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A Massage Therapist’s Guide to Pathology (Fifth Edition)
Lesson Plans
Chapter 1 — Fundamental Concepts in Pathology
Goals of the Lesson:
Cognitive: Students will be able to understand and define medical terminology by understanding word roots. They will also identify and understand the body’s response to various infectious agents. Motor: N/AAffective: Students will be able to recognize the symptoms of the various infectious agents by the body’s response and identify the proper treatment plan needed.
Learning Objectives:
The lesson plan for each objective starts on the page shown below.
1-1 Identify the meaning of pathology vocabulary based on Greek and Latin word roots.................................................1-2 Define complication and give an example…................................................................................................................1-3 Name three types of bacteria….....................................................................................................................................1-4 Name two viruses of particular concern for healthcare professionals...........................................................................1-5 Name three animal parasites..........................................................................................................................................1-6 Define cleaning, disinfection, and sterilization….........................................................................................................1-7 Name three components of inflammation….................................................................................................................1-8 Name two proinflammatory chemicals.........................................................................................................................1-9 Name two negative outcomes for chronic inflammation..............................................................................................1-10 Name four cardinal signs of inflammation....................................................................................................................
You Will Need:
Gather the following materials and teaching aids for the following lessons:1-1 Projector and transparency of word roots, fill-in-the-blank sheet of word roots. 1-2 Hand-outs listing the terminology definitions with space for the student to fill-in the appropriate term for
each. 1-3 Hand-outs with Figures 1.1 to 1.4 for labeling exercise.
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Objective 1-1
Identify the meaning of pathology vocabulary based on Greek and Latin word roots. Date:
Lecture OutlineFigures, Tables, and Features
Resources andIn-Class Activities
Outside AssignmentsEvaluation Instructor’s Notes
Content Text page
PPt slide
The study of anatomy, physiology, and pathology requires learning a new language. Terminology made up of
Greek and Latin words
Terminology (Tab. 1.1) A- , an-: without Acro-: extremity Adeno-: glandular -Algia: pain Angio-: blood or lymph
vessels Arthr-: joint Brady-: slow Carcin-: crab (cancer) Cardio-: heart Cervi-, cervico- : neck -Cele: swelling, hernia Cep-, Ceph-: head, brain Chole: bile Com-, con-: with, together Contra-: against Cyst: hollow organ
1–6 3-7 Tables1.1: Greek and Latin Word Parts p. 3-5
1.2: Pathology vocabularyp. 6
ResourcesGreek and Latin Root Word Flashcards (SR)
Appendix B: Research Literacy (SR)
Answer to Chapter Objectives (SR)
Answers to Chapter Review Questions (SR)
In-Class ActivitiesStudents will need practice combining the various word parts to form terms. Put students in groups for a timed, competitive exercise. Using only the word parts listed in Table 1.1, have them come up with as many different medical terms as possible giving the proper definition for each.
Outside AssignmentsGreek and Latin Root Word Flash Cards (SR)
EvaluationChapter review questions: Fundamental concepts in pathologyp. 16
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Demo-: people Derm-: skin Dia-: through Dys-: difficulty Ecto-, -ectomy: outside,
removal -Emia: blood Endo-: inside Epi- upon Erythr-: red Ex-: out of -Gen: beginning, producing Glyco-: relating to sugar -Graphy: recording, writing Hemo-: blood Hemi-: one-half Hepat-: liver Hydro-: water Hyper-: above, too much. Hypo-: below, too little -Itis: inflammation -Lepsis: seizure Leuko-: white Lipo-: fat Litho-: rock -Logy: study -Lysis, -lyso: destruction Mega-: large Meno-: month Metr-: mother (uterus)
MaterialsProjector, transparency of word roots without their definitions.
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Endemic – pattern of disease incidence that is limited to a particular population or area
Epidemic – widespread outbreak of contagious disease
Idiopathic – a disease of unknown origin
Incidence – number of new cases of people falling ill with a specific disease during a specific period within a specific population
Lesion – pathological change in tissue
Local – describing a limited area of the body
Morbidity –disease state; the ratio of sick to well people within a population
Mortality – death rate from a specific disease
Pandemic – contagious disease affecting the global population
Prevalence – number of cases of a disease existing in a given population during a specific period or a particular moment; the proportion of people affected
Prognosis – expected outcome of a disease or disorder
In-Class ActivitiesProvide print-outs of Figures 1-1 to 1-4. Ask students to identify the type of bacteria shown, listing the main characteristics of each.
MaterialsPrepare hand-outs with Figures 1-1 to 1-4 for labeling exercise.
Outside AssignmentsAt the highest level, antibiotics can be classified as either bactericidal or bacteriostatic. Ask students to research the antibiotics used to treat the different types of bacteria, categorizing them and identifying pros and cons associated with their treatments.
EvaluationChapter review questions: Fundamental concepts in pathology p. 16
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Objective 1-4
Name two viruses of particular concern for health care professionals. Date:
Lecture OutlineFigures, Tables, and Features
Resources andIn-Class Activities
Outside AssignmentsEvaluation Instructor’s Notes
Content Text page
PPt slide
Infections Agents Resistance is based on
genetics, virulence, and lifestyle habits
Five basic classes Prions
o No DNA, RNA
o Grow within CNS
o Spread through eating contaminated tissue BSE (mad cow
disease), Creutzfeldt-Jakob disease, kuru
o Affect the nervous system
o All are eventually fatal
Viruseso Packets of
DNA, RNAo Reprogram
target cell to produce viruso Infected
cells rupture, releasing viral copies
2-7 8-10 Related ChaptersFor more information on herpes simplex, hepatitis B, and hepatitis C, see Chapters 2 and 8, respectively.
In-Class ActivitiesDiscuss the differences between the stable and the unstable viruses, and the proper steps to avoid contamination by both.
Outside AssignmentsStable viruses like herpes simplex, hepatitis B, and hepatitis C are most commonly encountered by massage therapists. Ask students to research each, creating an in-depth fictional case study for each virus by following it as it passes between four different patients. Then discuss ways to avoid the transmittance in the future.
EvaluationChapter review questions: Fundamental concepts in pathology p. 16
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Objective 1-5
Name three animal parasites. Date:
Lecture OutlineFigures, Tables, and Features
Resources andIn-Class Activities
Outside AssignmentsEvaluation Instructor’s Notes
Content Text page
PPt slide
Animal Parasites Single-cell or multicellular
organisms Live in or on a host Can be vector for other
diseaseso Protozoa
(Fig. 1.5)o Helminths
and roundwormso Anthropod
s Head lice, crab lice,
miteso Others
(Figs. 1.6, 1.7) Mosquitoes Ticks Fleas
Don’t live on or in host but can spread disease
8-9 15-16 Figures1.5: Giardiap. 8
1.6: Mosquito: vector for West Nile virus.p. 9
1.7: Flea: vector for bubonic plague.p. 9
Related ChaptersArthropods are discussed in detail in Chapter 2.
In-Class ActivitiesDifferent animal parasites live in different environments. Through discussion, provide a list of environmental elements and ask students to name the parasite that best fits those criteria.
Outside AssignmentsParasites evolve in response to the defense mechanisms of their hosts. Ask students to research one animal parasite, citing evidence of its evolution in response to its host.
EvaluationChapter review questions: Fundamental concepts in pathologyp. 16
Legend: IR = instructor’s resource; SR = student resource; PPt = PowerPoint.
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Objective 1-6
Define cleaning, disinfection, and sterilization. Date:
Lecture OutlineFigures, Tables, and Features
Resources andIn-Class Activities
Outside AssignmentsEvaluation Instructor’s Notes
Content Text page
PPt slide
Hygienic Practices for Massage Therapists
Definition of Terms Cleaning = removal of soil
through manual or mechanical means, often in preparation for disinfection or sterilization
Disinfection = destruction of pathogenic microorganisms or their toxins by direct exposure to chemical or physical agents
Disinfectants are described as low level (not effective against stable viruses or spores), intermediate level (not effective against spores), and high level (effective against some spores and all other bacteria, fungi, and viruses)
Sterilization = destruction of all microorganisms in a given field. It is accomplished with baking,
9-12 17-27 ResourcesAudio Glossary (SR)
In-Class ActivitiesPrepare a document of the terms without their definitions. Pair students, and ask them to fill-in the definitions, citing an example for each.
MaterialsPrint and copy a document of the vocabulary terms for the fill-in-the-blank exercise.
Outside AssignmentsMethods of sterilization and disinfection have changed throughout history. Ask students to research the evolution of sanitation and discuss its impact on healthcare over time.
EvaluationChapter review questions: Fundamental concepts in pathologyp. 16
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
steam under pressure, or chemicals under pressure
Sanitation = use of measures designed to promote health and prevent disease; it usually refers to creating a clean environment but does not specify the level of cleanliness
Plain soap = any detergent that contains no antimicrobial products or only small amounts of antimicrobial products to act as preservatives
Antimicrobial soap = a detergent that contains antimicrobial substances
Alcohol-based hand rub = contains 60% to 95% alcohol (usually ethanol, isopropanol, or both)
Universal and standard precautions = a set of protocols that were introduced in 1987 to create uniformity in how medical professionals, especially dentists, should limit contact with potentially harmful body fluids in the working environment
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Objective 1-7
Name three components of inflammation. Date:
Lecture OutlineFigures, Tables, and Features
Resources andIn-Class Activities
Outside AssignmentsEvaluation Instructor’s Notes
Content Text page
PPt slide
The Inflammatory Process What is inflammation
o Response to tissue damage or the threat of invasion by antigens Triggered by:
Physical trauma
Invasion with foreign bodies
Hormonal changes
Autoimmune activity
Purposeo Protect
from pathogenic invasiono Limit
range of contaminationo Prepare
damaged area for healing
Outcomeo Complete
resolution with no scar tissue
o Accumulation of scar tissue
o Formation
12-14 28-35 Figures1.8: Many cellular changes happen with the inflammatory response to protect the body from infection and prepare the area for healing.p. 13
ResourcesAppendix A: Medications (SR)
Animation (SR)
In-Class ActivitiesInflammation is the body’s reaction to damage or threat of invasion and occurs as a chain reaction. Discuss the steps of the inflammatory process as it would occur.
VideoView the video about inflammation at thePoint.lww.com/Werner5e
Outside AssignmentsInflammation can be triggered by different situations. Ask students to compare and contrast the differences between inflammation that occurs from an invasion with a foreign body versus inflammation occurring from a hormonal change, citing specific examples.
EvaluationChapter review questions: Fundamental concepts in pathologyp. 16
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Objective 1-8
Name two proinflammatory chemicals. Date:
Lecture OutlineFigures, Tables, and Features
Resources andIn-Class Activities
Outside AssignmentsEvaluation Instructor’s Notes
Content Text page
PPt slide
Chemical mediators Many sources of chemical
mediators that help coordinate cellular activityo Suspended
in plasma, from platelets, mast cells, basophils, endothelial cells
Stages of Healing Acute Stage
o Damaged cells release chemicals
o Edema develops
o Platelets, early white blood cells arrive
o Tissue exudate begins to form
o Time: depends on severity (usually 1–3 days)
Subacute Stageo Also called
the proliferative stageo Cells
accumulate to fill in damaged area
14-15 36-39 ResourcesAnimation (SR)
In-Class ActivitiesAll cells involved in inflammation are coordinated by chemical messages. Discuss the chemical interactions throughout each stage of healing.
Outside AssignmentsOne inflammatory indicator, C-reactive protein, has been drawing attention lately. Have students research the substance and discuss its history as well as its current and possible future diagnostic uses.
EvaluationChapter review questions: Fundamental concepts in pathology p. 16
A Massage Therapist’s Guide to Pathology (Fifth Edition)Chapter 1— Fundamental Concepts in Pathology
Objective 1-9
Name two negative outcomes for chronic inflammation. Date:
Lecture OutlineFigures, Tables, and Features
Resources andIn-Class Activities
Outside AssignmentsEvaluation Instructor’s Notes
Content Text page
PPt slide
Chronic Inflammation Inflammatory process is not
successfulo Pathogens/
irritants not removedo Immune
system continues to attack tissue
o Musculoskeletal structures never regain full function
Complications Autoimmune process
o Cysts, abscesses Risk of rupture and
infectiono Accumulat
ion of scar tissue Interfere with organ
function Block digestive
tract and pathways Fistulas,
sinuses Musculoskeletal tissues
Tendinosis Keloid scarring
15 40 Related ChaptersChapter 3 discusses tendinopathies in greater detail.
In-Class ActivitiesChronic inflammation can lead to various conditions and diseases. Through discussion, provide a list of symptoms, asking students to diagnose the possible condition or disease.
Outside AssignmentsCrohn Disease is one chronic condition that is getting more and more common. Ask students to research the disease, identifying possibilities of why the disease is becoming more common using specific evidence to support the claims.
EvaluationChapter review questions: Fundamental concepts in pathologyp. 16
In-Class ActivitiesThrough discussion, list the symptoms of inflammation, asking the students to identify the appropriate source(s).
Outside AssignmentsInflammation can be treated through anti-inflammatory medication as well as massage. Ask students to compare and contrast these two treatments, citing specific conditions.
EvaluationChapter review questions: Fundamental concepts in pathologyp. 16
EvaluationCreate an exam for Chapter 1 using the Brownstone Test Generator on the IR.
Have students practice for the exam using the interactive quiz bank on the SR.