Redeveloping Dated Treatments

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Exercise Science

  Course Title: Exercise Science

  Course Number: 8417120

  Career Cluster: Health Science

  CIP Number: 0331050405

  Course Type: Career Preparatory

  CTE Standard(s) or benchmarks

  • 31.02 Classify health fitness standards, including components of wellness, describe health appraisals, fitness assessments, and exercise prescriptions.
  • 31.22 Prepare and present experiences to help individuals enhance their personal health, as well as develop sound programs for others.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Hoops Vs. Habits” See CPALMS resource ID# 209643.

• Career Connection

  
  

  In this lesson students will participate in critical thinking, review of scientific procedures, and sharing ideas. It will also help develop skills in active listening, mind mapping, analyzing and organizing data, collaboration, presenting, and respecting opposing viewpoints.

• Learning Objectives

  
  

  Students will be able to:

  • Identify different health and lifestyle factors that are considered when creating or developing a health and wellness program.
  • Identify dated information in the healthcare system and its replacements of current methodologies.
  • Explain the importance if lifestyle and health habits in relation to general health and injury/illness prevention.
  • Describe continuing education and why current research is important in medicine.
  • Develop a digital presentation to communicate a treatment plan.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Basic anatomy and physiology (including ligaments and tendons).
  • Identify signs and symptoms.
  • Continuing Education Units
  • Recognize factors considered in a typical fitness exam or assessment.

• Guiding Questions

  
  
  • When does lifestyle and health habits begin to influence medical or fitness examinations and assessments?
  • What lifestyle factors should be discussed when designing a treatment plan?
  • If an individual doesn’t agree with a treatment plan or medical service, how should they voice their opinion in a professional setting?
  • In healthcare, who should be most responsible for developing a treatment plan? Why?

• Procedure

  
  
  1. To introduce the lesson, provide the students with a “Agree” or “Disagree” poll for them to vote on the quote “‘If it isn’t broken, don’t fix it!’ can apply to treatments and programs for patients and clients”.
     • After the poll has been completed, encourage a discussion amongst the class to defend their choice in whether they agree or disagree.
  2. Distribute the case study Hoops Vs. Habits (CPALMS Resource #209643) and ask students to take out a blank sheet of paper to take notes.
  3. Prior to reading the case study, pose the guiding questions and/or the additional questions below to students:
     • How often should healthcare professionals reevaluate treatment plans?
     • When a patient or client doesn’t agree with a treatment plan, how should a medical professional discuss alternative options?
     • What methods should be in place when evaluating or researching new information on current medicine?
  4. Begin to read the case study as a class (or in assigned groups for class activity) and have students take notes on the lifestyle factors discussed and recognized that they feel are most important for a healthcare and fitness professional to consider.
  5. If not already placed into groups, have the students create a “new medical staff” to work together.
  6. Once placed into groups, instruct students they have now been “hired” as the medical assistants to Erica so she can present a new treatment plan to Dr. Garcia and Dr. Smith.
     • Students must create an electronic brochure for Erica to present to Dr. Garcia and Dr. Smith
     • Distribute the Electronic Brochure Planning sheet and inform students of the minimum requirements for their electronic brochures:
       • Introduction
       • Medical Office Check-In
       • Team Assignments
       • Lifestyle and Habits Review Process
     • Encourage the students to research current methods for client-intake and treatment plan construction processes.
  7. After their allocated time, each group must present their brochure to the class.
  8. To bring the lesson to a close, retake the poll that students participated in at the beginning of class and on a small exit slip, explain why their stance has or has not changed.

• Teacher Notes

  
  
  • You may find the lesson needs to be split up over multiple days. The first day can be for reading the case study and researching. Students may need an additional day for developing their brochure. Then, a third day may be necessary for presenting and providing feedback.
  • Depending on the time you have available for presentations, consider giving groups a “goal” presentation time (ie – minimum and maximum) and setting an appropriate slide limit.

• Optional

  
  

  Accommodation Suggestions:

  • Provide an example brochure of your own treatment plan or the “old” treatment plan from Dr. Garcia and Dr. Smith to encourage students to alter the plan.