,ELSEVIER
SAUNDERS
An Imprint of Elsevier
11830 Westline Industrial Drive
St. Louis, Missouri 63146
Student Workbook to Accompany
ESSENTIALS OF HUMAN DISEASES AND CONDITIONS
Third Edition
Copyright © 2004 by Elsevier
All rights reserved. No part of this publication may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopy, recording, or any informa-
tion storage and retrieval system, without permission in writing from the publisher.
Permissions may be sought directly from Elsevier’s Health Sciences Rights
Department in Philadelphia, PA, USA: phone: (+1) 215 239 3804, fax: (+1) 215 239 3805,
e-mail: . You may also complete your request on-line
via the Elsevier homepage (http://www.elsevier.com), by selecting ‘Customer Support’
and then ‘Obtaining Permissions’.
Publishing Director: Andrew Allen
Executive Editor: Adrianne Rippinger
Senior Developmental Editor: Rae L. Robertson
Publishing Services Manager: Linda McKinley
Project Manager: Julie Eddy
Designer: Julia Dummitt
ISBN-13: 978-1-4160-0092-1
ISBN-10: 1-4160-0092-5
Last digit is the print number: 6 5 4 3 2
, lGetanerenereraceyel
eveloping an understanding to disease terminology book may be necessary to arrive at the cor-
ID processes is an exciting and fascinating facet rect meaning of each word as it is used in the textbook.
of the health care provider’s education. Con-
sidering that disease conditions are universally
experienced, most of us have not only a natural
curiosity about them, but as health care providers, it
GLOSSARY TERMS
is essential that we are cognizant of the many com-
ponents of disease. The study of current medical Glossary terms are boldfaced and/or italicized in
information on the more common clinical disorders each chapter and presented in the glossary section
encountered in the health care field presents a chal- in the back of the textbook. It is suggested that you
lenge to any student. attempt to recall the information presented in class
Essentials of Human Diseases and Conditions, third lecture and then confirm the definition with the
edition, attempts to condense and simplify current textbook glossary.
medical information on the more common clinical
disorders encountered in the health field and physi-
cian office. This companion workbook is intended
to present an orderly and concise review of informa-
SHORT ANSWER
tion and to assist you in investigating diseases of the
human body. The authors of this workbook, both Short-answer questions are included in each chap-
medical-assisting educators and CMAs, recognize ter as a method of providing you with a means of
how essential it is for you to have an organized recall. These questions address pertinent facts of
means of reinforcing and reviewing information selected diseases discussed in the chapter.
presented in the text and during class sessions. It is
our goal to provide a tool that will bolster the edu-
cational experience as you study pathophysiology, as
FILL-IN-THE- BLANK
well as to help you approach learning the basics of
the human pathologic condition.
Students have previously expressed their desire Fill-in-the-blank questions provide an opportunity
to have a workbook or study guide to help with for you to apply one-word or short answers, again to
studying notes and preparing for examinations. help reinforce and review the information present-
This workbook is a means to review pertinent infor- ed. Answers are provided in Word Lists for rapid
mation, making it more likely that you will remem- recognition.
ber diseases along with their signs, symptoms, and
treatments.
This workbook has been planned to follow the ANATOMICAL STRUCTURES
textbook chapters in an orderly fashion. Each chap-
ter of the workbook follows the body systems and
presents the review material in the following order: Illustrations of anatomical structures and processes
¢ Word Definitions are included for labeling. Knowledge of anatomy is
Glossary Terms crucial to understanding the concepts of disease
Short Answer processes. These labeling exercises are intended to
Fill-in-the-Blank enhance learning.
Anatomical Structures
Patient Screening
Patient Teaching PATIENT SCREENING
Essay Question
Certification Exam Review (Multiple Choice)
Selected patient-screening scenarios are presented
to enable you to relate how you would handle tele-
phone calls to the medical office. For these exercis-
WoRD DEFINITIONS es, you should apply the following general guide-
lines for patient screening in combination with
The sections titled Word Definitions list essential critical thinking skills to formulate a typical screen-
words to help you develop and understand disease ing response. Five typical phone calls are presented
entities. The use of a medical dictionary or medical per chapter.
, GUIDELINES FOR PATIENT-SCREENING e Sudden onset of weakness and unsteadiness or
EXERCISES severe dizziness
e Sudden loss of consciousness or paralysis
Typically, the medical assistant has the responsibility e Flashes of light in field of vision
Introductionof screening telephone calls from patients request- ¢ Sudden and progressively worsening abdomi-
ing an appointment or reporting treatment progress nal, flank, or pelvic pain
or lack of progress. The medical assistant is often the ¢ Sudden onset of blurred vision accompanied
initial contact for the patient or patient’s family, and by severe throbbing in the eye
critical thinking and a prompt response are ¢ Children and other individuals with a history of
required. Many offices have established guidelines asthma and sudden onset of difficulty breathing
regarding the extent of assessment that can be made Additional symptoms requiring prompt assess-
over the telephone in compliance with state practice ment include but are not limited to:
acts. It is essential that office staff be aware of and fol- e Sudden or recent onset of unexplained bleed-
low office guidelines. Additionally, the medical assis- ing including blood in urine, stool, or emesis
tant who is answering the phone may have a list of ¢ Coughing or spitting up of blood
questions that he or she is expected to ask along with e¢ Unusual and unexplained or heavy vaginal
suggestions for appropriate responses regarding bleeding
appointments or acceptable referrals. Important e Elevated body temperature of sudden onset or
guidelines for life-threatening situations are listed in for a prolonged period
the textbook and in this workbook. e¢ Continued abdominal, back, or pelvic pain
It is recommended that you review the infor- e Sudden onset of headache-type pain
mation in the text regarding patient screening. The ¢ Children with elevated temperatures or contin-
guidelines listed are not intended for diagnosing a ued vomiting
caller’s medical condition or for providing curative e Infants with sudden onset of projectile vomiting
advice. These exercises offer general clues to enable It is essential to document all calls according to
you to recognize the urgency for an appointment, to office policy and to notify the physician in an emer-
identify individuals reporting an emergency, and to gency situation.
discern the kind of calls that require referral to the
physician for response. These exercises are not
intended to focus on the skill of medical triage,
PATIENT TEACHING
which state practice acts generally reserve for cer-
tain licensed professionals. When a patient calls,
careful listening is essential because the caller often Selected patient-teaching scenarios are included to
relays information that will help the medical assis- enable you to convey how you would handle patient-
tant to decide the appropriate action required. Ide- teaching opportunities in the medical office. For
ally, the outcome of telephone communication these exercises, you should apply the following gen-
between caller and screener will benefit the patient eral guidelines for patient teaching.
and avoid potential medical and legal problems.
The importance of sensitivity to human suffering, GUIDELINES FOR PATIENT-TEACHING
strict confidentiality, and a keen awareness of the EXERCISES
priority of meeting the needs of patients are neces- These exercises are intended to provide you with an
sary skills of the telephone screener and cannot be opportunity to develop patient-teaching skills. The
overstated. The medical assistant must always keep actual implementation of these skills is dependent
in mind the following important facts: on state practice acts and office policies. You have
¢ Only physicians and nurse practitioners may diag- the responsibility to make yourself aware of your
nose disease and prescribe medications. state’s practice acts and office policy before attempt-
e Established office protocol must always be fol- ing actual patient teaching. Once you have ascer-
lowed during the screening process. tained that patient teaching is within your scope of
e All calls and referrals must be documented practice, you should check office policy for suggest-
according to office policy. ed protocol. Many offices have established guide-
The following list of serious and life-threatening lines for patient teaching, as well as printed materi-
conditions require immediate assessment and als to assist the health care professional in
intervention: patient-teaching responsibilities.
e Sudden onset of unexplained shortness of ¢ Most offices have patient instructions that are
breath written on the encounter form at the end of
¢ Crushing pain across the center of the chest the physician’s contact with the patient.
e Difficult breathing occurring suddenly and e As the patient signs out or before he or she
rapidly worsening, often in the middle of the leaves the examination room, the medical assis-
night tant reviews these instructions with the patient.
e¢ Vomiting bright red or very dark “coffee- ¢ Often the scheduling of a return visit is the
grounds”—appearing blood only instruction the physician may write.
SAUNDERS
An Imprint of Elsevier
11830 Westline Industrial Drive
St. Louis, Missouri 63146
Student Workbook to Accompany
ESSENTIALS OF HUMAN DISEASES AND CONDITIONS
Third Edition
Copyright © 2004 by Elsevier
All rights reserved. No part of this publication may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopy, recording, or any informa-
tion storage and retrieval system, without permission in writing from the publisher.
Permissions may be sought directly from Elsevier’s Health Sciences Rights
Department in Philadelphia, PA, USA: phone: (+1) 215 239 3804, fax: (+1) 215 239 3805,
e-mail: . You may also complete your request on-line
via the Elsevier homepage (http://www.elsevier.com), by selecting ‘Customer Support’
and then ‘Obtaining Permissions’.
Publishing Director: Andrew Allen
Executive Editor: Adrianne Rippinger
Senior Developmental Editor: Rae L. Robertson
Publishing Services Manager: Linda McKinley
Project Manager: Julie Eddy
Designer: Julia Dummitt
ISBN-13: 978-1-4160-0092-1
ISBN-10: 1-4160-0092-5
Last digit is the print number: 6 5 4 3 2
, lGetanerenereraceyel
eveloping an understanding to disease terminology book may be necessary to arrive at the cor-
ID processes is an exciting and fascinating facet rect meaning of each word as it is used in the textbook.
of the health care provider’s education. Con-
sidering that disease conditions are universally
experienced, most of us have not only a natural
curiosity about them, but as health care providers, it
GLOSSARY TERMS
is essential that we are cognizant of the many com-
ponents of disease. The study of current medical Glossary terms are boldfaced and/or italicized in
information on the more common clinical disorders each chapter and presented in the glossary section
encountered in the health care field presents a chal- in the back of the textbook. It is suggested that you
lenge to any student. attempt to recall the information presented in class
Essentials of Human Diseases and Conditions, third lecture and then confirm the definition with the
edition, attempts to condense and simplify current textbook glossary.
medical information on the more common clinical
disorders encountered in the health field and physi-
cian office. This companion workbook is intended
to present an orderly and concise review of informa-
SHORT ANSWER
tion and to assist you in investigating diseases of the
human body. The authors of this workbook, both Short-answer questions are included in each chap-
medical-assisting educators and CMAs, recognize ter as a method of providing you with a means of
how essential it is for you to have an organized recall. These questions address pertinent facts of
means of reinforcing and reviewing information selected diseases discussed in the chapter.
presented in the text and during class sessions. It is
our goal to provide a tool that will bolster the edu-
cational experience as you study pathophysiology, as
FILL-IN-THE- BLANK
well as to help you approach learning the basics of
the human pathologic condition.
Students have previously expressed their desire Fill-in-the-blank questions provide an opportunity
to have a workbook or study guide to help with for you to apply one-word or short answers, again to
studying notes and preparing for examinations. help reinforce and review the information present-
This workbook is a means to review pertinent infor- ed. Answers are provided in Word Lists for rapid
mation, making it more likely that you will remem- recognition.
ber diseases along with their signs, symptoms, and
treatments.
This workbook has been planned to follow the ANATOMICAL STRUCTURES
textbook chapters in an orderly fashion. Each chap-
ter of the workbook follows the body systems and
presents the review material in the following order: Illustrations of anatomical structures and processes
¢ Word Definitions are included for labeling. Knowledge of anatomy is
Glossary Terms crucial to understanding the concepts of disease
Short Answer processes. These labeling exercises are intended to
Fill-in-the-Blank enhance learning.
Anatomical Structures
Patient Screening
Patient Teaching PATIENT SCREENING
Essay Question
Certification Exam Review (Multiple Choice)
Selected patient-screening scenarios are presented
to enable you to relate how you would handle tele-
phone calls to the medical office. For these exercis-
WoRD DEFINITIONS es, you should apply the following general guide-
lines for patient screening in combination with
The sections titled Word Definitions list essential critical thinking skills to formulate a typical screen-
words to help you develop and understand disease ing response. Five typical phone calls are presented
entities. The use of a medical dictionary or medical per chapter.
, GUIDELINES FOR PATIENT-SCREENING e Sudden onset of weakness and unsteadiness or
EXERCISES severe dizziness
e Sudden loss of consciousness or paralysis
Typically, the medical assistant has the responsibility e Flashes of light in field of vision
Introductionof screening telephone calls from patients request- ¢ Sudden and progressively worsening abdomi-
ing an appointment or reporting treatment progress nal, flank, or pelvic pain
or lack of progress. The medical assistant is often the ¢ Sudden onset of blurred vision accompanied
initial contact for the patient or patient’s family, and by severe throbbing in the eye
critical thinking and a prompt response are ¢ Children and other individuals with a history of
required. Many offices have established guidelines asthma and sudden onset of difficulty breathing
regarding the extent of assessment that can be made Additional symptoms requiring prompt assess-
over the telephone in compliance with state practice ment include but are not limited to:
acts. It is essential that office staff be aware of and fol- e Sudden or recent onset of unexplained bleed-
low office guidelines. Additionally, the medical assis- ing including blood in urine, stool, or emesis
tant who is answering the phone may have a list of ¢ Coughing or spitting up of blood
questions that he or she is expected to ask along with e¢ Unusual and unexplained or heavy vaginal
suggestions for appropriate responses regarding bleeding
appointments or acceptable referrals. Important e Elevated body temperature of sudden onset or
guidelines for life-threatening situations are listed in for a prolonged period
the textbook and in this workbook. e¢ Continued abdominal, back, or pelvic pain
It is recommended that you review the infor- e Sudden onset of headache-type pain
mation in the text regarding patient screening. The ¢ Children with elevated temperatures or contin-
guidelines listed are not intended for diagnosing a ued vomiting
caller’s medical condition or for providing curative e Infants with sudden onset of projectile vomiting
advice. These exercises offer general clues to enable It is essential to document all calls according to
you to recognize the urgency for an appointment, to office policy and to notify the physician in an emer-
identify individuals reporting an emergency, and to gency situation.
discern the kind of calls that require referral to the
physician for response. These exercises are not
intended to focus on the skill of medical triage,
PATIENT TEACHING
which state practice acts generally reserve for cer-
tain licensed professionals. When a patient calls,
careful listening is essential because the caller often Selected patient-teaching scenarios are included to
relays information that will help the medical assis- enable you to convey how you would handle patient-
tant to decide the appropriate action required. Ide- teaching opportunities in the medical office. For
ally, the outcome of telephone communication these exercises, you should apply the following gen-
between caller and screener will benefit the patient eral guidelines for patient teaching.
and avoid potential medical and legal problems.
The importance of sensitivity to human suffering, GUIDELINES FOR PATIENT-TEACHING
strict confidentiality, and a keen awareness of the EXERCISES
priority of meeting the needs of patients are neces- These exercises are intended to provide you with an
sary skills of the telephone screener and cannot be opportunity to develop patient-teaching skills. The
overstated. The medical assistant must always keep actual implementation of these skills is dependent
in mind the following important facts: on state practice acts and office policies. You have
¢ Only physicians and nurse practitioners may diag- the responsibility to make yourself aware of your
nose disease and prescribe medications. state’s practice acts and office policy before attempt-
e Established office protocol must always be fol- ing actual patient teaching. Once you have ascer-
lowed during the screening process. tained that patient teaching is within your scope of
e All calls and referrals must be documented practice, you should check office policy for suggest-
according to office policy. ed protocol. Many offices have established guide-
The following list of serious and life-threatening lines for patient teaching, as well as printed materi-
conditions require immediate assessment and als to assist the health care professional in
intervention: patient-teaching responsibilities.
e Sudden onset of unexplained shortness of ¢ Most offices have patient instructions that are
breath written on the encounter form at the end of
¢ Crushing pain across the center of the chest the physician’s contact with the patient.
e Difficult breathing occurring suddenly and e As the patient signs out or before he or she
rapidly worsening, often in the middle of the leaves the examination room, the medical assis-
night tant reviews these instructions with the patient.
e¢ Vomiting bright red or very dark “coffee- ¢ Often the scheduling of a return visit is the
grounds”—appearing blood only instruction the physician may write.
