Hamann, B. (2007). Disease:
Identification, prevention, & control. (3rd ed.)
McGraw-Hill.
Packet of readings (# 1) to be purchased from Mr. Kopy, 119
Main
Hacker, D. (1997). A
pocket style manual (4th ed.),
Heymann, D. (2008). Control of communicable diseases. (19th ed.)
American Public Health Association.
COURSE REQUIREMENTS:
1. Complete three examinations over the course content and readings.
2. Attend class
regularly
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 two abstracts of articles in your reading packet as described elsewhere in
this syllabus.
5. Develop a disease “fact sheet.”
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
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.
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
2 abstracts (50 points each) 100 points
disease fact sheet 100 points
homework 50 points
attendance 50 points
600 points possible
Abstracts: #1 Thursday, February
5; #2 Thursday, February 26
Test 1: Thursday, March 5 (review questions due)
Disease Fact Sheet: Thursday, March 12
Test 2: Thursday,
Test 3: Thursday, May 21, 1:00-2:00 p.m. (review questions due)
COURSE OUTLINE AND
STUDY GUIDE
UNIT 1: History of Health and Disease Chapter 1 (Hamann)
(Ch1:1-5,9-14,16-18,21,22,24)
UNIT 2: Health & Disease Concepts Chapter 2
(Ch2:
1-10,13,16,18,20-22)
UNIT 3: Anatomy & Physiology: Inflammation Chapter 3
& Immunity
(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)
(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)
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)
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)
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)
UNIT 14: Mental Illness
UNIT 15: Living With
Disease
Test 3
.
Abtracts are worth 50
points each.
“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
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,
1. DISEASE
NAME (common & scientific)
2. INTERESTING FACTS/BRIEF
HISTORY
3. ETIOLOGY/RISK FACTORS
4. MODE OF TRANSMISSION/RESERVOIR
(for infectious disease)
5. INCUBATION PERIOD
6. SYMPTOMS
7. DIAGNOSIS
8. TREATMENT
9. PREVENTION (primary, secondary, tertiary)
10. 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
STUDY GUIDES: TESTS 1-3
HCSV 320, DISEASE, TEST
1
Genes and health
Chronic vs. communicable
disease
Health studies (e.g.
Mortality data (1900 &
today) & related issues
Major causes of death, past
& present
Anatomy & physiology
terms
Epidemiology terms e.g.
prevalence, incidence
Inflammatory reaction; Cell
mediated vs humoral immunity
Paul Ewald’s theory (Hooper
article)
Ancient history & public
health
Koch’s postulates
Health Belief Model
Levels of prevention
Aging theories
Bacteria: characteristics Parasitism/commensalism/symbiosis
Reasons to suppress immunity
& how to do it
Autoimmune disease
Rous sarcoma
Jenner, Pasteur, Koch, Sabin
& their time periods
Vaccine development
75% of test items discussed
in lecture
Questions for review***
“color therapy” (
schistosomiasis; trachoma;
toxoplasmosis; dysentery
bubonic plague: varieties
global diseases
malaria: types, control
Lyme disease
Insect stings: dangers,
treatment
Swimmers’ itch
Disease control &
prevention; indirect & direct transmission
Syphillus; gonorrhea;
shingles
Cancer: types, metastasis, characteristics, causes,
early
detection/screening
Heart disease: symptoms;
angioplasty; Chlamydia pneumoniae;
thrombolytic therapies (e.g. streptokinase);
HDL vs.LDL;
treatment for CAD; atrial fibrillation
Sickle cell anemia
Zoonoses
Salmonella: vectors
First Germ Panic (1900-40),
Progressive Era (Toomes)
Thrombocytopenia
Embolism, thrombosis
Hypertension: risk factors
Asthma: causes, treatment
Vital capacity; pneumothorax
Plagues video
Text book, homework
questions, readings
HCSV 320 Study Guide, Test 3
Gastrointestinal tract
anatomy
Viral hepatitis,
characteristics, transmission, treatments, causes
Breast cancer treatments,
symptoms, risk factors
Ectopic pregnancy;
endometriosis
Toxic shock syndrome;
salpingitis
Cystitis: risk factors
Gynocomastia
Penile cancer prevention
Endocrine glands &
functions
Endocrine disorders &
diseases
Diabetes high risk groups,
warning signs, types of comas
Polio
Alzheimer’s; Parkinson’s
Jaundice; gallbladder disease
Specifically where is insulin
produced?
Peptic ulcers: causes
Diverticulosis: prevention
& treatment
transient ischemic attacks
Creutzfeldt-Jacob disease
Rheumatoid arthritis; gout;
fibromyalgia
Medical specialties
Anesthesia
Mental status exam
Epilepsy
Mental illnesses:
characteristics
Irritable bowel syndrome:
treatments
Dysthemia
Freudian theory as it relates
to childhood depression
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