Learning a New Language

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title: Basic Healthcare Worker

  Program: Medical Assisting

  Course Number:

  H170515

  Career Cluster:

  Health Science

  CIP Number:

  0351080102

  Course Type:

  Postsecondary Career Certificate Program

  CTE-HLTH.3031.HSC0003.2.5 Focus Use appropriate medical terminology and abbreviations.

  CTE-HLTH.3031.HSC0003.2.3. Focus Identify characteristics of successful and unsuccessful communication including communication styles and barriers.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Learning a New Language.” See CPALMS resource ID# 215692.

• Career Connection

  
  

  This lesson practices a critical thinking career building skills. Students will use their knowledge of medical terminology and medical abbreviations to communicate to multiple members of the healthcare professional team. Students also practice collaboration, working in groups and teams by participating in role playing scenarios. In real world situations students are expected to be able to problem solve and students will practice this skill while they troubleshoot missed opportunities in the case study.

• Learning Objectives

  
  

  Students will be able to:

  • Communicate effectively using correct medical terminology translation.
  • Translate medical abbreviations from written documentation to oral conversation and oral abbreviations to written documentation.
  • Present information orally by participating in a role play demonstrating effective and ineffective communication.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Basic principles of medical terminology; word roots, medical prefixes and suffixes and medical abbreviations.
  • Recording and identifying vital signs.

• Guiding Questions

  
  
  • What are some examples of successful communication, and unsuccessful communication?
  • What are the physiologic measurements that are considered "vital signs”?
  • What are some communication barriers that could affect patient care?

• Procedure

  
  
  1. To introduce the lesson, use the attached Medical Term Review PowerPoint to review some basic medical words, word roots, pre-fixes and suffixes to measure class prior knowledge.
  2. Discuss principles of effective communication. Ask students: What is an example of active listening? What is the difference between verbal and non-verbal communication? What are some examples of non-verbal communication? What could those examples be communicating?
  3. Have students read case study, "Learning a New Language.” See CPALMS resource ID# 215692.
  4. After students read the case study, discuss these questions: What resources could Nancie have used to confirm the medical terms, abbreviations and vital sign normal values? What are the normal values for blood pressure for an adult male patient?
  5. Students will work in groups of 2 to search the internet for resources that help define and pronounce medical terminology. Student pairs will then share thie with the class.
  6. Divided into 2 groups, students will use concepts of effective verbal and non-verbal, including medical language communication, and role play the case study. Group one will demonstrate ineffective communication which negatively affects the patient care. Group two will role play effective, clear communication demonstrating how this positively effects patient care.
  • Provide groups time to assign roles from the case study and develop a draft script highlighting the communication and medical terminology within the role-play.
  • After each group has conducted the role-play, have the audience identify the effective and ineffective communication. Ask students, “How did the communication styles affect patient care?” and “Why is it important that medical staff understand and use medical terms and abbreviations?”
  7. To bring the lesson to a close, provide students with the following reflection questions to be answered individually by students.
  • What was one communication concept that affected patient care in this case study?
  • What new resource will you use to help learn medical language?

• Teacher Notes

  
  
  • Teachers can have students compile a shared resource list for medical terminology if desired.