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2019-20

Web Schedule Fall 2019


Revision Date: 31-Jul-19

Medical Terminology




Credits:
Semester Dates: Last day to drop without a grade: 09-23-2019 - Refund Policy
Last day to withdraw (W grade): 11-04-2019 - Refund Policy
Not Yet Assigned | View Faculty Credentials
This course has started, please contact the offering academic center about registration

Browse the Canvas Site for this class.

Course Description:

This course encompasses the development and use of medical vocabulary, definitions, and medical abbreviations. Students will build medical terms through the use of prefixes, word roots, combining forms and suffixes.

Essential Objectives:

1. Demonstrate the use of word roots, combining forms, prefixes, and suffixes that form the majority of medical terms.
2. Define, spell, pronounce, and employ a fundamental vocabulary of medical terms.
3. Translate medical terminology from word/terms to abbreviations and from abbreviations to word/terms.
4. Relate appropriate medical terms to structures and functions of the human body and related body systems (e.g. musculoskeletal, immune, endocrine, nervous, respiratory, cardiovascular, and digestive).
5. Identify and define medical terms related to diseases and disorders.
6. Identify and define medical terms related to diagnostic and surgical procedures.
7. Demonstrate the proper use of a medical dictionary.
8. Demonstrate proficiency in understanding, interpreting, evaluating, and applying quantitative data and information.

Additional Instructor Pre-Assignments/Notes/Comments:

Be Advised: This course is accelerated and will require dedicated time and focus.

Our course begins on Tuesday, September 3, 2019, and will meet for 7 weeks. Each week begins on Tuesday at 12:01 am and ends on Monday at 12:00 midnight. All learning activities, including reading, textbook exercises, discussions, quizzes, and journal entries, will be completed within this time frame. You are encouraged to log in to our course site and participate in discussions early in the week. In addition to completing assignments, quizzes, and exams, you are expected to visit the site at least every other day and post a minimum of two times per discussion (average of four posts a week). The heart of our learning together will occur in our discussions, so I ask you to pay special attention to these assignments. Attendance will be submitted Sundays; it is essential that you have an active presence in the discussions early in the week so that you will be counted as present.

TEXTBOOK:

Exploring Medical Language,10th edition will be our textbook. A new book is preferred to ensure space to write in answers for chapter exercises and provide word part flashcards. Students are expected to use the companion website, Evolve, to practice pronunciation and spelling.

WEEKLY FORMAT:

Tuesday – the week begins with an announcement the news forum with specific instructions

Friday –discussion initial posts due by midnight

Monday – discussion response posts, journal entry, and Moodle quiz due by midnight

Note: The weekly quiz may be taken any time during the week. If you like to work ahead, reading and working through textbook chapters is a great place to start.

TYPES OF ASSIGNMENTS :

  • Reading and completing exercise in the textbook with extra practice, using flashcards and the practice activities and games on the Evolve website -WEEKLY
  • Discussions, a minimum of 2 posts - WEEKLY
  • Matching, multiple-choice, and short answer quiz over chapter content on Canvas - WEEKLY
  • Journal Entry - AS ASSIGNED
  • Presentation of a case study and a web report - ONCE during the week you are scheduled to present.
  • Presentation of a summary of an interview with a health care professional - ONCE

LIKE GOING TO CLASS: It may be helpful to consider Friday, and Monday, the days by which assignments are due, our days in class together. Of course, these are " due by " dates and you are encouraged to complete your work early or as best suits your schedule.

EXPECTATIONS: I expect your work to be on time, thorough, honest, and reflective of your learning process. I am not looking for perfection, but for academic progress over time. Making mistakes (and correcting them) is an essential part of learning. Most importantly, I expect effort and attention toward meeting the goals of this course along with clear and honest communication in the online classroom and with me.

Medical language is a fascinating and dynamic field of inquiry. It will be an adventure, and by the end of the semester, I am confident you will have an excellent working vocabulary of medical terminology and the skills to decode new terms you encounter. I look forward to accompanying you on this journey. See you on the course site!

Methods:

  • Reading
  • Textbook Exercises
  • Pronunciation, Spelling, and Learning Activities on Evolve Website
  • Writing and Reading Discussion Posts
  • Presentation of a Health Care Professional Interview, Case Study, and Web Report
  • Journal Entries
  • Quizzes

Description and Weighting of Learning Activities

The table below lists the learning activities and their point values.

Activity

Weight

Point Value

Notes

Reading

0%

0

Not graded

Textbook exercises

0%

0

Not graded, but essential for preparing for class discussions and exams

Online Learning Activities

evolve.elsevier.com

0%

0

Not graded, but essential for learning pronunciation and spelling of medical terms; provides activities supporting audio, visual and hands-on learning styles

Discussion Posts

40%

10 per discussion

Weekly discussions; minimum of two posts per discussion

Presentations

10%

50 total

Present a case study (25 points) and a web report (25 points); facilitate discussion. Present one time in a discussion thread on a topic from the textbook chapter. Sign up for presentation week.

Journal Entries

5%

5 per entry

Reflect on learning, report textbook exercises, online activities on the Evolve website, and other learning activities.

Quizzes

45%

1 point per question

Matching and multiple choice questions on Canvas

Total

100%

100 – 90 = A

89 - 80% = B

79 – 70% = C

69% - 60% = D

59% and below =F

Extra Credit

30 points possible

Share a second case study (15 points) and web report (15 points)

Evaluation Criteria:

GRADING RUBRIC for Discussion Forum Assignments; 10 points possible per discussion, generally 2 discussions per week

Exceptional

10-9 points

  • 2 or more posts =1 initial post addressing discussion topics and at least 1 response post to other student(s)
  • Demonstrates full understanding of the topics and moves the conversation forward with meaningful contributions and/or thoughtful questions
  • Demonstrates progress in use of medical terminology
  • Adequate length to address the topics
  • Research cited with source information in at least one post
  • Clear, easily understood language using correct spelling, grammar and punctuation
  • On time

Proficient

8-7 points

  • 2 or more posts = 1 initial post addressing discussion topics and at least 1 response post to other student(s)
  • Demonstrates adequate understanding of the topics and may move the conversation forward
  • Demonstrates some progress in use of medical terminology
  • Adequate length to address the topics
  • Research cited, but no or inadequate source information
  • Language is understandable and uses mostly correct spelling, grammar and punctuation
  • On time

Satisfactory

6-4 points

  • 2 posts, at least = 1 initial post addressing discussion topics and 1 response post to another student
  • Demonstrates partial understanding of the topics and student effort to learn are discernible
  • Demonstrates minimal progress in use of medical terminology
  • Length of posts may not be long enough to fully address topics
  • Spelling, grammar, and punctuation errors may interfere with meaning
  • On time

Needs Work

4-1 points

  • 1 or 2 posts demonstrating minimal understanding of the topics
  • Little or no demonstration of progress in use of medical terminology
  • Posts are too short to adequately address topics
  • Spelling, grammar and punctuation errors interfere with meaning
  • Late

Not Met

0 points

  • No post or only “social” content

Grading Rubric for Case Study and Web Report

Exceptional

25-20 points

· 2 or more paragraphs; at least 250 words used in body of assignment

· Uses at least 5 medical terms highlighted in bold

· Provides at least 5 ways for other students to participate

· Documents source information clearly

· Demonstrates full understanding of the topics and assignment; moves the conversation forward with meaningful contributions and/or thoughtful questions

· Demonstrates progress in use of medical terminology

· Clear, easily understood language using correct spelling, grammar and punctuation

· On time

Proficient

19-15 points

· 2 or more paragraphs; at least 200 words used in body of assignment

· Uses at least 5 medical terms highlighted in bold

· Provides at least 5 ways for students to participate

· Documents source information adequately

· Demonstrates adequate understanding of the topics and assignment; may move the conversation forward

· Demonstrates some progress in use of medical terminology

· Language is understandable and uses mostly correct spelling, grammar and punctuation

· On time

Satisfactory

14-10 points

·150 or fewer words

· Uses 3 or fewer medical terms highlighted in bold

· Provides 2 or fewer ways for students to participate

· Documents source information, though not as clear as possible

· Demonstrates partial understanding of the topics and assignment; student effort to learn are discernible

· Demonstrates minimal progress in use of medical terminology

· Spelling, grammar, and punctuation errors may interfere with meaning

· On time or late

Needs Work

9-1 points

· 50 words or fewer

· 3 or fewer medical terms used

· Provides at least 1 way for students to participate

· May or may not document source information

· Demonstrates minimal understanding of the topics and assignment

· Little or no demonstration of progress in use of medical terminology

· Spelling, grammar and punctuation errors interfere with meaning

· Late

Not Met

0 points

· Not done or only “social” content

Grading Criteria:

A+ through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D+ through D-: For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor.

P: Equivalent to D (+/-) or better and therefore course will not count as credit for specific program requirements or competence area requirements.

NP: indicates failure to meet course objectives and/or failure to meet grading criteria for successful completion as described in the instructor's course description.

Textbooks:

Fall 2019 textbook data will be available on May 13. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

Textbooks.

The last day to use a Financial Aid advance to purchase textbooks is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Attendance Policy:

Attendance for an online class is determined weekly and consists of participation in class discussions (i.e. posting in discussions by Sunday), submitting assignments and taking quizzes and exams. Partial participation may result in an absence. Your attendance and full participation are essential in creating an optimal learning environment for us all. Because of the asynchronous nature of online learning, absences are not expected. In the event of an unavoidable absence, contact your instructor as soon as possible. Please be aware that missing more than two classes may result in a non-satisfactory grade.

Syllabus:


Week 1: Sept 3 - 9, Objectives 1-8

  • Topics: 1) Introduction to our course and to medical language; 2) Body structure, color, and oncology; 3) Directional Terms, Planes, Positions Regions & Quad; 4) Integumentary System
  • Textbook: Read Chapters 1-4 and complete exercises; practice with paper flashcards
  • Canvas: Two discussions, Chapter 1- 4 Quiz, Journal Entry #1
  • Evolve Resources: Practice pronunciation, spelling, and chapter content

Week 2: Sept 10 - 16, Objectives 1-8 + Healthcare Professional Interview Due

  • Topics: 1) Respiratory System; 2) Introduction to Diagnostic Procedures & Tests; 3) Urinary System
  • Textbook: Read Chapters 5 and 6 and complete exercises; practice with paper flashcards
  • Canvas: Two discussions, Healthcare Professional Interview Summary due in Discussion #1 and Example Presentation shared in Discussion #2; Sign up for Presentation Week; Chapter 5 Quiz
  • Evolve Resources: Practice pronunciation, spelling, and chapter content

Week 3: Sept 17 - 23, Objectives 1-8 + Student Presentations Begin

  • Topics: 1) Male Reproductive System; 2) Female Reproductive System; 3) Obstetrics and Neonatology
  • Textbook: Read Chapters 7 - 9 and complete exercises; practice with paper flashcards
  • Canvas: Two discussions with Student Presentations posted in Discussion #1, Chapter 7 – 9 Quiz; Journal Entry #2
  • Evolve Resources: Practice pronunciation, spelling, and chapter content

Week 4: Sept 24 - 30, Urinary System, Objectives 1-8

  • Topics: Cardiovascular, Immune and Lymphatic Systems and Blood
  • Textbook: Read Chapter 10 and complete exercises; practice with paper flashcards
  • Canvas: Two discussions with Student Presentations shared in Discussion #1, Chapter 10 Quiz
  • Evolve Resources: Practice pronunciation, spelling, and chapter content

Week 5: Oct 1-7, Objectives 1-8

  • Topics: 1) Digestive System; 2) Eye
  • Textbook: Read Chapters 11 - 12 and complete exercises; practice with paper flashcards
  • Canvas: Two discussions with Student Presentations posted in Discussion #1, Chapter 11-12 Quiz, Journal Entry #3
  • Evolve Resources: Practice pronunciation, spelling, and chapter content

Week 6: Oct 8 - 14, Objectives 1-8

  • Topics: 1) Ear; 2) Musculoskeletal System
  • Textbook: Read Chapters 13 - 14 and complete exercises; practice with paper flashcards
  • Canvas: Two discussions with Student Presentations posted in Discussion #1, Chapter 13 – 14 Quiz
  • Evolve Resources: Practice pronunciation, spelling, and chapter content

Week 7: Oct 15 - 21, Objectives 1-8

  • Topics: 1) Nervous System and Behavioral Health; 2) Endocrine System
  • Textbook: Read Chapters 15 - 16 and complete exercises; practice with paper flashcards
  • Canvas: Two discussions with Student Presentations posted in Discussion #1, Chapter 15-16 Quiz; Journal Entry #4
  • Evolve Resources: Practice pronunciation, spelling, and chapter content

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

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