California State University, Chico

DEPARTMENT OF HEALTH AND COMMUNITY SERVICES

HCSV 320-01, Chronic and Communicable Disease (2759)                        Spring 2007

TR 8-9:15 a.m.  Butte 229

 

Dr. Roland J. Lamarine

OFFICE: Butte 623   PHONE: 898-6265  EMAIL: rlamarine@csuchico.edu

 

Office hours: TR:  9:30-11 a.m., 1-2 p.m.

 

REQUIRED READING

 

Hamann, B.  (2007).  Disease: Identification, prevention, & control. (3rd ed.)  Boston:                

McGraw-Hill.

 

Hacker, D. (1997). A pocket style manual (4th ed.), Boston: Bedford Books. 

 

Packet of readings (# 6) to be purchased from Mr. Kopy, 119 Main St. 895-3035.

 

RECOMMENDED READING

 

Heymann, D. (2004).  Control of communicable diseases.  (18th ed.) Washington, D.C.:

            American Public Health Association.

 

COURSE REQUIREMENTS:

 

1.  Complete three examinations over the course content and readings.

 

2.  Attend class regularly (see attached attendance policy).

 

3.  Answer “Questions for Review” at the end of each chapter of Hamann.

     All answers must be typed, double spaced, & turned in by the assigned dates to be

     counted for credit.

 

4.  Complete ten abstracts of articles in your reading packet as described elsewhere in                                               

      this syllabus.

 

5.  Develop a disease “fact sheet.”

 

6. Write a two page Critical Analysis paper as described elsewhere in this syllabus.

 

 

 

 

 

 

LEARNING OBJECTIVES:

 

After completing this course, the student will be able to:

1.  identify and evaluate the characteristics of major chronic and communicable diseases.

2.  define, classify, describe the etiology, incidence, and prevalence of major diseases.

3.  describe risk factors related to gender, race, ethnicity, and lifestyle for major diseases.

4.  identify the major diagnostic and treatment protocols for common diseases of humans.

5.  assess psychosocial influences upon diseases including diet, physical activity, rest, and

     related lifestyle variables.

6.  determine the impact of major diseases on the quality of life for the patient & family.

7.  describe historical context of disease and health in the U.S.

8.  identify the role of public health, past and present, in the control of communicable and

     chronic disease.

9.  compose a well-crafted, abstract of a professional research article.

 

EVALUATION

 

The following point scale will be used to assign final grades:

A  =   93% or higher                 B- =   80%                   D+ =  67%

A- =  90%                               C+ =  77%                   D   =  60%

B+ =  87%                               C   =  73%                   F   = <60%

B   =  83%                               C-  =  70%

 

Sources of points for the final grade include:

3 tests (100 points each)                       300  points

10 abstracts                                          100  points

critical analysis                          100 points

disease fact sheet                                    50  points

homework                                              50  points

                                                            600  points possible

 

DATES TO REMEMBER

 

Abstracts:  Readings # 1, 9, 19, 22, & 23 (1st abstract Thursday, February 1)

Subsequent abstracts will be due each Thursday.  Article #6 can be done for extra credit, if desired, but must be turned in by the last week of the semester.

 

Critical review: Thursday, February 22

 

Test 1: Thursday, March 1 (review questions due)

 

Disease Fact Sheets: Thursday, March 8

 

Test 2: Thursday, April 12 (review questions due)

 

Test 3:  Tuesday, May 15, 11:00-12:00 p.m. (review questions due)

COURSE OUTLINE AND STUDY GUIDE

                                                                                                       Readings

 

UNIT 1: History of Health and Disease                          Chapter 1 (Hamann)

              (Ch1:1-5,9-14,16-18,21,22,24)                                  Readings 1, 2

 

UNIT 2: Health & Disease Concepts                                        Chapter 2

               (Ch2: 1-10,13,16,18,20-22)                                       Reading 3

 

UNIT 3: Anatomy & Physiology: Inflammation              Chapter 3       

               & Immunity                                                               Readings 4, 5

              (Ch3: 1-5,7-9,13,17,18,20-22,25,26)

 

UNIT 4: Communicable Disease                                               Reading 6

                                     

                                                            Test 1

 

UNIT 5: Pathogenic Microorganisms                                         Chapters 4-10

 (Ch4: 2,4,5,7,12,14)

 (Ch5: 1-5,8-11,13,14,16-18,20,21,23)                       Readings 7-11

  (Ch6: 3-5,7,8,10,12,14,16,18,20,23,25)                          

              (Ch7: 1-5,7,9,14-16,23,25,26)   (Ch8: 1-5,9,12,13,15-18,22-25,29,30)

              (Ch9: 1,3,4,6,8,11,16,20,22,28)  (Ch10: 5,6,8,12)

 

UNIT 6: Animal Parasites                                                         Chapter 11

   (Ch11: 1,5,7,11,12,15,18,20,22,24,26)                      Readings 12, 13

 

UNIT 7: Neoplastic Disease                                                      Chapters 13, 14

              (Ch13: 1,2,4,5,8,12-14,22-24,26,28-31,34)                                                                                     

UNIT 8: Diseases of the Heart & Circulatory System    Chapter 12

  (Ch12: 2,4,5,7,8,12,13,15,17,18,20,21,24,26,27,30,32,36)   Readings 14, 15

 

UNIT 9: Respiratory Diseases                                       Chapter 15

               (Ch15: 1)                                                                  (pp. 350-353)

 

Test 2

 

UNIT 10: Reproductive & Excretory Systems                       

 

UNIT 11: Digestive System Diseases                                        Chapter 15                                              (Ch15:  3,6,8,11,14-17)                                                Readings 16, 17

    

UNIT 12:  Endocrine Diseases and Disorders               Chapter 17

                 (Ch17: 16,19,21,23-26,28-30)                               (pp. 403-405)                                                                      

UNIT 13: Nervous & Musculoskeletal Systems                     Chapters  16, 17

                (Ch16: 2-4,6,9,10,12,16,17,19,20)                        Reading 18

 

UNIT 14: Mental Illness                                                         Readings 19, 20

 

UNIT 15:  Living With Disease                                   Readings 21-24

 

                                                            Test 3

 

ATTENDANCE  POLICY

 

Attendance will be taken daily but will not be used to penalize you.  Good attendance, however, will be rewarded.  Attendance is based upon your presence at the time role is taken.  If you leave early or arrive late, that class may not be counted as being present. Also, no excuses will be accepted, since there is no penalty for missing class.  Please do not ask for exemptions or excused absences.

 

 

ABSTRACTS

 

Reading and writing are important skills regardless of discipline.  As a health education course, it is important to assist students in learning to read scientific articles critically.  It is also beneficial for all students to learn to write concisely and accurately in a scientific format.  Students in HCSV 320 are required to submit ten abstracts of articles from their reading packets.  Abstracts should be no longer than 150 words and written as one paragraph without indentation.  Please double space all abstracts.  Examples of acceptable abstracts and further guidelines for writing abstracts will be presented in class. Abstracts will be read carefully with suggestions for improvement, then they will be rewritten and resubmitted for additional review. Note, the following readings already have completed abstracts: #5, 11, 20.    Use these abstracts as models for writing your own abstracts for the assigned articles.  Abstracts must be accompanied by a clear, concise outline of the article.  This outline should consist of 5-10 statements listing the major points of the article under review.

                                               

“An abstract is a brief, comprehensive summary of the contents of the article; it allows readers to survey the contents of an article quickly and, like a title, is used by abstracting and information services to index and retrieve articles. Readers frequently decide on the basis of the abstract whether to read the entire article.  The abstract needs to be dense with information but also readable, well organized, brief, and self-contained.  Also, embedding many keys words in the abstract will enhance the user’s ability to find it. A good abstract is: accurate, self-contained, concise and specific, non-evaluative, coherent, and readable.”

 

From Publication Manual of the American Psychological Association, 1994.

 

 

Template for Analyzing an Article

 

  1. State as accurately as possible the author’s purpose for writing the article:

The main purpose of this article is…

  1. The key question the author is addressing is…
  2. The most important information in this article is…(use measurable data)
  3. The main inferences/conclusions in this article are…
  4. The key concepts in this article are…(explain them)
  5. The main point of view presented in this article is…

 

CRITICAL ANALYSIS PAPER

 

Write a maximum of two pages in which you compare and contrast the strengths and weaknesses of two articles.  The first article should be either a newspaper or other popular press report of a disease/drug-related story.  Recent stories about the medications Vioxx, Celebrex, naproxen sodium (Aleve), reports about the benefits of Atkin’s type diets, and the relationship between lack of sleep and weight gain are all examples of appropriate topics.  The second article must be the actual medical report published in a professional journal (e.g. New England Journal of Medicine or Journal of the American Medical Association).  The main thrust of your critical evaluation of the news story should focus on how it significantly differs (if at all) from the research article.  What important information was left out?  What misleading information was included in the news release?  You are free to seek other sources of information as well.  It is especially helpful to find out what leading experts in the field have to say about the news.  Be sure to cite ALL of your sources in your paper.   Attach  copies of both of the articles.  Both articles must receive prior approval from your instructor.

 

DISEASE FACT SHEET

 

Develop a fact sheet on a disease that is relatively common in Western society.  The facts should be derived from scientifically valid sources (professional journals, medical texts, U.S. government agencies).  The fact sheet should be graphically pleasing, limited to one page (back & front if necessary), and contain, at a minimum, the following information:

 

              1.  DISEASE NAME (common & scientific)

              2.  INTERESTING FACTS/BRIEF HISTORY

              3.  IDENTIFICATION

  4.  ETIOLOGY/RISK FACTORS

              5.  MODE OF TRANSMISSION/RESERVOIR (for infectious disease)

              6.  INCUBATION PERIOD

  7.  SYMPTOMS

  8.  DIAGNOSIS

  9.  TREATMENT

10.  PREVENTION (primary, secondary, tertiary)

11.  PSYCHOSOCIAL SUPPORT

 

HOMEWORK

 

Please TYPE brief responses to the following “Questions for Review” at the end of the chapters:

 

Chapter 1:  1-5,9-14,16-18,21,22,24

Chapter 2:  1-10,13,16,18,20-22

Chapter 3:  1-5,7-9,13,17,18,20-22,25,26

--------------------------------

Chapter 4:  2,4,5,7,12,14

Chapter 5: 1-5,8-11,13,14,16-18,20,21,23

Chapter 6:  3-5,7,8,10,12,14,16,18,20,23,25

Chapter 7:  1-5,7,9,14,15,16,23,25,26

Chapter 8: 1-5,9,12,13,15-18,22-25,29,30

Chapter 9:  1,3,4,6,8,11,16,20,22,28

Chapter 10:  5,6,8,12

Chapter 11:  1,5,7,11,12,15,18,20,22,24,26

Chapter 12:  2,4,5,7,8,12,13,15,17,18,20,21,24,26,27,30,32,36

Chapter 13:  1,2,4,5,8,12-14,22-24,26,28-31,34

--------------------------------------------------

Chapter 15:  1,3,6,8,11,14-17

Chapter 16:   2-4,6,9,10,12,14,16,17,19,20

Chapter 17:  16,19,21,23-26,28,29,30

                       

Student  Outcome  Assessment

 

                A.  Learning objectives (course performance requirements).  HCSV 160 meets the

                  Following Program Learning Objectives in the Department of Health and

                      Community Services.  (Please see http://www.csuchico.edu/hcsv/hed.obj.html

                       for a complete listing of the Program Learning Objectives).  Learning

                       objectives are based on the Competency-Based Framework for the

                      Professional Development of Certified Health Education Specialists, The

                      National Commission for Health Education Certification, Inc.

 

                                1.  Assess individual and community needs for health education (Resp.I)

                                     b.  distinguish between behaviors that foster and those that hinder

                                  well-being

                                     c.  infer needs for health education on the basis of obtained data

 

                                2.  Acting as a resource person in health education (Resp.VI)

                                     a.  utilize computerized health information retrieval system

                                          effectively

                                     c.  interpret and respond to requests for health information

                                     d.  select effective educational resource materials for dissemination

 

                B.  Assessment Level (requirement and standards of evaluation)

                      1.  Students will be evaluated on the above competencies based on the

                           following weights/points:

 

                                                see description on page two of this syllabus