HCA220r4 Course Syllabus

HCA 220
The Language of Health Care
Version 4 01/05/2009
hca220r4
HCA 220 The Language of Health Care
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Course Syllabus hca220r4

Course Syllabus
Course Title: HCA 220—The Language of Health Care
Required Texts and Hardware
Turley, S. (2007). Medical language. Upper Saddle River, NJ: Pearson Prentice Hall.
Axia College’s Writing Style Handbook, available online at

https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf
This course requires the use of a microphone and speakers/headphones.
Electronic Resources
An audio version of the text is available for download to a computer or MP3. To download, follow
the instructions and use the access code provided with the purchase of the text. The CD at the
back of the text is available for extra practice in learning medical language.
Course Syllabus Page 3 hca220r4

Course Overview
COURSE DESCRIPTION
This course introduces the student to the language of health care—the terminology and
vocabulary, as well as their application. The course also offers the student engagement and
interaction with the dynamics of both language and health care. Through comprehensive
discussions and activities, the student will have the opportunity to be immersed in the words and
world of medicine. This course requires a microphone and speakers or headphones for recording
and listening to digital audio files. Students will us AudioAce® software for recording audio files.
TOPICS AND OBJECTIVES

Introduction to Medical Language
 Interpret medical terminology.
 Combine word parts to form common medical words.
The Human Body From a Medical Perspective

 Differentiate between the seven approaches to studying the human body.
 Combine word parts to form medical words associated with the seven approaches to studying
the human body.
 Interpret medical terminology associated with the seven approaches to studying the human
body.
The Language of the Gastrointestinal, Respiratory, and Cardiovascular Systems

 Combine word parts to form medical words associated with gastroenterology, pulmonology,
and cardiology.
 Interpret medical terminology associated with gastroenterology, pulmonology, and cardiology.
 Correctly pronounce medical words associated with gastroenterology, pulmonology, and
cardiology.
 Apply language associated with gastroenterology, pulmonology and cardiology to a medical
context.
The Anatomy and Physiology of the Gastrointestinal, Respiratory, and Cardiovascular Systems
 Summarize the processes of digestion, respiration, and circulation.
 Identify the anatomical structures of the gastrointestinal, respiratory, and cardiovascular
systems.
The Language of the Blood, Lymphatic, Integumentary, and Endocrine Systems

 Combine word parts to form medical words associated with the blood, lymphatic,
integumentary, and endocrine systems.
 Interpret medical terminology associated with hematology, dermatology, and endocrinology.
 Correctly pronounce medical words associated with hematology, dermatology, and
endocrinology.
 Apply language associated with hematology, dermatology, and endocrinology to a medical
context.
Anatomy and Physiology of the Blood, Lymphatic, Integumentary, and Endocrine Systems
 Summarize the processes of blood clotting, immune response, allergic reaction, and hormone
release.

 Identify the anatomical structures of dermatology and endocrinology.
The Language of Orthopedics and Neurology

 Combine word parts to form medical words associated with the muscular, skeletal, and
nervous systems.
 Interpret medical terminology associated with orthopedics and neurology.
 Correctly pronounce medical words associated with orthopedics and neurology.
 Apply language associated with orthopedics and neurology to a medical context.
Anatomy and Physiology of Orthopedics and Neurology: Muscular, Skeletal, and Nervous
Systems
 Summarize the processes of muscular movement, bone growth, and nerve transmission.
 Identify the anatomical structures of the skeletal, muscular, and nervous systems.
The Human Body

 Apply language associated with various body systems to a medical context.
 Evaluate usage of medical language.

Point Values for Course Assignments

Week One: Introduction to Medical Language
Discussion Questions 10
Participation 10
CheckPoint: Building a Medical Vocabulary Ch. 1 30
Week Two: The Human Body from a Medical Perspective
CheckPoint: Building a Medical Vocabulary Ch. 2 30
Assignment: Seven Organizational Approaches 100
Week Three: The Language of the Gastrointestinal,
Respiratory, and Cardiovascular Systems
Participation 10
CheckPoint: Building a Medical Vocabulary Ch. 3, 4, & 5 30
Week Four: The Anatomy and Physiology of the
Gastrointestinal, Respiratory, and Cardiovascular Systems
CheckPoint: Identifying Anatomical Structures Ch. 3, 4, & 5 30
Assignment: Physiology Presentation Ch. 3, 4, & 5 100
Week Five: The Language of the Blood, Lymphatic,
Integumentary, and Endocrine Systems
Participation 10
Week Six: Anatomy and Physiology of the Blood, Lymphatic,
Integumentary, and Endocrine Systems
Week Seven: The Language of Orthopedics and Neurology
Participation 10
Week Eight: Anatomy and Physiology of Orthopedics and
Neurology: Muscular, Skeletal, and Nervous
Systems
Week Nine: The Human Body
Capstone Discussion Question 20
Participation 10
Final Project: Medical Storyboard Presentation 250
Point Totals 1,000

Policies and Procedures
All students in this course are required to abide by the policies and procedures described in the
Policies section of the Student Web Page. To view these policies, students must be logged in to
the Student Web Page. The same information can be accessed via the Policies link located in
the Materials section of the Classroom tab on the Student Web Page.

Week One
Introduction to Medical Language
 Interpret medical terminology.

 Combine word parts to form common medical words.
ASSIGNMENTS
1. Read objectives and welcome.
 Read instructor’s bio, and post your own bio.

 Due Date: Day 1 [post to the Chat Room forum]
2. Read Appendix A regarding the final project requirements.

®
3. Read Appendix K for instructions on how to use the AudioAce software required for audio
discussion questions in upcoming weeks.
4. Read Ch. 1 & 2 of Medical Language
5. Discussion Question 1
 Due Date: Day 2 [post to the Main forum]

 Post your response to the following: What techniques have you used to learn
vocabulary? How do you think these techniques would apply to this course?
 Due Date: Day 4 [post to the Main forum]

 Post your response to the following: How might a foundation in medical terminology help
you in fulfilling your education and career goals? How might a basic understanding of
medical terminology benefit you personally?
7. CheckPoint: Building a Medical Vocabulary Ch. 1
 Resource: Appendix B
 Due Date: Day 5 [post to the Individual forum]
 Use Appendix B to define medical word parts and to build and interpret medical terms
using word parts.
 Post Appendix B as an attachment.

Week Two
The Human Body from a Medical Perspective
 Differentiate between the seven approaches to studying the human body.

 Combine word parts to form medical words associated with the seven approaches to studying
the human body.
 Interpret medical terminology associated with the seven approaches to studying the human
body.
ASSIGNMENTS
1. CheckPoint: Building a Medical Vocabulary Ch. 2
 Resource: Appendix C
 Due Date: Day 5 [Individual] forum
 Use Appendix C to define medical word parts and to build and interpret medical terms
using word parts.
 Post Appendix C as an attachment.
2. Assignment: Seven Organizational Approaches

 Use Appendix D to complete the provided matrix explaining each of the seven
approaches to organizing information about the body. When might each of the
approaches be used? For each of the systems discussed in this course, which of the
following approaches might be used? Why?
o Microscopic and macroscopic

o Body directions and body planes
o Body cavities
o Quadrants
 Post Appendix D as an attachment.

Week Three
The Language of the Gastrointestinal, Respiratory, and Cardiovascular Systems
 Combine word parts to form medical words associated with gastroenterology, pulmonology,
and cardiology.
 Interpret medical terminology associated with gastroenterology, pulmonology, and cardiology.
 Correctly pronounce medical words associated with gastroenterology, pulmonology, and
cardiology.
 Apply language associated with gastroenterology, pulmonology, and cardiology to a medical
context.
ASSIGNMENTS
1. Read Ch. 3, 4, & 5 of Medical Language.

®
2. Read Appendix K for instructions on how to use AudioAce , required for audio discussion
questions in upcoming weeks.
 Due Date: Day 2 [Main] forum

 Post your response to the following: Use 10 medical words discussed in this week’s
reading to create a script of dialogue between two medical professionals. Respond to
other students by adding anything they may have missed, correcting any errors,
complimenting them on proper usage, or expanding on their discussion. Be sure to use a
proper and respectful online tone.

 Post your response to the following: This discussion question is an audio dialogue. You
will start the discussion and your classmates will help you finish it by responding to you.
You must also provide a written transcript of all of your responses. Your portion of the
discussion should:
o Be recorded in an audio file and submitted as a link.

o Include a written transcript.
o You will need to use at least two appropriate and specific medical words from this
week’s reading. Instead of using the word lung, use more specific language like the
lower lobe of the left lung.
To participate in this discussion:
o Respond to your classmates’ discussions by adding the next logical statement.

o Earn participation for the day by replying to two classmates in an audio format. You
must also include a written transcript for every response you post.
o Participate in all three scenarios during the participation week.
o Each response needs to use at least two appropriate and specific medical words.
 Choose one of the three following scenarios to begin your discussion.

o Scenario 1: You are an EMT and have just responded to a 9-1-1 call. Begin a
discussion with another EMT about what has occurred at the scene and which body
parts have been affected.
o Scenario 2: You are an allied health professional. Begin a discussion with a
gastroenterologist, a pulmonologist, or a cardiologist to discuss a patient’s condition.
o Scenario 3: You are an allied health professional talking with a supervisor about a
particular patient. Begin describing the patient’s concerns and affected areas using
medical language.
5. CheckPoint: Building a Medical Vocabulary Ch. 3, 4, & 5
 Resource: Appendix E
 Use Appendix E to define medical word parts and to build and interpret medical terms
using word parts.
 Post Appendix E as an attachment.

Week Four
The Anatomy and Physiology of the Gastrointestinal, Respiratory, and Cardiovascular

Systems
 Summarize the processes of digestion, respiration, and circulation.

 Identify the anatomical structures of the gastrointestinal, respiratory, and cardiovascular
systems.
ASSIGNMENTS
1. CheckPoint: Identifying Anatomical Structures Ch. 3, 4, & 5
 Resource: Appendix F
 Complete the identifying activity in your text on pp. 103-104 A, B & C, p. 166 A & B, and
pp. 224-225 A, B, & C. Record your answers in Appendix F. Determine the function of
system structures listed in the additional activities in Appendix F.
 Post Appendix F as an attachment.
2. Assignment: Physiology Presentation Ch. 3, 4, & 5


®
Create a PowerPoint presentation of 10-12 slides that summarizes the processes of
digestion, respiration, and circulation. Each process should be outlined using 2-4 slides.
Include detailed speaker’s notes that describe each process and explain how these
processes are interrelated. Be sure to include references and citations from at least two
sources.

© ©
Post your presentation as a Microsoft PowerPoint attachment.

Week Five
The Language of the Blood, Lymphatic, Integumentary, and Endocrine Systems
 Combine word parts to form medical words associated with the blood, lymphatic,
integumentary, and endocrine systems.
 Interpret medical terminology associated with hematology, dermatology, and endocrinology.
 Correctly pronounce medical words associated with hematology, dermatology, and
endocrinology.
 Apply language associated with hematology, dermatology, and endocrinology to a medical
context.
ASSIGNMENTS
2. Read the SOAP Documentation Lecture in the Course Materials forum.

 Post your response to the following: Use five medical words discussed in this week’s
reading to create a SOAP note. Respond to other students by adding anything they may
have missed, correcting any errors, complimenting them on proper usage, or expanding
on the details of the SOAP note. Be sure to use a proper and respectful online tone.

discussion should:


 Choose one of the following three scenarios to begin your discussion.
o Scenario 1: You are a physician’s assistant working next to a cosmetic surgeon

during an operation. Begin a description of the procedure or begin a dialogue that
might take place in this setting.

o Scenario 2: You are a lab technician analyzing a patient’s blood. Begin describing
what type of testing is being performed. Let your classmates contribute to the
discussion by adding to the descriptions and reporting their findings.
o Scenario 3: You are an allied health professional working with an endocrinologist.
You have been working with the patient and need to update the doctor on the reason
for the patient’s visit. Begin describing the patient’s concerns. Your classmates can
continue with this discussion or summarize the rest of the patient’s visit.
 Resource: Appendix G
 Use Appendix G to define medical word parts and to build and interpret medical terms
using word parts.
 Post Appendix G as an attachment.

Week Six
Anatomy and Physiology of the Blood, Lymphatic, Integumentary, and Endocrine Systems
 Summarize the processes of blood clotting, immune response, allergic reaction, and hormone
release.
 Identify the anatomical structures of dermatology and endocrinology.
ASSIGNMENTS
 Resource: Appendix H
 Complete the identifying activity in your text on p. 297, parts A & B, p. 347, part A, and p.
768, part A. Record your answers in Appendix H. Determine the function of system
structures listed in the additional activities in Appendix H. Use the space provided to
record your response.
 Post Appendix H as an attachment.

 Create a PowerPoint® presentation of 10-12 slides that summarizes the processes of
blood clotting, immune response, allergic reaction, and hormone release. Each process
should be outlined in 2-4 slides. Include detailed speaker’s notes that describe each
process and explain how these processes are interrelated. Be sure to include references
and citations from at least two sources.

© ©

Week Seven
The Language of Orthopedics and Neurology
 Combine word parts to form medical words associated with the muscular, skeletal, and
nervous systems.
 Interpret medical terminology associated with orthopedics and neurology.
 Correctly pronounce medical words associated with orthopedics and neurology.
 Apply language associated with orthopedics and neurology to a medical context.
ASSIGNMENTS

 Post your response to the following: Write a paragraph using 10 medical words
discussed in this week’s reading. This assignment can include terminology from one or all
chapters from this week’s reading. Focus your discussion on an injury or disease related
to orthopedics and/or neurology. Respond to other students by adding anything they may
have missed, correcting any errors, complimenting them on proper usage, or expanding
on their discussion. Be sure to use a proper and respectful online tone.

discussion should:


 Choose one of the following three scenarios to begin your discussion.
o Scenario 1: You are attending a wellness conference and one of the exhibitors is a
chiropractor in your local area. You are unfamiliar with chiropractic care and want to
learn more. Since you are at the conference, the doctor assumes that you have
knowledge of medical terminology. Begin the chiropractor’s explanation.

o Scenario 2: You are an allied health professional working with an orthopedist. You
have been working with the patient and need to update the doctor on the reason for
the patient’s visit. Begin describing the patient’s concerns. Your classmates can
continue with this discussion or summarize the rest of the patient’s visit.
o Scenario 3: You have just started your career as a physical therapist, and have been
assigned to a mentor. Begin a discussion with your mentor that mentions specifically
how you have helped your patients improve their mobility and aided in their
recoveries.
 Resource: Appendix I
 Use Appendix I to define medical word parts and to build and interpret medical terms
using word parts.
 Post Appendix I as an attachment.

Week Eight
Anatomy and Physiology of Orthopedics and Neurology: Muscular, Skeletal, and Nervous
Systems
 Summarize the processes of muscular movement, bone growth, and nerve transmission.
 Identify the anatomical structures of the skeletal, muscular, and nervous systems.
ASSIGNMENTS
 Resource: Appendix J
 Complete the identifying activity in your text on pp. 420-421, part B & C, pp. 478-479,
part A & B, and pp. 531-532, part A & B. Record your answers in Appendix J. Determine
the function of system structures listed in the additional activities in Appendix J. Use the
space provided to record your response.
 Post Appendix J as an attachment.


®
Create a PowerPoint presentation of 10-12 slides that summarizes the processes of
muscular movement, bone growth, and nerve transmission. Each process should be
outlined in 2-4 slides. Include detailed speaker’s notes that describe each process and
explain how these processes are interrelated. Be sure to include references and citations
from at least two sources.

© ©

Week Nine
The Human Body
 Apply language associated with various body systems to a medical context.

 Evaluate usage of medical language.
ASSIGNMENTS
1. Capstone Discussion Question

 Post your response to the following: What are the most important concepts you have
learned in this course? How can you apply them to your life? What difference can the
topics in this course make in your everyday life?
2. Final Project: Medical Storyboard Presentation
 Resource: Appendix A

®
Create a 15- to 20-slide multimedia PowerPoint presentation that storyboards an
episode of a medical drama or documentary. The episode can be of your own creation or
can be an extension of an existing show. This presentation should include detailed
speaker’s notes with a summary or script that should occur in each scene. Include
images, video, or audio in your presentation. Keep any audio and/or video files shorter
than one minute each. Use at least 45 medical words with at least three words from each
chapter.
 Post a draft of the presentation to the Main forum on Day 2.
 Evaluate two students’ presentations, paying special attention to the usage of medical
language.
o Critically review presentations and ask for clarification or more detail.
o Provide positive and constructive feedback.
o Evaluations should be completed by Day 4.
 Consider suggestions offered for your presentation and make necessary revisions.

© ©
Post the final presentation as a Microsoft PowerPoint attachment.

HCA220r4 Course Syllabus

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HCA 220

The Language of Health Care

Edited in accordance with University of

Course Syllabus hca220r4

Required Texts and Hardware

Axia College’s Writing Style Handbook, available online at

This course requires the use of a microphone and speakers/headphones.

Course Syllabus Page 3 hca220r4

TOPICS AND OBJECTIVES

The Human Body From a Medical Perspective

The Language of the Gastrointestinal, Respiratory, and Cardiovascular Systems

The Language of the Blood, Lymphatic, Integumentary, and Endocrine Systems

Course Syllabus Page 4 hca220r4

 Identify the anatomical structures of dermatology and endocrinology.

The Language of Orthopedics and Neurology

The Human Body

Course Syllabus Page 5 hca220r4

Point Values for Course Assignments

Course Syllabus Page 6 hca220r4

Policies and Procedures

Course Syllabus Page 7 hca220r4

Introduction to Medical Language

 Interpret medical terminology.

1. Read objectives and welcome.

 Read instructor’s bio, and post your own bio.

2. Read Appendix A regarding the final project requirements.

4. Read Ch. 1 & 2 of Medical Language

 Due Date: Day 2 [post to the Main forum]

 Due Date: Day 4 [post to the Main forum]

7. CheckPoint: Building a Medical Vocabulary Ch. 1

Course Syllabus Page 8 hca220r4

The Human Body from a Medical Perspective

 Differentiate between the seven approaches to studying the human body.

1. CheckPoint: Building a Medical Vocabulary Ch. 2

2. Assignment: Seven Organizational Approaches

 Due Date: Day 7 [Individual] forum

o Microscopic and macroscopic

 Post Appendix D as an attachment.

Course Syllabus Page 9 hca220r4

The Language of the Gastrointestinal, Respiratory, and Cardiovascular Systems

1. Read Ch. 3, 4, & 5 of Medical Language.

 Due Date: Day 2 [Main] forum

 Due Date: Day 4 [Main] forum

o Be recorded in an audio file and submitted as a link.

To participate in this discussion:

o Respond to your classmates’ discussions by adding the next logical statement.

 Choose one of the three following scenarios to begin your discussion.

Course Syllabus Page 10 hca220r4

5. CheckPoint: Building a Medical Vocabulary Ch. 3, 4, & 5

Course Syllabus Page 11 hca220r4

The Anatomy and Physiology of the Gastrointestinal, Respiratory, and Cardiovascular

 Summarize the processes of digestion, respiration, and circulation.

1. CheckPoint: Identifying Anatomical Structures Ch. 3, 4, & 5

2. Assignment: Physiology Presentation Ch. 3, 4, & 5

 Due Date: Day 7 [Individual] forum

Course Syllabus Page 12 hca220r4

The Language of the Blood, Lymphatic, Integumentary, and Endocrine Systems

1. Read Ch. 6, 7, & 14 of Medical Language.

2. Read the SOAP Documentation Lecture in the Course Materials forum.

 Due Date: Day 2 [Main] forum

 Due Date: Day 4 [Main] forum

o Be recorded in an audio file and submitted as a link.

To participate in this discussion: