Medical Advancement
From then to now
Learning objectives
Students will identify how technology has changed in the medical field to help identify diseases in the last ten years.
Students will state the needs for change in technology in the medical field.
Real world problem
Disease are constantly morphing, and we need the technology to identify them.
Disease burden is the impact of a health problem in an area measured by financial cost, mortality, morbidity, or other indicators.
Essential questions that we need to ask
What is the definition of a disease?
The term disease broadly refers to any condition that impairs normal function, and is therefore associated with dysfunction of normal homeostasis. Commonly, the term disease is used to refer specifically to infectious diseases, which are clinically evident diseases that result from the presence of pathogenic microbial agents, including viruses, bacteria, fungi, protozoa, multicellular organisms, and aberrant proteins known as prions. An infection that does not and will not produce clinically evident impairment of normal functioning, such as the presence of the normal bacteria and yeasts in the gut, or of a passenger virus, is not considered a disease. By contrast, an infection that is asymptomatic during its incubation period, but expected to produce symptoms later, is usually considered a disease. Non-infectious diseases are all other diseases, including most forms of cancer, heart disease, and genetic disease.(“Disease,” 2014, para. ).
How do we identify different diseases?
How have the techical changes helped the medical community?
Technology has helped to accurately predict medical trends. Medical experts can respond quickly as well as take preventative measures.
Results of lab tests are more accurate.
Reduces the mortality rate and improves the chance of recovery for billions.
Assessment
Summative
Students will produce each of the following:
Research report formatting the paper consistent with APA guidelines
Video script
Six to eight minute video
Each student will complete a documentary movie six to eight minutes in length about their research. The event highlight for this project will be a documentary night in which family and friends will be sent invitations to attend. Two classrooms will be arranged to resemble theatres and students will present their project documentaries on this night.
Rubic
Content and Scientific Merit (60 points)
Introduction:
○ Defines background and importance of research.
○ States objective, and is able to identify relevant questions.
Body:
○ Presenter has a scientifically valid argument.
○ Addresses audience at an appropriate level (rigorous, but generally understandable to a scientifically-minded group).
○ Offers evidence of proof/disproof.
○ Describes methodology.
○ The talk is logical.
Conclusion:
○ Summarizes major points of talk.
○ Summarizes potential weaknesses (if any) in findings.
○ Provides you with a “take-home” message.
Speaking Style/Delivery (20 points)
○ Speaks clearly and at an understandable pace.
○ Maintains eye contact with audience.
○ Well rehearsed (either extemporaneous or scripted presentation).
○ Limited use of filler words (“umm,” “like,” etc.).
○ Speaker uses body language appropriately.
○ Speaker is within time limits.
○ Speaker is able to answer questions professionally.
○ Speaker is dressed appropriately.
Audio/Visual (20 points)
○ Graphs/figures are clear and understandable.
○ The text is readable and clear.
○ Audio/Visual components support the main points of the talk.
○ Appropriate referencing of data that is/was not generated by presenter
General Comments
References
Disease. (2014, April). Wikipedia, the free encyclopedia Retrieved April 17, 2014 from http://en.wikipedia.org/wiki/Main_Page
Garrison, Fielding Hudson (1921). An Introduction to the history of medicine. W.B. Saunders Company. pp. 508–. Retrieved April 17, 2014
ADVAMED (Advanced Medical Technology Association). (June 8, 2009). "What is Medical Technology?."
University of Minnesota, Center for Advanced Research on Language Acquisition (CARLA), Virtual Assessment Center. (n.d.). Creating Rubrics. Retrieved April 17, 2014, from http://www.carla.umn.edu/assessment/vac/Evaluation/p_7.htm