1 / 29

Unit 7: Medical Interventions

Unit 7: Medical Interventions. How medicine has changed: From the ancient Greeks to modern day gene therapy. April 29. Medical Interventions in the OR. How do medical interventions impact the operating room? Watch the video at: http:// www.medvideo.us/watch_video.php?v=GWK6M8271GS

buffy-blackburn
Download Presentation

Unit 7: Medical Interventions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unit 7: Medical Interventions How medicine has changed: From the ancient Greeks to modern day gene therapy April 29

  2. Medical Interventions in the OR • How do medical interventions impact the operating room? • Watch the video at: http://www.medvideo.us/watch_video.php?v=GWK6M8271GS • It’s about C-sections but widely applicable • List all the tools and medical interventions in the video in your lab notebooks • List in round robin on smartboard: April 29

  3. Medical Interventions Essential questions • What is medical intervention? • How are diseases prevented? • What types of medical interventions are available to treat diseases? Medical intervention- Any examination, treatment, or other act having preventive, diagnostic therapeutic or rehabilitative aims and which is carried out by a physician or other health care provider (WHO, Amsterdam 1994). April 29

  4. April 29

  5. Activity 7.1.1 • What medical interventions were available at specific times in history? • Read introduction as a class… • Create mini-PowerPoints in groups of 2-3 • Will present Wednesday • Conclusion questions due Wednesday • Get in your own groups • Select a time period and put group by it: • Greek • Roman • Medieval • Early 1700s • Civil War • WWI • WWII April 29

  6. PowerPoint Slides to Include Write these in lab notebook • Introduction • What medical interventions were available during the period you investigated? • What types of surgery were performed? • What instruments or facilities were available? • What drugs or medications were available? • What was the leading theory of the cause of disease or illness? • How were diseases or illnesses prevented? • What technology was available to physicians (with examples)? • Conclusion • Full Citations April 29

  7. PowerPoints • Should be 8-10 minutes • Will present tomorrow during last 45 minutes • Work diligently today, complete remaining slides for homework (split amongst yourselves) • Put together & practice during first 30 minutes of class tomorrow • Remember what we’ve discussed in the past • Watch capitals & punctuation • Limit text- No/SHORT sentences • Use bullets and quality images • Use in text citations (Author, year) (Organization, year) • Make sure text is readable • Practice your presentation • Take notes on each PowerPoint & ask questions! April 29

  8. Medical Interventions Across History Group Presentations May 1

  9. Brainstorm Types of Medicines… Who makes and tests these products? Who insures these products are safe and effective? May 1

  10. 7.1.2: How are medicines developed & tested? • Essential Questions • Do all patients with a disease respond to the same treatment? • How are medical interventions developed and tested? • Who develops and tests the effectiveness of an intervention to prevent or treat a disease? • How do medical personnel decide on the best treatment for a patient? • Key Terms • Pharmaceutical • Intervention • Diagnosis • Treatment • Clinical Trials May 1

  11. Watch this 5 minute video: http://www.youtube.com/watch?v=5e55VoLLpqw May 1

  12. Use this website as a source: http://www.fda.gov/drugs/developmentapprovalprocess/howdrugsaredevelopedandapproved/ May 1

  13. Project 7.1.2 • Begin Project 7.1.2. • Read introduction as a class • Check in after step 5 • Games & conclusion questions complete by Friday, May 3 • You’ll find resources online on our Unit 7 page May 1

  14. Continue working on 7.1.2 May 2

  15. Game Day! How medicines are developed and tested May 3

  16. Back to Ms. Anna Garcia Remember our evidence concept maps & the autopsy results? May 6

  17. AM Class May 6

  18. PM Class May 6

  19. Autopsy Results (look back at notes) • Team #1 • The victim’s blood glucose level was determined to be 425mg/dLat the time of her death. • There were traces of the drug thiazolidione in her blood. • There were levels of pioglitazone indicative of treatment protocol in her blood. • Team #2 • The victim had fluid in her lungs. • Her skin was grey and clammy. • Her finger tips had a yellow tint. • Trace levels of theophylline were found in her blood. • Small, but larger than trace levels of nicotine were found in her blood. • Team #3 • ACE inhibitors found in her blood. • Acetylsalicylic Acid found in blood. • Albumin level of 350 mg was found in a urine sample. • Blood shows anemia. • Team #4 • Troponin T levels elevated in blood. • Creatine levels elevates in blood. • Small amounts of hydroxyurea found in blood. • Red blood cells misshapen. • Team #5 • Head injury evident • Minimal bleeding from wound. • Clammy, moist skin • Nails on fingers blue/gray in color. • Edema of ankles visible. • Team #6 • The post mortem examination ( the autopsy) found: • Fluid in the body cavity. • Discoloration of heart muscle in some locations. • Mitral valve damage, possibly due to rheumatic fever • Fluid in the lungs. • A yellow, semi-solid substance in the coronary arteries. • LDL Level 160 mg/dL • HDL Level 46 mg/dL May 6

  20. Back to Ms. Anna Garcia • What conditions did we determine she was suffering from? • Look back at notes… • View autopsy on our Unit 7 page • What medical interventions could have been done to prolong this woman’s life? • Essential Questions • How do medical personnel decide on the best treatment for a patient? • Do all patients have the same access to medical care and treatment? • How have advances in technology affected the development and availability of medical interventions? May 6

  21. Brainstorm Conditions… May 6

  22. Problem 7.1.4: What Medical Interventions Might Have Helped? • Work individually • Pick a condition • Get it OK’d before you begin • Refer back to Activities 1.1.1 and 1.1.6 • Report will serve as Unit 7 exam grade • Due Friday along with conclusion questions • Citations • Use in-text citations and an end-of-document citation page • Use online resources and protocols to make sure your citations are correct! • Follow report rubric • Six page minimum (including citation page), double spaced, one inch margins, 12pt. font, no cover page May 6

  23. Be sure to include the following content elements: about one page each… • Introduction • Discuss Anna Garcia’s death and assigned condition • Which medication(s) were prescribed by the victim’s physician? • Medications • How does each medication work? • What is the effect on the body systems of each medication? • What are potential side effects or complications? • Other Medications or Treatments Available? • What other pharmaceuticals are available to treat the condition? • Are medical interventions other than pharmaceuticals available? • New Treatments • Are any new interventions being tested that might be available in the future? • Are there any life style choices a person with the condition could make that might prolong his or her life? • Conclusion • What are your thoughts about the treatments prescribed for Anna Garcia? • Could other treatments have saved her? Explain & conclude. May 6

  24. The coolest medical interventions… May 7

  25. …All from biomedical engineers • Biomedical Engineering- is the application of engineering principles and design concepts to medicine and biology. • This field seeks to close the gap between engineering and medicine: It combines the design and problem solving skills of engineering with medical and biological sciences to advance healthcare treatment, including diagnosis, monitoring, treatment and therapy. • Uses the principles and processes involved in all aspects of engineering and apply them to design and develop products for living organisms, including humans. • Check out the 10 Greatest Medical Interventions in the Last 50 Years on our website (http://lifescienceacademy.weebly.com/unit-7.html) May 7

  26. 7.1.5: What Is Biomedical Engineering? • Read introduction as a class • Get in groups of 2-3, pick a device below and write your group’s name by it: • Prosthesis – arm, leg, or foot • Artificial heart valve • Insulin Pump • Pacemaker • Artificial Skin • Cochlear Implants • CT Scanner • Artificial blood • Artificial joints • Follow all the “Research Requirements” • Step 7: Design a graphic organizer using Inspiration, Word, or other software to design the organizer, or you may draw it on poster board. • We’ll present these last half of the day on Wednesday! • Conclusion questions due Wednesday as well! May 7

  27. Biomedical Engineering Group Presentations May 8

  28. WELCOME Darryl Murphy Biomedical Engineer at Owensboro Health May 9

  29. Last Day of LSA! Turn in your reports and finally…Osmosis Jones! May 10

More Related