: Present your skit to the class. Rules:

• Your skit should last a maximum of five minutes. • You will be required to turn in a written copy of your skit. • All group members must participate in the skit. • Remember that the purpose of the skit is to inform your audience of what

happened during a significant event in medical history. • Use the rubric as a planning guide to assure you meet all the requirements for

this assignment.


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Name _____________________________________ Date ___________________

MEDICAL HISTORY SKIT RUBRIC

Title of Skit _____________________________________________________


Written Skit 1. Content shares important

information clearly and concisely

16 12 8 4

2. Grammar and vocabulary, no spelling errors

12 9 6 3

3. Neatness – word processed or legible writing

8 6 4 2

4. Creativity 8 6 4 2 Effectiveness of Group Interaction 5. Worked cooperatively with

partners all the time and contributed to all aspects of the assignment

16 12 8 4

Presentation 6. Clarity - performer was easy

to understand, pronounced words correctly and could be heard easily

12 9 6 3

7. Drama – performer was dramatic and in character throughout the skit

12 9 6 3

8. Presence – good facial expression and gestures, no laughing or figiting, took a serious approach to the assignment

8 6 4 2

9. Costumes/props added to the quality of the presentation

8 6 4 2



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Name _____________________________________ Date ___________________

MEDICAL HISTORY: FACT OR FICTION?

Fill in the blank with “Fact” if the statement is true about medical history, or “Fiction” if the statement is NOT TRUE. Be prepared to share the “true story” for the statements you mark as fiction. _____ 1. The French established the first hospitals when physicians cared for soldiers and ill people in their homes. _____ 2. In ancient times, it was believed that illness and disease were punishment from the Gods. _____ 3. Ancient Romans were the first to record health records. _____ 4. During the Middle Ages, the Bubonic Plague killed 75% of the

population in Europe and Asia. _____ 5. The Renaissance is called “the rebirth of the science of medicine.” _____ 6. The Greeks were the first to require physicians to pass examinations and

obtain licenses. _____ 7. The Chinese are credited with establishing “Holistic Health” methods that

treat the mind, body, and soul. _____ 8. Formal training for nurses was started in the 19th century. _____ 9. A medication called morphine that is used today to treat pain is made

from the poppy plant. _____ 10. Clara Barton is known as the “founder of nursing.” _____ 11. The first pharmacies were started in the Middle Ages. _____ 12. The development of television helped medical knowledge spread more

rapidly during the Renaissance. _____ 13. Once microorganisms were associated with disease in the 19th century, methods of infection control were developed by scientists such as Joseph Lister and Louis Pasteur. _____ 14. The first vaccine which was made to prevent smallpox, was developed by William Harvey. _____ 15. The discovery of DNA in the 1950’s began the search for gene therapy to cure inherited diseases. _____ 16. The Ancient Greeks were the first to believe illness was a result of natural

causes as well as diet and cleanliness could prevent disease. _____ 17. In ancient times government laws prohibited dissection of bodies. _____ 18. Hippocrates is credited with doing some of the first dissections and

anatomical drawings. _____ 19. The stethoscope and X-rays were diagnostic tools developed in the 19th

century. _____ 20. The first health insurance plans were developed in the 18th century.


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KEY: MEDICAL HISTORY: FACT OR FICTION?

Fill in the blank with “Fact” if the statement is true about medical history, or “Fiction” if the statement is NOT TRUE. Be prepared to share the “true story” for the statements you mark as fiction. _____ 1. The French established the first hospitals when physicians cared for soldiers and ill people in their homes. (Fiction – Romans) _____ 2. In ancient times, it was believed that illness and disease were punishment from the Gods. (Fact) _____ 3. Ancient Romans were the first to record health records.

(Fiction – Egyptians) _____ 4. During the Middle Ages, the Bubonic Plague killed 75% of the

population in Europe and Asia. (Fact) _____ 5. The Renaissance is called “the rebirth of the science of medicine.” (Fact) _____ 6. The Greeks were the first to require physicians to pass examinations and

obtain licenses. (Fiction – Arabs) ______ 7. The Chinese are credited with establishing “Holistic Health” methods that

treat the mind, body, and soul. (Fact) ______ 8. Formal training for nurses was started in the 19th century. ((Fact) ______ 9. A medication called morphine that is used today to treat pain is made

from the poppy plant.(Fact) _____ 10. Clara Barton is known as the “founder of nursing.” (Fiction – Florence

Nightingale) ______11. The first pharmacies were started in the Middle Ages.(Fiction – 16th-17th

Century) ______12. The development of television helped medical knowledge spread more

rapidly during the Renaissance. (Fiction – printing press) ______13, Once microorganisms were associated with disease in the 19th century, methods of infection control were developed by scientists such as Joseph Lister and Louis Pasteur. (Fact) _____ 14. The first vaccine which was made to prevent smallpox, was developed by William Harvey. (Fiction – Edward Jenner) _____ 15. The discovery of DNA in the 1950’s began the search for gene therapy to cure inherited diseases. (Fact) _____ 16. The Ancient Greeks were the first to believe illness was a result of natural

causes as well as diet and cleanliness could prevent disease. (Fact) _____ 17. In ancient times government laws prohibited dissection of bodies.

laws. (Fiction – religion) _____ 18. Hippocrates is credited with doing some of the first dissections and

anatomical drawings. (Fiction – Leonardo da Vinci and Michelangelo) _____ 19. The stethoscope and X-rays were diagnostic tools developed in the 19th

century. (Fact) _____ 20. The first health insurance plans were developed in the 18th century.

(Fiction- 20th century)


B.23

Name _____________________________________ Date ___________________

IS THE DOCTOR IN?

1. Go to the following website: www.pbs.org/wgbh/aso/tryit/doctor/

2. Select a set of symptoms. You have three choices. Fill in the blank below for the symptoms you have chosen.

3. Next, visit each year and complete the charts below. Use your own words to paraphrase the information.

SSYYMMPPTTOOMMSS:: ________________________________________________________________________________________________________________________

Year 1900 1950 1998

Examination (What did it involve?)

Diagnosis (What tests, etc. did the doctors

use to make the diagnosis?)

Treatment (How did they treat

the problem?)

Prognosis (What was the outcome of the condition after treatment and what was the timeframe?


B.24

Name _____________________________________ Date ___________________

MEDICAL HISTORY JOB 1. Gather data related to

_____________________’s influence on health care, health services, or preventive medicine.

2. You are to create a resume for this person

that he or she might use if applying for a medical job today. The resume must be typed (word-processed) and in correct format. Your English and computer applications teachers can help with this format. Sections you will need to include are:

• Personal Information • Education • Employment / Volunteer Experience • Qualifications and Special Skills • Notable Accomplishments

2. This project is due __________________.

On this date you are to come to class as this person. You need to dress like this person and bring a model or prop to show the class what you contributed. Do not forget your resume. You will have 3 to 4 minutes to convince your fellow class members why you are the most qualified person for the medical position based on your past experiences and contributions.

3. Remember you must take on the person’s identity. After you speak to them and they

examine your resume your classmates will have time to question you. 4. The more creative you are, the better your grade 5. This project counts as a test grade.


B.25

Name _____________________________________ Date ___________________

MEDICAL HISTORY JOB RESUME RUBRIC

Historical Figure __________________________________________________


Structure of Resume 1. Neat and well formatted,

consistent margins, attractive design

16 12 8 4

2. Proper grammar and vocabulary, no spelling errors

16 12 8 4

3. 1-2 pages in length 8 6 4 2 Content of Resume

4. Includes the date and location of birth, education, job experience, qualifications and notable accomplishments.

5. Includes two appropriate references

24 18 12 6

8 6 4 2

Presentation 6. Clarity – student was easy to

understand, pronounced words correctly and could be heard easily

12 9 6 3

7. Presence – good facial expression and gestures, no laughing or figiting, took a serious approach to the assignment

8 6 4 2

8. Costumes/props added to the quality of the presentation

8 6 4 2



B.26

Name _____________________________________ Date ___________________

PEOPLE WHO CONTRIBUTED TO THE HISTORY OF MEDICINE Historical Person My Contribution to Medicine Was…

Hippocrates

Anton van Leeuwenhoek

Developed a vaccination for smallpox in 1796, a discovery that led to preventive medicine in public health.

Invented bifocals and found that colds could be passed from person to person.

Sir Alexander Fleming

Invented the first stethoscope.

Elizabeth Blackwell

Founder of “Modern Nursing.”

Germ theory proved microorganisms caused disease. Discovered rabies vaccine and that heat could destroy germs – “pasteurization”

Joseph Lister

Formed American Red Cross

Robert Koch

Wilhelm Roentgen

His studies were the basis for psychology and psychiatry

Jonas Salk and Albert Sabin

Described the structure of DNA

Christian Barnard

Ben Carson


B.27

Name _____________________________________ Date ___________________

WHO AM I AND WHAT DID I DO QUIZ Read the riddle below and complete the statement by writing the name or medical contribution of the person. 1. I am known as the “Father of Microbiology.” My germ theory proved that

microorganisms cause diseases. I also created a vaccine for rabies and proved that heat can be used to destroy germs. My name is________________________.

2. I accidentally discovered X-rays when I took a picture of my wife’s hand. This let

doctors see inside the human body. May name is ___________________________. 3. My name is Christian Barnard. I performed a famous surgery in 1968. What did I

do? _____________________________________________________________ 4. My name is Rene Laennec. I invented a medical instrument out of wood that is used

to help diagnose cardiac problems. What did I invent? ______________________ 5. I am known as the “Father of Medicine.” I lived in Ancient Greece and developed an

organized method to observe the human body. I was one of the first physicians concerned with medical ethics and I wrote a code of conduct that became the basis for modern medical practice. Who am I? _________________________________

6. I was a volunteer nurse for wounded soldiers during the Civil War and I helped find missing men when the war was over. I formed the American Red Cross and served as its first president. Who am I? _________________________________ 7. Our names are Frances Crick and James Watson. We won the Noble Prize in 1962 for our discovery related to genetics. What did we discover? ____________ 8. I am credited with discovering the microscope because I invented the lens that

allowed people to see microorganisms. The first bacteria I observed was the bacteria that causes tooth decay. Who am I? ____________________________

9. I am known as the “Founder of Modern Nursing.” I established sanitary nursing units

and invented the call bell system. I began the professional education of nurses when I opened my school. What is my name? __________________________________

10. My name is Jonas Salk and along with my associate, Albert Sabin, we discovered

something that saved many people from a virus that paralyzed thousands of adults and children each year. What was our discovery? ___________________________


B.28

KEY: WHO AM I AND WHAT DID I DO QUIZ Read the riddle below and complete the statement by writing the name or medical contribution of the person. 1. I am known as the “Father of Microbiology.” My germ theory proved that

microorganisms cause diseases. I also created a vaccine for rabies and proved that heat can be used to destroy germs. My name is LOUIS PASTEUR.

2. I accidentally discovered X-rays when I took a picture of my wife’s hand. This let

doctors see inside the human body. May name is WILHELM ROENTGEN. 3. My name is Christian Barnard. I performed a famous surgery in 1968. What did I

do? PERFORMED FIRST SUCCESSFUL HEART TRANSPLANT. 4. My name is Rene Laennec. I invented a medical instrument out of wood that is used

to help diagnose cardiac problems. What did I invent? STETHOSCOPE. 5. I am known as the “Father of Medicine.” I lived in Ancient Greece and developed an

organized method to observe the human body. I was one of the first physicians concerned with medical ethics and I wrote a code of conduct that became the basis for modern medical practice. Who am I? HIPPOCRATES

6. I was a volunteer nurse for wounded soldiers during the Civil War and I helped find missing men when the war was over. I formed the American Red Cross and served as its first president. Who am I? CLARA BARTON 7. Our names are Frances Crick and James Watson. We won the Noble Prize in 1962 for our discovery related to genetics. What did we discover? STRUCTURE OF

DNA 8. I am credited with discovering the microscope because I invented the lens that

allowed people to see microorganisms. The first bacteria I observed was the bacteria that causes tooth decay. Who am I? ANTON VAN LEEUWENHOEK

9. I am known as the “Founder of Modern Nursing.” I established sanitary nursing units

and invented the call bell system. I began the professional education of nurses when I opened my school. What is my name? FLORENCE NIGHTINGALE

10. My name is Jonas Salk and along with my associate, Albert Sabin, we discovered

something that saved many people from a virus that paralyzed thousands of adults and children each year. What was our discovery? POLIO VACCINE


B.29

Name _____________________________________ Date ___________________

TRENDS IN HEALTH CARE Reading Guide This assignment is a self-paced study of Section 1:2: Trends in Health Care, in Health Science Career Exploration. You must read the information in the textbook, complete each section on this assignment sheet, and turn in your work by the date given by your teacher.

• You may write your answers in the space provided or use a word processing program.

• You are encouraged to get help with this assignment from a parent, guardian, siblings or peers.

Cost Containment

1. Describe the concept of cost containment in your own words:

2. Politicians running for office often talk about cost containment. When you review the three reasons given for high health care costs, what strategy do you think politicians say will reduce health care spending? ____________________________ Why do they pick that strategy?

3. To show that you understand what a DRG is and does, give a real-world example (you can make up the actual $$) of a DRG.

4. Does Medicare and Medicaid use DRGs to reduce costs? ________ What are the challenges to people on Medicare with DRGs?

5. Mary goes to the doctor, who determines she needs some blood drawn and an x-ray. She ends up having to go to a different office for the blood and another for the x-ray. Please explain to Mary WHY this is?

6. Why is outpatient surgery less expensive than in-patient surgery?


B.30

TRENDS IN HEALTH CARE – PAGE 2 7. Mass or bulk purchasing is a cost containment method. Can you give an

example of something in your world, outside of health care, where purchasing in bulk saves money?

8. “Preventing illness is always cheaper than treating illness.” Can you give an example, and do you think insurance companies do a good job of funding preventive health care? (An older adult might be a good resource for this question.)

Home Health Care 9. What is home health care? Is it new? Are there any home health care

agencies in your area? (Look on the Internet or in the phone book.) Geriatric Care

10. What types of facilities provide geriatric care?

11. Is OBRA a good idea? Why or why not? Telemedicine

12. On a separate sheet of paper, creatively develop a plot (or sub-plot) for your

favorite TV show in which telemedicine is used. (You must use telemedicine in your plot.)

Wellness

13. What types of services would you expect to find at a neighborhood wellness

center? 14. On a separate sheet of 8 ½ x 11” white paper (or on the back of this page)

draw a picture of holistic health.


B.31

TRENDS IN HEALTH CARE – PAGE 3

15. Fill in the chart below, indicating the things you do to achieve that type of wellness. Then, identify with a “1” your greatest strength, numbering the rest 2-5 in the order you feel applies to you.

Type of

Wellness

How I Achieve It My

Strength Order

Physical wellness

Emotional wellness

Social wellness

Mental and intellectual wellness

Spiritual wellness

Alternative and Complementary Methods of Health Care

16. Complete the chart by identifying what you believe is important to know about

different types of alternative and complementary practitioners.

Practitioner What I Think is Important to Know

Ayurvedic practitioners

Chinese Medicine Practitioners

Chiropractors

Homeopaths

Hypnotists

Naturopaths


B.32

Name _____________________________________ Date ___________________

TRENDS IN HEALTH CARE RUBRIC

Section Content Criteria Points Possible

Correct Grammar

and Spelling

Points Awarded

Assignment turned in on time. (Subtract 5 pts. for each date late.)

20

Neat and legible 10 1 Answer demonstrates understanding

and application of content. 3 1

2 Answer demonstrates understanding and application of content.

3 1


3 1


3 1


3 1


3 1

7 Gives a plausible example. 3 1 8 Answer demonstrates understanding



3 1

10 Provides at least four examples. 3 1 11 Answer demonstrates understanding


12 Plot demonstrates understanding and application of content.

5 1

13 Provides at least four examples. 3 1 14 Content shows holistic health. 4 15 Chart complete, demonstrates

understanding. 5 1

16 Chart complete, demonstrates understanding.

5 1

TOTAL POSSIBLE 85 15 Teacher Comments:


B.33

ALTERNATIVE THERAPY GUEST SPEAKER

When guest speakers are invited to the classroom, students take an active role in facilitating the process. Student Objectives: 1) Demonstrate professionalism. 2) Hear examples of a complementary/alternative therapy. 3) Begin the process of understanding alternatives to traditional medical care.

Materials Needed:

Contact information for guest speaker, including topic, date, etc. Speaker’s resume (for introduction) Digital camera Media contact information Thank you notes

Steps: 1) The teacher makes the initial contact for a guest speaker(s) for this topic. You will

provide the speaker(s) with the “Alternative Therapy Speaker Notes.” 2) Once the professional agrees to speak, the instructor explains that students will

extend a formal invitation (phone call or personal visit), follow up in writing, ask for a resume (for the introduction), etc.

3) Assign all leadership roles related to the guest speaker to students in the class. Be sure students understand the importance of professional behavior in hosting a guest speaker.

4) Assure that students understand and carry out their roles as assigned. 5) Have students take notes during the speaker’s presentation. 6) The day after the speaker, ask students questions to assess their understanding of

the presentation. 7) Praise/recognize students for their successful completion of leadership roles.

Assessment: Verbally or in writing, provide each student with feedback on his/her performance. Did the student meet professional standards in carrying out his/her assignment related to the guest speaker?

Additional Instructions: BE SURE the students involved can pronounce the speaker’s name, topic and

profession correctly. An “Assignment Sheet” is provided that explains the expectations for each role in

facilitating the guest speaker. Different students should be selected to perform different roles with each speaker.

Most CTE classrooms invite at least 4 guest speakers a year.


B.34

ALTERNATIVE THERAPY SPEAKER NOTES

Thank you for agreeing to speak with students enrolled in Health Team Relations. We have learned about the history of health care, wellness, and alternative and complementary practitioners. In this unit of instruction, these students will:

• Analyze the history of health care. • Explore current trends in health care. • Identify selected alternative/complementary therapies.

We are hopeful that you can share real examples for the concepts students are learning in this unit. Here are a few sample topics to address.

1. Describe the form of therapy/health care you provide.

2. How does this form of therapy support traditional medical care?

3. What is the historical significance of this therapy? (How did it develop.)

4. How does this form of therapy improve health? Thank you for your willingness to help our students learn more about alternative and complementary methods of health care!


B.35

Name _____________________________________ Date ___________________

GUEST SPEAKER STUDENT INSTRUCTIONS

Speaker

Topic

Date

________________________________________________________________

Student Assignment Invitation – Obtain contact information from the teacher. Place the

phone call, introduce yourself, and invite the speaker. Offer to answer any questions. Ask if any equipment is needed. Explain that written confirmation will follow via E-mail or mail.

Written Confirmation – Write a letter or E-mail that confirms date, time and topic. Explain that a student will meet the speaker in the school office at a specified time to escort the speaker to the classroom. Include details like the number of students in the class, any equipment that will be available, etc.

Media Contact – Call or E-mail local newspaper. Inform education reporter of speaker and invite media coverage. Provide all appropriate details (date, time, location, etc.) If possible, call 2-3 hours before the speaker to determine if a reporter will be present. Greet/host reporter.

Host – Be sure you know about the speaker, his/her profession, employer, and scheduled topic. You will need to carry on a conversation with the speaker on the way to the classroom. Go to the office 15 minutes prior to the scheduled arrival of the speaker and wait. Introduce self and provide assistance as necessary. On the way to the classroom, explain WHY the class is eager to hear what the speaker has to say. Introduce the speaker to the student making the introduction. When the speaker is finished, walk the speaker back to his/her vehicle.

Introduction – Obtain the speaker’s resume from the teacher and write an introduction. Greet the speaker upon arrival to the classroom, help with the speaker’s equipment/materials, and make the introduction when the speaker is ready.

Reporter – Bring a digital camera and take a picture of the speaker. Make notes of the speech. Write a news article about the speaker and key points made during the speech. Submit the news article to the HOSA Newsletter, school newspaper, PTA newsletter, and/or school website for publication.

Thank you – Write and mail a handwritten thank you note on behalf of the entire class.

history and trends of health care

Documents

Transcript of history and trends of health care