Station 1: Med School Acceptance

Transcription

1 Station 1: Med School Acceptance The competition for students applying to medical school is tough, but how tough is it? Most medical school and allied health programs have a set number of positions available to applicants each year, but they receive more applications than they have openings. Using mathematical computations, we are able to produce ratios and percentages to get an idea of an individual s chances of having his or her application accepted. Using these competition ratios and percentages allows students planning for careers to have a better idea of their chances of success. Using the directions below and data from Table 1, determine the competition ratio and percentage of students that are accepted into several prestigious U.S. medical school programs. In Table 2, determine the competition and completion ratios of medical students in specific specialties. Materials Table Medical School Applications and Acceptance Rates Table Medical Specialty Application, Acceptance, and Completion Rates Directions Calculating Ratios Divide the number of applications by the number of accepted students. Applications/Accepted Students = Ratio of Students Accepted Example: 5,500 applications/250 accepted students = 1:22 students accepted This means that 1 in 22 students who applied will be accepted. Calculating Percentages From Ratios Divide the first number of the ratio by the second number of the ratio, and multiply by 100. First Number/Second Number x 100 = Percentage Example: 1/22 x 100 = 4.5% This means that 4.5% of the students who applied were accepted. Use the directions above and the data in Tables 1 and 2 to complete Tables 3 and 4 on the answer sheet. 1

2 Saline solution is a mixture of sodium chloride, or salt, in water. Saline solution is normally 0.9% sodium chloride since 0.9% is also the normal concentration of saline within body fluids. An increase or decrease in this concentration can adversely impact cellular, and even organ, function. Saline solution is most commonly used in IV (intravenous) bags and administered through an IV drip for patients who have become severely dehydrated. It is also used to prevent dehydration in patients who cannot consume liquids and nutrients by mouth. Other compounds, such as medications, can also be administered through an IV drip bag. Producing and administering IV solutions is a common procedure in the medical field. Materials Sodium chloride Graduated cylinder Digital scale Flask/beaker Water Weighing boat Triple Beam Balance Paper towels Directions Task You have been asked to create a 10% saline solution. 1 2 Mass an empty weighing boat onto your scale. Push the tare button that can do this for you. 3 Using the following simplified equation, determine how much salt and how much water will be needed. For this activity, mass will be measured in grams (g) and volume will be measured in milliliters (ml). mass of salt Volume of saline solution x 100 = saline solution percentage Example: [5] g of salt / [10] ml of saline solution x 100 = [50%] saline solution Since 1 gram = 1 milliliter, in this example 5 g of salt should be added to 5 ml of water to produce 10 ml of 50% saline solution (or 50% salt and 50% water). Often times, scientists would add enough water to reach a total volume of 10 ml. Since salt takes of volume, you would approximately add about 5 ml of water to get a 50% solution. Use the space on your answer sheet to perform your own calculations for the10% saline solution problem. Check your answer with your instructor before moving on to the next steps!

3 4 Measuring Mass of salt: Place salt into the weighing boat. Record results. Place in an empty beaker that you will eventually pour the water into as well. 5 Measuring Volume of water: Be selective on which type of equipment would give you the most precise measurement 6 Pour the water and the salt into the flask/beaker. Carefully swirl the flask/beaker he salt is completely dissolved. Now create another 10% solution in a separate beaker, except this 7 time use a triple beam balance, rather than the digital scale. It is important to take into account the weight of the weighing boat. 8 DESCRIBE if there are any visible differences to the two different solutions: Describe a method to determine if there is a difference in the concentrations of the two solutions: 3

4 A hormone is a chemical substance secreted by one tissue that travels by way of body fluids to affect another tissue in your body. In essence, hormones are "chemical messengers." Many hormones, especially those affecting growth and behavior, are significant to both men and women. The onset of puberty begins when the pituitary gland starts producing large amounts of hormones, usually around age 12. The main hormone produced in boys is testosterone, and in girls it is estrogen. Task Image You work for a family doctor that has asked you to graph the testosterone levels that have been recorded in medical charts for two male patients, who are twin brothers, over the last few years. You will then need to compare the results to normal values, and determine if each male patient is progressing normally through puberty and into adulthood. Table 6 contains the testosterone levels for Patients A and B, and Table 7 contains the normal testosterone values for comparison. Table 6. Patient Testosterone Levels Graph each patient s testosterone level for each test date. Both Patients A and B were born in The dates provided are the dates that the testosterone levels were tested. The graph can be a line or bar graph. Make sure to include a title, and label the x-axis and y-axis of your graph. Date of Testosterone Patient A Patient B Test Jan ng/dl 8 ng/dl Jan ng/dl 18 ng/dl Jan ng/dl 24 ng/dl Jan ng/dl 80 ng/dl Jan ng/dl 125 ng/dl Jan ng/dl 225 ng/dl Table 7. Average Testosterone Levels in Developing Males Stage of Puberty Average Age Amount of Testosterone Pre-puberty 0-12 under 30 ng/dl Early puberty ng/dl Mid-puberty ng/dl Adulthood ng/dl

5 4 Data Interpretation: A) Describe Patient A s testosterone levels. B) Describe Patient B s testosterone levels. C) How do the two compare to one another? D) Use the following two websites to write a possible explanation and health consequence of the test results. You are caring for a 13-year-old patient who has broken the radius and ulna, which are the bones of the forearm. Broken bones are commonly referred to as fractures, and fractures of the forearm are most commonly caused by a direct blow that can result from a sports injury, car accident, or a fall. Fractures during childhood or puberty, especially at the ends of bones, can greatly impact the way a bone develops. The ends of long bones have a growth plate that extends the long bone during development. When the growth plate is damaged, the long bone does not grow correctly, and can result in limbs that are crooked or uneven. Approximately 15 30% of childhood fractures occur at the growth plate. To prevent these deformities, orthopedic surgery is often necessary. Materials Ruler Directions Forearm x-ray images Task Image 5

6 1 2 3 It has been a year since your patient fractured the radius and ulna of his right forearm. An x-ray image of the fracture has been provided in image A (other station sheet) for reference. Fractures appear as a dark space on the normally white or light grey bone, and often times the bone is deformed. The x-ray image to the right is an example of a fracture of the ring finger. The patient has been complaining of pain in the right forearm, and the physician has ordered x-rays of both the right and left forearms for comparison. Image B on the other station sheet is the healed right forearm, and Image C is the left forearm. Since the fracture was close to the growth plate, we need to check to make sure that each forearm has been growing equally. Using the ruler, measure the ulna and radius of the right and left forearms (Images B and C). A reference line has been drawn at the ends of each bone to help with accurate measurements. Record your measurements in Table 8 on your answer sheet in centimeters (cm). Convert the measurements into millimeters (mm) and meters (m). Radius Ulna Cm mm m 4 Compare the difference between the measurements for the radius and ulna of the right and left forearms. Was the growth plate damaged? Use your results to explain your answer:

7 STATION 5: MAKING OBSERVATIONS: MOLE OR SKIN CANCER? A physician has many tools at his or her disposal to use when diagnosing a patient. Some of these tools are qualitative, while others are quantitative. The most common qualitative tool that a physician will use are the senses involved with observation. During the initial physical examination, the physician will note the patient s general appearance, listen to the heart and lungs, and feel the movement of the abdomen and extremities. If any of the observations point in the direction of a particular diagnosis, additional qualitative tests can be performed. For example, when trying to identify whether a mole is cancerous, a physician will first make observations of the mole s shape, size, and color. Following this observation, the physician will order additional tests, such as a biopsy, if he or she suspects the mole may be cancerous. - Materials Identifying Skin Cancer sheet Directions Task Patient Mole images Image 1 You have been asked to make an observation of six patient moles to determine whether they may be cancerous. Using the Identifying Skin Cancer chart, make observations of the patient moles found on the Patient Moles sheet. 2 3 Record your observations in Table 9 on the answer sheet. Note: Observing skin moles for cancer can be done through self-examination, and initially does not require a physician. If you suspect that you, a friend, or family member has a suspicious mole, make an appointment to have it checked by a physician. The earlier that skin cancer is detected, the easier and often more successful it will be to treat. Saenger, M Annual Physical Examinations. WebMD Medical Reference, 7

8 The pulse rate measures the number of times the heart beats within a minute. As the heart beats, it pushes blood through arteries, which contract and expand as the blood flows. This contraction and expansion can be felt, and counted, through the skin in large arteries. An average healthy adult at rest has a pulse rate of beats per minute (bpm). This rate can fluctuate depending on age, exercise, and overall health. The respiration rate is the number of breaths an individual takes within a minute. As the lungs contract and expand, the chest rises and falls. The respiration rate is simple to obtain by observing the rise and fall of the chest. An average healthy adult at rest has a respiration rate of breaths per minute. Materials Timer Directions Measuring the Pulse Rate 1 Find your radial pulse located on the underside of the wrist on the thumb side. Use your index and middle fingers to find the pulse. Do Not Use Your Thumb! 2 Once you find the pulse, count the number of beats in a 60-second period. Record the number in Table To obtain your beats per minute (BPM). Record your BPM Measuring the Respiration Rate 4 Respiration rate is easily observed by watching the chest rise and fall. Have a partner observe and count the number of (natural) breaths you take in a 1-minute period. This is your respiration rate. Record this number. 5 Resting BPM is 80. Resting RR is How did you compare?

9 Station 7: Body Temperature Body temperature is a measure of the body's ability to generate and eliminate heat. Body temperature is a chief indicator of normal functioning and health. Human body temperature is held in a narrow range and automatically corrects itself in response to environmental temperatures. Internally, all of the body functions necessitate maintenance of the proper temperature, and thus any serious deviation from the normal body temperature is an indication of ill health. Your body temperature can be measured in many locations on your body. The mouth, ear, armpit, and rectum are the most commonly used places. Temperature can also be measured from the forehead. Normal body temperature is approximately 98.6 Fahrenheit, 37 Celsius, or Kelvin. Materials Thermometer Directions Task 1 Place a thermometer cover on the thermometer (for sanitary/reuse reasons). Some thermometers may be digital, while others are manual. Check with your instructor on the proper use of the 2 thermometers belonging to your classroom. 3 Use the thermometer to measure your body temperature at the following locations: Elbow Armpit Forehead Pinched between fingers 4 Leave the tip of the thermometer in place for 1-2 minutes if manual, or until the thermometer beeps for digital. 5 Read and record the temperature (Celcius) Convert each Celsius temperature to Fahrenheit and Kelvin using the following conversion equations. SHOW YOUR WORK!!! 6 Fahrenheit (F) to Celsius (C) (F 32) x 5/9 = C Celsius (C) to Fahrenheit (F) C x 5/ = F Fahrenheit (F) to Kelvin (K) (F 32) x 5/ = K Celsius (C) to Kelvin (K) C = K Example: (98.6 F 32) x 5/9 = 37 C Example: 37 C x 5/ = 98.6 F How do your temperatures compare to the table below? Example: (98.6 F 32) x 5/ = K Example: 37 C = K 9

10 7 How do the temperatures of the different regions of the body compare to each other? Why might some be higher/lower? 8 After finishing, wipe the thermometer with alcohol. WebMD First Aid & Emergencies. Station 8: Micropipetting Activity: 1. When using a micropipette, always use a tip 2. First stop, then draw up liquid slowly 3. Dispense by pushing to the second stop 4. Draw and observe the amounts of fluid in the 1 liter (1000mL), 100mL, and 10mL graduated cylinders. 5. What is the relationship between the three measurements? 6. Using a p-1000 micropipette, measure 1 milliliter (1000microliters) of the liquid provided and place in the well plate provided. 7. Using a p-100, measure 100 microliter of the liquid provided and place in the well plate provided. 8. Draw the size differences between the two microliter volumes. 9. What is the relationship between the two measurements?

11 HASPI Medical Biology Lab 01b! Table Medical School Applications and Acceptance Rates School # of Applications # of Accepted Students Stanford 6, George Washington University 14, University of California, San Francisco 6, Harvard 5, UCLA 6, Mayo Medical School 4, University of North Carolina 4, All Medical Schools in the United States 500,900 45,126 Table Medical Specialty Application, Acceptance, and Completion Rates Specialty # of Applications # of Accepted Students % of Students That Complete General Surgeon % OB/GYN % Cardiology % Pediatrics % Radiology % Intensive Care % Clinical Oncology %! 77

12 HASPI Medical Biology Lab 01b Sheehy, K Medical School Acceptance Rates. Education Grad Schools, US News,

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14 HASPI Medical Biology Lab 01b 78 The following chart is used to identify whether a mole is normal or may be cancerous. If a physician determines that a mole may be cancerous, he/she can remove a section of the mole, called a biopsy, and have it tested to determine whether cancer cells are present.!

15 HASPI Medical Biology Lab 01b Examine the following patient moles to determine if they may be cancerous, and whether a biopsy should be ordered. The images are blown up to a larger size, with the actual diameter specified below each image. For reference, a pencil eraser is 6-8 mm.! Patient Diameter = 3 mm Patient Diameter = 5 mm Patient Diameter = 8 mm Patient Diameter = 25 mm Patient Diameter = 12 mm Patient Diameter = 6 mm! 81

16 ! HASPI Medical Biology Lab 01b