ALABAMA STATE UNIVERSITY
DEPARTMENT OF HEALTH, PHYSICAL EDUCATION, AND RECREATION
SYLLABUS FOR
HEA 252 CONSUMER HEALTH
CATALOG DESCRIPTION: This course is designed to provide basic health principles relative to the use of health products and services. Concepts related to the evaluation of health care information and health care delivery systems are covered in this course. Prerequisite: HEA 100. [SDE/HE(1)(a)1, (1)(a)12]
CREDIT HOURS: 3.0
INSTRUCTOR: Sändra E. Mimms
OFFICE: 241 W. Acadome
TELEPHONE: 334-229-4524 (VM) – 334-229-4504 (HPER Office)
EMAIL:
OFFICE HOURS: TBA
ATTENDANCE POLICY: See University Policy
Prepared by: Sändra E. Mimms Date:______
Test Bank: Sändra E. Mimms
Approved by: ______Date:______
Department Chair, HPER
______Date:______
Dean, College of Education
**NOTICE: Any student requiring alternative formats for testing and/or handouts
for this course, or other types of accommodations, due to a
disabling condition, should advise me within the first week of
classes.
c:h252sy07
HEALTH 252 -- CONSUMER HEALTH SYLLABUS
COURSE DESCRIPTION [INTASC 1.11-1.13; SDE/HE(1)(a)12]
This course examines the basic philosophies of consumer health practices. Emphasis is placed on selection, purchasing, maintaining health products and services and accessing valid and evaluating other health information. This course is designed to assist in the following areas:
a. to increase health knowledge and reinforce healthy behaviors and attitudes;
b. to aid individuals to become more self-reliant in maintaining a high level of wellness for themselves and their families;
c. to assist individuals in making more intelligent purchases of goods and services.
*Consistent with the College of Education’s conceptual framework, this course focuses on decision making as related to the acquisition of knowledge and skills for planning, implementing, and evaluating consumer health activities. [CF 1.1, 1.3, 1.5, 1.6, 2.3, 2.5, 3.2, 3.4]
Candidates earning a passing grade in this course meet the AAHE and SDE Standards.
COURSE BEHAVIORAL OUTCOMES AND COURSE CONTENT
1. Comprehend the meaning of wellness and relate it to consumer health issues. Chs. 1, 2
[DIV]
A. Write and recognize at least three definitions of health to include WHO’s, AMA’s, NMA’s, AAHPERD’s, and a definition of consumer health.
B. List and explain the four factors that influence one’s health.
C. Define selected vocabulary in the unit.
2. Demonstrate knowledge of and the ability to distinguish the systems of healing, health practices, practitioners, the credentials held, and the services they provide. Chs. 5, 6, 7, 8
[SDE/HE(1)(a)12]
A. Compare, differentiate between, and give origins of allopathy and osteopathy.
B. Identify the AMA/NMA recognized medical specialties/specialists and the credentials held.
C. Identify the ADA/NDA recognized dental specialities/specialists and the credentials held.
D. Identify nursing and the recognized nursing specialties/specialists and the credentials held.
E. Identify the recognized allied health (paramedical) professionals and practices.
F. Identify quality assurance methods for health care professionals.
G. Identify consumer actions or concerns when selecting a health care practitioner.
H. Identify (by title and credentials) key administrators in DHHS, USPHS, FDA, CDC, ADPH.
I. Define selected vocabulary in the unit.
3. Demonstrate the knowledge of and ability to distinguish a variety of selected health/medical assessments. Chs. 5, 9 [SDE/HE(1)(a)12]
A. Name six measures used to assess levels of wellness in a routine health examination.
B. Name and describe ten diagnostic tests or procedures used to assess levels of wellness.
C. Match selected diagnostic tests or procedures to their intended diagnosis.
D. Summarize the guidelines suggested by the AMA for the schedule for routine health examinations from prenatal care through age 70.
E. Summarize the guidelines suggested by the American Cancer Society (ACS) for the schedule for routine health examinations (self-exams and clinical) for asymptomatic persons.
F. Define selected vocabulary in the unit.
4. Demonstrate the knowledge of and the ability to distinguish the types of health-care facilities and the services that each provides. Ch. 10 [SDE/HE(1)(a)12]
A. Classify health-care facilities.
B. Identify examples of facilities in the geographic area that are in the various classes.
C. Identify selected terms of facilities to include but not limited to the following: JCAHO; out-patient surgical center; hospice; ambulatory health-care facility.
D. Identify quality assurance methods/procedures for health-care facilities.
E. Identify questions consumers should ask when selecting a health-care facility.
F. Define selected vocabulary in the unit.
5. Demonstrate the knowledge of and the ability to distinguish various types of health-care plans and the coverage each provides. Chs. 23, 24, 25 [SDE/HE(1)(a)12]
A. Differentiate between indemnity and managed care health insurance.
B. Identify health-care plans (and their administration) including but not limited to the following: indemnity; managed care; BC/BS; basic, major medical, catastrophic, and disability insurance; PPO; HMO; Medicare; Medicaid; SHIP.
C. Define selected vocabulary in the unit.
6. Demonstrate the knowledge of and the ability to distinguish factors responsible for increasing or decreasing costs of health care. Chs. 24, 25, 26
A. Define DRGs, and explain their use in controlling health-care costs.
B. Identify factors that have contributed to rising health-care costs.
C. Identify ways that providers and consumers may use to reduce health-care costs.
D. Describe the importance of preventive services as they relate to health-care cost reduction.
E. Define selected vocabulary in the unit.
7. Comprehend the similarities and the differences between drugs and medicines and their effects on health and behavior. Ch. 19 [SDE/HE(1)(a)1 and 2]
A. Identify medicines/drugs by methods of procurement (to include Internet sales) and promotion.
B. Identify medicines/drugs by selected FDA and DEA regulations.
C. Identify methods that protect the rights of pharmaceutical manufacturers.
D. Differentiate by name and attributes brand name and generic medicines/drugs.
E. Identify medicines/drugs by appropriate use and disbursement.
F. Classify prescription and OTC medications/drugs.
G.* Identify and translate selected Latin terminology used in prescription writing.
H. Define selected vocabulary in the unit.
8. Comprehend the use of Latin terminology in prescription writing and use of the Physician’s Desk Reference (PDR) for visual identification and appropriate use of prescription medications. Ch 19 [SDE/HE(1)(a)12]
A.* Translate a prescription written in the appropriate format with Latin and pharmaceutical terminology.
B.* Write a prescription using appropriate format with Latin and pharmaceutical terminology.
C.* Create a prescription medication label for a consumer using appropriate format and terminology.
D.* Distinguish by visual identification and appropriate use an unknown medication using the PDR.
E. Define selected vocabulary in the unit.
9. Demonstrate the knowledge of and the ability to distinguish characteristics and practices of the modern-day quack or practitioner of health/medical fraud. Chs. 3, 4, 22, (11-20) (www.quackwatch.com) SDE/HE(1)(a)12]
A. Identify the products and services usually promoted by quacks.
B. Identify the groups that are the usual targets of quacks.
C. Identify and describe the signs of quackery.
D. Define selected vocabulary in the unit.
10. Comprehend factors that are essential to ensure consumer protection to include selected agencies/offices that are responsible for consumer protection. (www.fda.gov)
A. Identify and give examples of factors that create the foundation of consumer protection.
B. Identify selected consumer protection agencies/organizations by official name and classify these agencies/organizations.
C. Identify and describe the function of these agencies/organizations.
D.* Determine which agency/organization is appropriate for the resolution of a “selected consumer health problem.”
E. Define vocabulary in the unit.
11. Demonstrate the knowledge of and the ability to comprehend the various advertising techniques and strategies. Ch. 4 [SDE/HE(1)(a)12]
A. List and give examples of direct and indirect advertising techniques.
B.* Using print media advertisements, identify the product/service advertised and describe and differentiate the direct and indirect advertising techniques employed in the ad.
C. Define, differentiate, and give examples of puffery, jargon, and “weasel words.”
E. Define selected vocabulary in the unit.
METHODOLOGY
This is a three semester-hour course designed for lecture/demonstration and small working-group format. Candidates will be asked to present topics on current consumer health topics. A variety of transparencies, artifacts, and electronic materials may be employed.
MATERIALS
Textbook: Barrett, S., Jarvis, W., Kroger, M., & London, W. (2007). Consumer health: A guide to intelligent decisions. Madison: Brown &Benchmark.
Consumer Information Catalog (order from www.pueblo.gsa.gov)
Pencil: black, #2 lead
RESOURCES AND REFERENCES
More than 100 resources (books; journals; official and voluntary agencies, with addresses, telephone numbers, and Web addresses) are listed in the Appendix (“Reliable Sources of Information”) of the text (references cited at the end of each chapter).
See attached Syllabus Reference List – Consumer Health.
EVALUATION AND MINIMUM STANDARDS
Test 1: Behavioral Outcomes 1 and 2 will be evaluated on a objective test worth 100 points. In order to pass, you must earn a minimum of 70 points.
Test 2: Behavioral Outcomes 3 will be evaluated on an objective test worth 100 points. In order to pass, you must earn a minimum of 70 points.
Test 3: Behavioral Outcomes 4, 5, and 6 will be evaluated on an objective test worth 100 points. In order to pass, you must earn a minimum of 70 points.
Test 4: Behavioral Outcome 7 will be evaluated on an objective test. Behavioral Outcome 8 will be evaluated on a practical examination. The combination of Behavioral Outcomes 7 and 8 will be worth 100 points. In order to pass, you must earn a minimum of 70 points.
Test 5: Behavioral Outcomes 9 and 10 will be evaluated on an objective test worth 100 points. In order to pass these behavioral outcomes, you must earn a minimum of 70 points.
Test 6: Behavioral Outcome 11 will be evaluated on an objective test and a practical examination worth a combination of 100 points. In order to pass, you must earn a minimum of 70 points.
ALL TESTS WILL BE ANNOUNCED AT LEAST ONE (1) WEEK BEFORE THE TEST.
GRADING STANDARDS
A Pass all 11 Behavioral Outcomes and earn 540 to 600 points
B: Pass 10 of 11 Behavioral Outcomes (to include BOs. 2-11) and earn 480 to 539 points
C: Pass 10 of 11 Behavioral Outcomes (to include BOs. 2-11) and earn 420 to 479 points
D: Pass 6 Behavorial Outcomes and earn 360 to 419 points
F: Pass 5 Behavioral Outcomes and earn 359 to 0 points
COURSE SEQUENCE
WEEK 1-2 Behavioral Outcomes (BOs) 1 and 2
WEEK 3-4 BO 3
WEEK 5-7 BOs 4, 5, and 6
WEEK 8-11 BOs 7, 8, and 9
WEEK 12-13 BO 10
WEEK 14-16 BO 11
Syllabus Reference List – Consumer Health
Adler, Jerry, et. al. “Going Green.” Newsweek, vol. 147, no. 3, July 17, 2006, pp. 43-52.
“FDA Proposes Additional Mad Cow Safeguards.” FDA Consumer, vol. 39, no. 6, November-December 2005, p.6.
Fields, H. “The New Cost of Taking Accutane.” U.S. News & World Report, vol. 140, no. 9, March 13, 2006, p. 63.
Geiger, Debbe. “TLC For Your Ear.” Health, vol. 20, no. 3, April 2006, pp. 79-82.
Howley, K. “ ‘I Can’t Afford to Get Sick’.” Reader’s Digest, April 2006, pp. 91-99.
Johnson, Kirk A. “The Color of Health Care.” Heart and Soul Magazine, Spring 1994.
McGrath, Tom. “Is Life Too Loud?” Men’s Health, vol. 21, no. 2, March 2006, pp. 106-109, 146.
Mushak, Betty. “Environmental Equity: A New Coalition for Justice.” Environmental Health Perspectives, 101:6 (November 1993), pp. 478–483.
National Association of Pharmacy Boards. VIPPS® (Verified Internet Pharmacy Practice Sites). Available at http://www.nabp.net/vipps/intro.asp. Accessed August 12, 2006.
National Center For Complementary And Alternative Medicine. What is complementary and alternative medicine. 2006. Available at http://www.nccam.nih.gov/health/whatiscam. Accessed August 12, 2006.
Porter, Michael & Elizabeth Olmsted Teisberg. “Information Is the Best Medicine -- Doctor Know” The New Republic, vol. 235, issue 4773 and 4774, July 10-July 17, 2006, pp. 13-14.
Quinn, Jane Bryant. “What We Need is Policy.” Newsweek, vol. 147, no. 3, July 17, 2006, p. 53.
Ralston, J. D., and N. B. Hampson. “Incidence of Severe Unintentional Carbon Monoxide Poisoning Differs across Racial/Ethnic Categories.” Public Health Reports, 115:1 (January/February 2000), pp. 46–51.
Rauber, Paul. “Miles to Go Before You Eat.” Sierra, vol. 91, no. 3, May-June 2006, pp. 34-35.
Roizen, Michael & Mehmet Oz. “Secrets of Great Doctors.” Reader’s Digest, March 2006, pp. 110-115.
Satcher, D. S. “The Surgeon General on the Continuing Tragedy of Childhood Lead Poisoning.” Public Health Reports, 115:6 (November/December, 2001), pp. 579–580.
Solomon, B., and R. Lee. “Emissions Trading Systems and Environmental Justice.” Environment, 42:8 (October 2000), pp. 32–45.
Tanner, M. “The Slippery Slope to National Health Care.” USA Today, vol. 135, no. 2734, July 2006, pp. 10—14.
General References
Carmona, R.H. & D.J. Wattendorf. “Personalizing Prevention: The U.S. Surgeon General’s Family History Initiative.” American Family Physician, January 1, 2005, 71 (1), pp.36, 39.
Centers for Disease Control and Prevention, National Center for Health Statistics. “Fast Stats A to Z.” www.cdc.gov/nchs.
Glanz, K., Lewis, F.M., & Rimer, B.K. (Eds.) Health Behavior and Health Education: Theory, Research, and Practice. San Francisco: Jossey-Bass, 1997.
“Health Disparities Experienced by Black or African Americans—United States. Morbidity and Mortality Weekly Report, January 14, 2005.
Jaret, Peter. “The Health Breakthroughs That Matter to You.” Health, vol. 20, no. 1, January/February 2006, pp. 128-133, 199-200.
McDowell, M.A., J.P. Hughes & L.G. Borrud. “Health Characteristics of U.S. Adults by Body Mass Index Category: Results from NHANES 1999-2002.” Public Health Reports, January/February 2006, vol. 121, no.1, pp. 67-73.
National Center for Health Statistics. “Deaths--Leading Causes.” http://www.cdc.gov/nchsfastats/lcod.htm. Accessed April 2006.
“Online version of ‘My Family Health Portrait’ Available in English and Spanish.” FDA Consumer, May-June 2006, pp. 16-17.
National Highway Traffic Safety Administration-National Center for Statistics and Analysis. Subramanian, Rajesh. MotorVehicle Traffic Crashes as a Leading Cause of Death in the United States, 2003. www.nhtsa.dot.gov. Accessed April 2006.
Porter, Michael & Elizabeth Olmsted Teisberg. “Information Is the Best Medicine -- Doctor Know” The New Republic, vol. 235, issue 4773 and 4774, July 10-July 17, 2006, pp. 13-14.
U.S. Census Bureau, Statistical Abstract of the United States: 2006 (125th Edition) Washington, DC, 2005
U.S. Department of Health and Human Services. Healthy People 2010: Understanding and Improving Health. Washington, DC: U.S. Government Printing Office, January 2000.
U.S. Department of Health and Human Services. Healthy People 2010 Midcourse Review. www.healthypeople.gov/data/progrvw/. Accessed March 2006.
U.S. Department of Health and Human Services. U.S. Surgeon General’s Family History Initiative. www.surgeongeneral.gov. Accessed January 2006.