Full transcript
0:05Hello everyone, welcome back. I hope you
0:08had an amazing weekend. My name is
0:10Dwanda and I am here to kick you off for
0:13your week three where we will cover some
0:15of the most key components of this
0:16week's assignments. Before we begin
0:18though, I do want to say congratulations
0:21you all. You have survived another week.
0:25And if you're feeling a bit overwhelmed,
0:27tired, or just a bit stressed out, we're
0:30human, everybody. It happens. It's
0:33completely normal. This is something
0:34new. So, I just want to encourage you to
0:37keep showing up for yourself as you have
0:39been. And in the words of Theodore
0:41Roosevelt, if you just believe you can,
0:45you are more than halfway there. So,
0:48keep showing up, keep doing great work,
0:50you all, and let's get you to the finish
0:52line. All right, with that, I would love
0:55to be able to share some slides with you
0:56all and get you started on your week
0:58three. Give me just a moment.
1:06All right, so here we are. We are
1:09trucking through our week three, you
1:10all. We're going to get you kicked off
1:12with a little bit more of anatomy and
1:15physiology. And remember with the term
1:18anatomy, this is where we're going to
1:20take a closer look at the 11 body
1:23systems. Uh when you hear the term
1:25anatomy, I would love for you to think
1:26of the structure of an organ. Taking a
1:29look at the structure, what it is, the
1:32components of that organ. When you hear
1:34the term physiology, there is where
1:36we'll take a deeper dive into what does
1:38that organ do, and how does it
1:41contribute to the body system. As we're
1:44learning each one of these body systems,
1:46we will also begin to incorporate
1:48diseases or disorders that are
1:50associated with each one of those
1:52systems. And that is a new term for you
1:54by the name of pathology.
1:57So before we dive in,
2:02let's cover a few quick reminders for
2:04you. And so with that, those daily
2:06assignments, you're seeing them. They're
2:08on your calendar every day. You've got
2:11something to do there. uh these daily
2:13assignments are extremely valuable and
2:16making sure that you are able to
2:18understand those key components. The
2:21great thing about daily assignments is
2:23they have unlimited attempts. So you
2:26keep working at these. You all use these
2:28as a form of study. Make sure that
2:31you're approaching these with a grade of
2:33at least 80%. But hey, why not? Let's
2:36shoot for the stars. We've got unlimited
2:37attempts. Let's keep working at these
2:39until we get 100%.
2:42Now, they do count towards 30% of your
2:45overall grade. So, you want to make sure
2:47that you're staying on top of completing
2:50these daily assignments every day. And I
2:52will tell you that if you start to fall
2:54behind, it becomes very tough to keep
2:57up. So, I like to say it's easier to
3:00keep up than it is to catch up. So,
3:02let's make sure that every day we're
3:04carving out at least an hour to an hour
3:07and a half time to contribute towards
3:09our studies. Also with that just want to
3:12go back and iterate on our attendance
3:14policy. Uh stepful has a protocol of no
3:17more than three class days missed but we
3:20also are understanding instructors and
3:22we know that life does happen. Now with
3:25the attendance you would want to make
3:27sure that with your live class session
3:29days, your two meeting days per week
3:32that you are present in class no more
3:34than 10 minutes after your scheduled
3:36time has begun. And if for some reason
3:39you needed to make an escape a little
3:41bit earlier, you've got about a
3:4210-minute window where you could leave
3:44early if you needed to and you would
3:46still be marked as present in the class.
3:49In the event that you find that that
3:51three days may not be enough for you and
3:54that maybe you're experiencing a family
3:56emergency or circumstance, please don't
3:58hesitate to reach out to any one of your
4:00instructors. All of us are very
4:02understanding. let us know what's going
4:04on and we can put a plan of action
4:06together to make sure that you are still
4:08on the pathway to success.
4:11Last but not least, you all, that extra
4:13credit. Are you interested in becoming
4:15your class validictorian? This is the
4:18way to make it happen. That extra credit
4:20worth 10% of your overall grade. Let's
4:24make sure that we're getting those
4:26submitted by the due date as well. All
4:29of this to say, you've got this. You all
4:32put one foot in front of the other.
4:33Let's keep this thing going until we get
4:36to the end and know that we here at
4:38Stepple are here for you.
4:41Now, in your week three kickoff, as
4:44mentioned, we're getting started with
4:45these body systems. And so, we're going
4:47to kick you off with the cardiovascular
4:50system first. And with the
4:52cardiovascular system, one of my
4:53favorites, here is where we talk about
4:56all things related to the heart. Now an
4:59interesting thing about the
5:00cardiovascular system in the stepful
5:02program is we will approach this system
5:05by three different angles. Uh the first
5:08is going to be the anatomy and
5:10physiology portion. You'll next see
5:12cardiovascular system come back where we
5:15then take a closer look at the
5:17specialty. And so if you've heard of the
5:20term cardiologist,
5:22rememberologist is our suffix that means
5:24one who specializes. Here we're taking a
5:27closer look at a provider who
5:30specializes in all things related to the
5:32cardiovascular system and what that
5:35might look like for you in the event
5:38that you were assisting a cardiologist.
5:41The third time we take a look at this
5:42body system is by way of some some of
5:45the most common test uh one that is
5:47known as the EKG electroc cardiogram.
5:51Not only will you all learn how to
5:53administer that test, but you will also
5:56be instructed on how to interpret those
5:59results. Now, interpreting results,
6:01while it does not fall within a CCMA
6:03scope of practice, it is very important
6:06when we're dealing with the heart for
6:08you all to understand and be able to
6:11recognize if you are dealing with a
6:13patient who is in need of immediate
6:16care.
6:17Now for your day two, we're going to
6:19take a closer look at the components of
6:22blood and your day three respiratory
6:25system and special sens senses. Now, you
6:28do have a group project and I am going
6:31to take you through the instructions of
6:33the group project, but I do want you all
6:35to follow up with your instructor in
6:37regards to the due date of the group
6:40project. Uh there are two components to
6:42it. one in which you'll meet with your
6:44group to discuss how you will complete
6:47your group project and there will be
6:49another day that your instructor will
6:51share with you as to when you will
6:53present your group project. So let's
6:56talk about that.
6:59Now this is your first group project and
7:01if you have not noticed your slack
7:04channel you should have an additional
7:06channel added. That additional channel
7:09is going to be a study group channel and
7:12that is going to be comprised of your
7:14new group members. I love group projects
7:17because as one who has gone to school
7:20online, I know what it's like to kind of
7:22hide behind the cameras and kind of feel
7:24as if you're on your own island. This
7:26makes us unveil ourselves. It makes us
7:29work with others uh as we will do in
7:32healthcare. Healthcare is a team effort
7:34and so we demonstrate that through our
7:36group projects. Now that Slack channel
7:39that you've been added to, that is going
7:41to be an additional way for you to
7:43communicate with your group members
7:45outside of class time for your first
7:49group project.
7:51Your instructor is going to guide you
7:53through this. And what you will see on
7:56your group project day is two Zoom
7:58links. One Zoom link you will use to
8:01join your instructor as you normally
8:03would for your class session. The
8:05additional Zoom link is for you to meet
8:08with your group members immediately
8:10following your lecture. Now when you do
8:13log into that second Zoom, you will meet
8:16with your group members. They are the
8:18same group members you will work through
8:20from beginning to the end. And with
8:23that, you all are going to choose one
8:27disease or disorder to research. Now,
8:30that disease or disorder that you all
8:32choose to research, it has to come from
8:36this list here. And everyone in the
8:38group needs to be on board with this
8:41subject. Once you all determine which
8:44disease or disorder you're most
8:46interested in, you are then going to
8:49assign sections of research to one
8:52another. And so I do want to point out
8:54that while it is called a group project,
8:57you are only graded for your individual
9:00contribution to the work. And so each
9:03section here will be individually
9:05graded. Now, one of you in the group
9:08will handle cause and risk factors. Your
9:11job is going to be to research all
9:13things related to the cause and risk
9:15factors of the disease or disorder that
9:18your group chose. If you were assigned
9:20to signs and symptoms, you're going to
9:22do the same thing, answering all of the
9:25components there under number two that
9:28have to do with signs and symptoms. If
9:30you are handling the diagnosis, you're
9:33going to answer the questions that fall
9:35under number three for diagnosis and be
9:38prepared to present that on presentation
9:40day. And lastly, if you're handling
9:42treatment and prognosis, more of the
9:45same. You're going to be researching and
9:47answering the questions of the
9:49components for number four.
9:52Now on your meeting day you and your
9:54group members will discuss your angle
9:57your your uh disease or disorder that
10:00you all have chosen. You'll discuss the
10:02approach in which you'll be delivering
10:03this and then you will come back on your
10:07review day with an additional Zoom link
10:10in which you will be prepared to
10:12present. Now on presentation day it is
10:15encouraged that you have your cameras on
10:18that you have a working microphone as
10:20you are being graded for your efforts.
10:23When you log into that additional Zoom
10:25link it will automatically start
10:28recording. You and your group members
10:30can start with your uh your topic. The
10:34first person will introduce themselves.
10:36They will kick this thing off with
10:38sharing the the subject matter that you
10:40all are researching and then they will
10:42cover their section. They're then going
10:43to pass it on to the next person who
10:45will do the same thing until we've
10:47completed all components. Now, your
10:51recorded session, there's nothing that
10:53you need to do other than present. Once
10:56everyone has presented, you will then be
10:59free to log out that recording. There's
11:02nothing you need to do. It will be
11:03graded. Those grades will make it back
11:05to your instructor. They will review
11:08them and publish them and you will
11:10receive real- time feedback as to how
11:13you did with your group project. Now,
11:15there's one com one additional component
11:18to this which is submitting your answers
11:20into the classroom and your instructor
11:23when the time comes will show you where
11:25and how to do that.
11:30All right. Now with that you all we're
11:33going to go ahead and get started with
11:34our very first body system here the
11:37cardiovascular
11:39and with the cardiovascular and all of
11:41the body systems that we're working
11:43through this week. Again remember we're
11:45learning the structure and the function
11:48of each one of these systems. We're also
11:50going to be tying in some of the medical
11:53terminology that's related to each body
11:55system. And I do want to encourage you
11:59all to continue to build your vocabulary
12:02in medicine. Medical terminology is a
12:05huge part of being a CCMA. And while we
12:08don't have a ton of focus on that in our
12:11program, I want to encourage you all to
12:14continue working uh forward and being
12:16fluent in the language. Uh what I like
12:19to encourage my students to do is make
12:21flashc cards. take this thing in small
12:24bites and maybe just do three or four
12:26terms a day. And as you're learning your
12:28prefixes and suffixes, as we approach
12:31the body systems, we'll then be
12:33incorporating more of the root words.
12:36Whatever you do, just keep building that
12:38language of medicine. Don't quit.
12:41Now, with the cardiovascular system,
12:44yes, we are talking about the heart and
12:46the blood vessels. You have probably
12:48heard that the heart is about the size
12:51of a loosely closed fist. Uh it is
12:55aligned slightly to the left of the
12:57chest. And an important fact that a lot
13:00of people don't know is that the heart
13:02pumps about a 100,000 times per day. A
13:07100,000 times per day. This thing does
13:10it involuntarily, which means we don't
13:12have to think about it happening. It's
13:14just working for our good every single
13:17day. Now, not only does it pump or beat
13:20a 100,000 times a day, but it pumps
13:23about 2,000 gallons of blood each day.
13:27So, this thing is doing a lot of work on
13:30our behalf. And one of its major
13:33functions is here. It assists with the
13:35blood that carries oxygen and nutrients
13:38to cells and aids in eliminating waste.
13:42Now, with the heart, it does have three
13:46layers to it. And while we're discussing
13:49the layers, let's bring some of that
13:51medical terminology back in. And so, by
13:54now, you've probably seen this root word
13:56of cardi. Cardi means heart. Now,
14:00remember, when we're learning medical
14:02term, we're modifying that root word.
14:05that cardi is always going to mean heart
14:07but we can modify that root word by its
14:11prefix or suffix. Now all of these terms
14:14here epicardium, mocardium, endocardium,
14:18they all end with um m. Now that um just
14:22means pertaining to what modifies the
14:26word is the prefix here. And so that epi
14:29epi means outer, the outermost layer
14:33there. And so with the epicardia, we are
14:36referencing the outermost layer of the
14:38heart.
14:40Going inside to the heart, we've got
14:42myocardium. Myo means middle and it also
14:46means muscle. And so with the
14:48myioardium, this is going to be the
14:50muscular layer or middle layer of the
14:52heart. And then last but not least,
14:55you've got endocardium. And endo means
14:58innermost or within. And so here
15:01endocardium is going to be the innermost
15:04layer of the heart.
15:07Now with the heart, understanding the
15:09components is going to be important in
15:11knowing that the heart is comprised of
15:13four chambers. You've got two at the top
15:16and two at the bottom. And those
15:18chambers would not be able to be move
15:20the blood through without those valves.
15:23And so with these valves here that
15:25you're seeing, I want you to think of
15:27these valves as doorways. So these
15:30valves will open and close and they
15:32control the flow of blood. You might
15:35have heard of someone having a a a a
15:38leaky valve or a heart murmur. And
15:41essentially what that is is think of a
15:43doorway that doesn't fully close. The
15:45blood gets a little confused as it's
15:47flowing through. It may have a bit of a
15:50backup or what we call a regurgitation
15:52and then it flows through. Where that
15:54becomes important for you all is as
15:57you're learning the components of
15:59understanding blood pressure, that
16:01typical loved dub sound that we hear may
16:04have a swishy sound to it. And that
16:07swishy sound is essentially a murmur or
16:10that regurgitation or backflow of blood
16:13all in the confusion from those valves
16:15not closing all of the way.
16:18Now with the gas exchange, we've got
16:20pulmonary arteries to the lungs and then
16:24the pulmonary veins from the lungs. And
16:28understanding with capillaries, these
16:30are going to be the smallest form of
16:32blood vessels that we have. And
16:34capillaries have a component of
16:37oxygenated and deoxxygenated blood. And
16:41they definitely aid in the exchange of
16:43oxygen and nutrients between the blood
16:46and the cells.
16:53Now going a little bit deeper into your
16:55veins and your arteries. Veins carry
16:58blood to the heart from the body. And
17:01what they hold is going to be de
17:03oxygenated blood. You've got two major
17:06veins here. The superior venneava and
17:09the inferior venneava. And important for
17:12you to know when we think about the term
17:15superior think head or top um and it
17:18brings blood from the head and the arms
17:22to the heart. Whereas inferior on the
17:25opposite scale there think inferior
17:28below the bottom half there brings blood
17:31from the abdomen and legs to the heart.
17:35Now, with your arteries, it's easy to
17:37remember arteries and what they do
17:39because arteries starts with an A. And
17:42guess what? Arteries carry blood away
17:46from the heart, which means that they
17:48carry oxygenated blood.
17:55Now, an amazing thing about the heart is
17:57while everything does start out as a
18:00cell, the heart is no different. It has
18:02cardiac cells. These cells run on their
18:05own electrical system. And an amazing
18:08fact about the heart cells is that the
18:11heart actually does have the capability
18:14to continue to pump as it is removed
18:17from the body as long as it has an
18:19oxygen supply. The reason for that is
18:22because it's drived on its own
18:24electrical impulses. Now, in order to
18:27create that typical lubdub sound that
18:30we're used to hearing when we're
18:31measuring a patient's pulse, that is
18:35because of this syinoat atrial node.
18:38This sinoatrial node, otherwise known as
18:41an SA node, this is our heart's natural
18:45pacemaker. So, you've got the term here
18:48heart rate. This sinoatrial node is what
18:52sends out the electrical impulse to make
18:55sure that your heart has that average
18:58rate and a normal rhythm. It is what
19:01creates the heart rate and rhythm. In
19:04the event that the syinoatrial node does
19:08begin to have difficulty in maintaining
19:10that rhythm, then you may hear of a
19:12patient having a pacemaker implanted.
19:16So, two terms for you here. Don't want
19:18you to get these confused. You've got
19:20heart rate, which references the number
19:23of times your heart beats. We know that
19:26an average heart rate for an adult is
19:29going to be anywhere from 60 to 100
19:31beats per minute. And then the rhythm I
19:35like to think of is the melody that your
19:37heart plays. It's going to be the
19:38synchronization between the atrium, the
19:41top chambers, with the ventricles, the
19:44bottom chambers there. Here
19:51again just referencing that essay note
19:54being the natural pacemaker of the heart
19:58contributing to keeping that melody of
20:00the heart as well and the rate and the
20:02rhythm. And also an important fact to
20:05know is that one heartbeat, one love
20:08dub, one squeeze and drain is is
20:12essential because that is equivalent to
20:14one cardiac cycle.
20:21All right. Now, we're going to dive a
20:23little bit deeper. We can't have the
20:24heart work without blood. So, let's tie
20:27this in and talk a little bit about the
20:29components of blood. Also with this
20:32while we are looking at blood we're
20:34going to observe it by the structure and
20:36the function and then we are also going
20:39to tie in some of the common diseases
20:41and disorders that are associated with
20:43it.
20:46Now blood is identified as a connective
20:49tissue and just like everything else it
20:51does start out as a cell. Those cells
20:54join together to form tissue. And blood
20:57is actually one of the most abundant
20:59forms of connective tissue that we have
21:01within our body systems. An average
21:04adult blood volume is four to six lers.
21:09And with blood, its function is all
21:12about making sure that those cells are
21:15being fed. So we carry oxygen and
21:17nutrients to our vital organs for
21:20survival.
21:22And it also has a responsibility of
21:24removing waste by way of carbon dioxide.
21:28And last but not least, blood does
21:31regulate our body temperature.
21:34Now in the components of blood, if we
21:36were to take blood from a patient, draw
21:38fill a a tube of blood and and uh take
21:41it for testing, what would happen is
21:44that blood which is in the liquid form,
21:46we place it in this circular device
21:48that's called a centriuge. We put the
21:51tube of blood into that centrifuge. We
21:53turn that thing on and it's going to
21:55start to spin the blood around very
21:57quickly. And what it does is put it into
21:59a solid state. If the blood were in a
22:02solid state, it look a lot like what you
22:04see here in this slide. And because the
22:07red blood cells are going to be the most
22:09dense or the heaviest portion of that
22:11blood supply, they're going to nestle
22:13down at the bottom of that tube. So red
22:17blood cells on average are going to make
22:19up about 45% of the components of a
22:23blood draw here of a tube
22:26in the middle the middle section there
22:28we tend to call that the buffy coat. It
22:31is comprised of about 1% where here
22:34we're taking a closer look at what's
22:36called white blood cells or luccoytes.
22:40Lucco means white, sight means cell, and
22:43thrombocytes or platelets. Thrombo is
22:47clot sight cell. So these are clott
22:49cells. And then at the very top here,
22:52we've got 55%
22:55of this is going to be plasma.
23:01Now, with your red blood cells, we've
23:03got some conditions here. You've got a
23:05normal red blood cell count. Again, if
23:08we were to take that blood, spin it down
23:10into a solid state, you could expect it
23:13to look very similar here. About 45% of
23:16that tube is going to be your red blood
23:18cells. 1% in the middle is going to be
23:21your white blood cells and your clotts.
23:2455% at the top there is going to be your
23:27plasma. For someone that's identified as
23:30being anemic, you might have had heard
23:32this term before. anemic is going to
23:35mean that they've got a lesser amount of
23:37red blood cells. And so with anemia,
23:40that's what you're seeing here, where
23:42those densely packed red blood cells in
23:45comparison to what's normal, we've got
23:47less. And so with that, we're going to
23:50have a larger amount of plasma here.
23:53Now, an interesting takeaway with being
23:55anemic and understanding that blood does
23:57assist with temperature regulation.
24:00Patients that are anemic typically have
24:02difficulty in being able to stay warm.
24:05Those red blood cells help us stay warm.
24:07They regulate body temperature. And so,
24:09a chief complaint for these individuals
24:11is just that they are always cold.
24:15Now, on the opposite scale there, you've
24:17got polythemia here. And with this, this
24:20is going to be a condition of an overp
24:22production of those red blood cells. And
24:24so again, if you compare that to your
24:26normal tube there, you can see that
24:29there's an abundance of red blood cells.
24:32Uh, and for a patient such as this, they
24:34may find that they are placed on a blood
24:36thinner because those red blood cells
24:38can be quite dense.
24:41Also, with the anatomy of the cell, from
24:43the top, it does look like it's a
24:46circle, and it is. And of course, if we
24:48were to look at this underneath the
24:50microscope, you would see it just that
24:52way. But if you turn it to the side and
24:55you get a side angle of it, it actually
24:58has a little fold in it, which is called
25:00a concave. That concave and that red
25:03blood cell is designed so that those
25:06blood cells are able to transport
25:08themselves easily through the se
25:10circulatory system.
25:13Now, two additional terms here and these
25:15are also tests that you all will be able
25:17to conduct with your certified clinical
25:20medical assistant certificate. Uh, this
25:23first one is called a hematocrit. And
25:25with hematocrit testing, we would take a
25:28blood sample from a patient and we're
25:30going to test to see what their packed
25:33red blood cell volume is. And so if we
25:36were testing for a patient such as the
25:39anemia there, uh we would definitely
25:41test with hematocrit to get an idea as
25:44to how dense those red blood cells are.
25:49The next test that you all will be
25:51learning how to administer is going to
25:52be that hemoglobin. And with hemoglobin,
25:55we're taking a blood sample and we're
25:57measuring the amount of oxygen that is
26:00held within those cells and provided to
26:03those vital organs.
26:09Now, in that 1%, if we come on up from
26:12that densely packed red blood cells at
26:14the bottom there, come into the middle,
26:16that buffy coat where you've got your
26:18white blood cells and your clotts. Those
26:21white blood cells, very specific in what
26:24they do. White blood cells, otherwise
26:27known as luccoytes, these are what
26:30protect our body from all things
26:32foreign. And so just like any other cell
26:36that's in the body, if you go to the DNA
26:38of the cell within the nucleus, they are
26:41already designed to fight off very
26:45specific invaders.
26:48And so for your neutrfils here, if if we
26:51were to draw a blood sample from a
26:54patient, run a test on it, uh, and we
26:56had elevated white blood cells, what we
26:59would do is take a look at those white
27:01blood cells and see which one is most
27:03abundant. So with neutrfils, they are
27:06usually the first responders. Anytime
27:09the body is under any sort of attack,
27:11we're going to see those neutrfils
27:13because they're usually first on the
27:15scene.
27:17Now your second are going to be those
27:19lymphocytes. Now if we were to draw
27:22blood on a patient, run a bunch of labs
27:25there and we had uh an elevated amount
27:28of lymphocytes, uh lymphocytes come into
27:32play when your body is fighting
27:34something viral. And so if we had an
27:37excessive amount of lymphocytes there,
27:39that would kind of help us go down the
27:41path of of a viral type infection.
27:46Next one is going to be your monocytes.
27:48And with monocytes, these are designed
27:51to fight off all things bacterial. So
27:54more of the same. If we had an elevated
27:56amount of monocytes, it's going to let
27:58us know, hm, this is something that
28:00could possibly be bacterial related.
28:04Your eocinophils there at the top, these
28:08assist with fighting off allergies. Uh
28:11if there's an allergic reaction, they're
28:13going to be first on the scene. and very
28:15similar to the basils. Basopils do the
28:18same thing and assisting with fighting
28:20off all things related to allergies.
28:24Now, two additional terms for you here.
28:26You've got luccoytosis
28:29and lucopenia.
28:31And so, we do know that lucco is our
28:33root word for white. Uh cytosis is going
28:37to be an elevated elevated amount of
28:40white blood cells. Typically with white
28:43blood cells, we have a normal white
28:45blood cell count, which is 5,000 to
28:4810,000. But if we were to see anything
28:50that's off the charts, it's a lot higher
28:52than that. That's where we're going to
28:54go down that beline there of discovering
28:56what type of white blood cell is
28:58elevated. And uh it could possibly lead
29:02to the term luccoytosis, high white
29:04blood cell count.
29:07Now for an individual that may be immuno
29:09compromised, maybe their immune system
29:12is a is a little suppressed there. If
29:14that's the case, then we would use the
29:16term lucopenia.
29:18And this would apply to someone who's
29:20got a low white blood cell count.
29:28Now, adding to that 1% component of
29:31blood, you also have your platelets.
29:34Those platelets are going to be your
29:36clott cells otherwise known as
29:38thrombocytes.
29:40Thrombo is our root word for clotting.
29:43And again, sight for cell. And these
29:45thrombocytes are needed because when you
29:48think about experiencing an injury, an
29:50incision or a laceration, uh getting the
29:53blood to stop bleeding at a high rate,
29:56it's going to be those thrombocytes that
29:58make their way up to the surface to
30:00start clotting off those areas there. So
30:03we do have a normal thrombocyite count.
30:06Now it's going to be the 130,000 to
30:09360,000
30:11per cubic millimeter.
30:13And two terms that apply to that as well
30:16that thrombocytosis.
30:18Notice that cytosis keeps coming back.
30:21Um cytosis is going to be elevated but
30:24rather than speaking on white blood
30:27cells now we're talking about an
30:29excessive amount of clotts. So
30:31thrombocytosis
30:34on the other end there you've got that
30:36pineia and there's pineia again that
30:38means deficient or below. So
30:40thrombocytoenia
30:42this is going to be someone who's got a
30:44low thrombocy count.
30:48Now lastly with your plasma remembering
30:50that in the components of the blood
30:53about 45% at the bottom is going to be
30:55that red blood cell densely packed in
30:58right in the middle about 1% provided
31:01the body is not fighting any type of
31:03infection. We'll see about 1% of clott
31:06cells and 1% of fighter cells those
31:09luccoytes. Come on up to the top. You've
31:12got about 55% of that blood sample which
31:15is comprised of plasma.
31:17It is the largest portion of blood and
31:20extremely important as it does carry
31:23water, nutrients, hormones and proteins
31:26to the body and plasma plays a huge role
31:30in removing waste from the body.
31:38Now, with blood types, important to know
31:41your blood type. If you don't know your
31:42blood type, I'll tell you the easiest
31:44way to get it. Donate blood. If you're
31:47donating blood, make sure you add that
31:49to your resume. It really does show that
31:51you care about your community and those
31:53that you serve. Uh, and if you're not
31:55donating blood, perhaps you might
31:57consider it. And it is a great way to
31:59get a free blood type here. Now, with
32:02the blood types, we've got blood type A
32:05there. And if a patient has the blood
32:08type A, they can receive blood type A
32:12and O.
32:14If someone is a blood type B and they
32:17were in need of receiving blood, they
32:19would be able to receive blood type B
32:22and O.
32:24Now, type AB we call our universal
32:28recipient. And universal recipient means
32:30that they can receive blood from all
32:33different types.
32:35And type O, we love type O. Blood type O
32:38is what we call our universal donor.
32:41Now, while blood type O can be a
32:43universal donor, in exchange, they are
32:46only able to receive their own type O.
32:54Some common diseases and disorders. Here
32:57you've got a picture at the top there of
32:59the sickle cell. And with cickle cell,
33:02this is an unfortunate uh disorder that
33:05is genetically related. Uh and it has to
33:08do with those red blood cells. And if
33:10you remember, I discussed the shape of a
33:12red blood cell being more in that
33:15circular form there. Um what happens
33:18with someone that has cickle cell anemia
33:20is those cells they begin to sickle and
33:24when they sickle they lose their shape.
33:26Now remember I shared that those cells
33:29have that concave to them that allows
33:32for them to transport through the
33:33circulatory system. Uh when those cells
33:36lose their shape, it's unfortunate
33:39because what happens is they're not able
33:41to freely move through to supply the uh
33:45vital organs with the oxygen that they
33:47need. And so those cells just start
33:49piling up one on top of the other. That
33:51leads to what's called a crisis and
33:54becomes very very dangerous for those
33:56organs that are not receiving the
33:58nutrients and oxygen that they need.
34:02Anemia we discussed is decreased red
34:05blood cells. Leukemia bone marrow
34:08produces a large number of abnormal
34:11white blood cells.
34:14And your last one there, thalismia, uh
34:17inherited form of anemia. A defective
34:20hemoglobin chain causes small, pale, and
34:24shortlived red blood cells. Normal
34:27lifespan of a red blood cell is about
34:29120 days. And so someone with this
34:31condition, those blood cells aren't
34:33quite making it the full duration.
34:39All right. Now your next system is going
34:41to take you through respiratory system
34:44and special senses. More of the same you
34:46all the anatomy the function and then
34:49the uh struct or I'm sorry yes anatomy
34:52is going to be the structure my apology
34:54and then the physiology is going to be
34:56the function. We're going to take a look
34:58at some of the common respiratory
35:00diseases and disorders and tie those
35:03into your special senses.
35:07Now, with the respiratory system, all
35:10about respirations. We're learning our
35:12vital signs. We know that 12 to 20
35:15respirations is normal for an adult. We
35:18also know that air in and air out is one
35:22respiration.
35:24Now, two ways of respiration occurring.
35:27We've got external respiration and
35:30internal respiration. And with external
35:33respiration, this is the exchange of
35:36oxygen and carbon dioxide within the
35:39lungs.
35:40With internal respiration, we've got the
35:43exchange of oxygen and carbon dioxide
35:46within the hemoglobin of the red blood
35:49cells.
35:51Now, the anatomy of the respiratory
35:53system is here. Most importantly,
35:57down within the lungs, you've got your
35:59bronchios and these bronchial trees.
36:02Now, on the end of these bronchial
36:04trees, you have a grapelike structure
36:06that's known as alvoli.
36:09And alvoli
36:11allows for the air exchange to occur.
36:18Now when we think about some of the most
36:20common diseases and disorders that
36:22affect this area that is where there is
36:24restriction that is occurring within the
36:27bronchial trees or within the alvoli
36:29that can lead to asthmatic symptoms
36:32shortness of breath uh bronchitis those
36:35sorts of things that we hear are very
36:37commonly.
36:42Now, starting at the top there for the
36:44respiratory system, we're going to start
36:45with the nose, the nasal cavity. The
36:49nose is made out of cartilage
36:52and it does have a little bit of hair
36:55there. We call that celia. I do want to
36:58tell you that anywhere you see that that
37:00hair or that celia, there's a purpose.
37:03And so, the hair that's in our nose,
37:05whether we like it or not, there's a
37:06purpose there. It's for our good. It's
37:09to assist with filtering out bacteria.
37:12That hair is going to be the first point
37:14of contact to keep things that are
37:15foreign from making it into our
37:17respiratory tract.
37:19Coming on down from the nose, you've got
37:21the fairings there. The fairings is
37:24referred to as the back of the throat.
37:28And then coming down a little bit,
37:30you're going into the larynx. And the
37:32larynx, if you've ever heard the term
37:34laryngitis, right? We lose our voice.
37:37This is where our voice production
37:40occurs.
37:42Interesting thing about the larynx is
37:44the thicker the larynxes, the deeper the
37:46voice, the thinner the larynxes, the
37:48higher the voices. And so when you think
37:51about your opera singers or singers that
37:54can really get those super high notes,
37:56they practice exercises to make sure
37:58they're thinning that area out so that
38:00they're able to achieve that.
38:03Now, moving your way down, you've got
38:05the trachea there, which is comprised of
38:07circular uh cartilage-l like rings.
38:12And then, as mentioned, it then branches
38:14out to the right and left lungs. And
38:18with the lungs, you've got those trees
38:21there, the bronchial trees. This is the
38:24area that can become inflamed. If you've
38:26heard that term bronchitis, think itis,
38:28inflammation, inflammation of the
38:31bronchioles that's occurring here going
38:34all the way out to the end is going to
38:36be these grapelike structures that I
38:38referenced before as the alvoli
38:42and that alvoli is going to be the
38:45surface area for that gas exchange.
38:52Now some common tests that you all will
38:55see uh in general medicine is one is
38:58called the pulmonary function test. We
39:01call this a PFT. With a PFT or a test
39:05known as sperometry. Uh this will assist
39:07us in understanding the capacity of our
39:10patients lungs. And so while you all
39:12don't need to know uh all of these
39:15results here, um I do just want to share
39:17with you that a PFT test does measure
39:20the amount of air that one can hold in
39:23their lungs, how much air they can
39:25forcefully blow out. Uh and then after
39:28they forcefully blown out, there's
39:30usually amount of residual lung volume
39:33that's left there. We're able to measure
39:35that. And so very common test for any
39:38individual that may be dealing with COPD
39:40or asthmatic distress, those sorts of
39:43things.
39:45More to come on this when you all take a
39:47look at uh this system by way of its
39:50specialty.
39:54Now next we're going to take you into
39:56the structure of the eye. And with the
39:59structure of the eye, two important
40:02terms here. You've got accommodation and
40:04refraction. When you look at the eye, it
40:08does need to change shape to be able to
40:11visually take in images there. And so
40:15that term would be accommodation.
40:19Now the other term there again in
40:22assisting in being able to take in
40:24visual images is going to be refraction.
40:27And refraction is defined by the bending
40:30of light that enters the eye to focus on
40:33the retina.
40:35So really neat thing that you all have
40:37to look forward to is if you can see on
40:39my back wall there right there, uh you
40:42all will also be getting a smellin chart
40:45in your skills kit. And I think we've
40:48all had our fair share of selling charts
40:50where you cover one eye and you're
40:52reading the letters. It usually starts
40:54with the E. uh determining whether or
40:56not you've got perfect vision, which is
40:58a 2020. Uh you all will learn how to
41:01conduct this test. And with it,
41:04typically what it involves is a patient
41:06standing about 20 feet back from the
41:08test. There we're testing each eye
41:10individually with and without corrective
41:13lenses. And you all will learn how to
41:15interpret those results.
41:22Adding into those special senses, we've
41:25got the structure of the ear. Same thing
41:29with the ear. You all, the ear does also
41:33have hair. That's celia. And remember,
41:36anytime you see celia, there's a reason
41:38for it. Same thing there. That hair
41:42important because what it's doing is
41:44filtering out bacteria, keeping that
41:47from getting into your body. The celia
41:50works or the hair works handinhand with
41:52the serumin or wax that's in your ear.
41:55And yes, wax in your ear also a good
41:58thing. It's going to trap that bacteria.
42:02Now in the components of the ear, it is
42:04divided into three. You've got your
42:06outer ear, which is primarily the oracle
42:09here
42:11to the middle ear and then inward a bit
42:15more into the inner ear.
42:17Now this area here aligns with the eard
42:21drum. And another term for eard drum is
42:23going to be the tempanic membrane. This
42:26plays a huge role when it comes to our
42:28balance and equilibrium. So if you've
42:31ever flown on the plane before and you
42:33felt your ears your eardrums kind of pop
42:35a bit, uh that's your body trying to
42:37maintain that balance. It's a lot of
42:39pressure that occurs there. Going
42:42further in, you've got three major bones
42:45here. very very tiny bones and a term
42:48that's associated with that would be
42:51otocllerosis.
42:53Odtosclerosis is something that occurs
42:55when these bones harden. Odto means ear,
42:59sclerosis means hardened and if these
43:01bones become hardened then unfortunately
43:04that could lead to hearing loss. These
43:07bones play a vital role in which as I'm
43:10speaking, just like I'm speaking to you
43:11now, there are different levels of sound
43:14that your ear is taking in. That sound
43:16is vibrating off of the tempanic
43:19membrane, off of these bones here, and
43:22making its way into the auditory nerve
43:24where it is then translated from just
43:27random sounds to words.
43:30And so something that you all will learn
43:32later in the future, a test that you'll
43:34be able to conduct and it's not a test
43:37actually it's a u it's a procedure um is
43:40called an ear lavage and so we will
43:44teach you all how to flush safely flush
43:47the ear canal. Unfortunately for some
43:50patients that serumin or that wax
43:52becomes a buildup can be quite a problem
43:55because as it hardens it builds against
43:58the tempanic membrane that could also
44:01lead to hearing loss and contribute to
44:03an imbalance and equilibrium.
44:11All right. Now, some of your common
44:13disorders here. We've all heard that
44:15term laryngitis, but this is a great
44:18moment to just pivot to the
44:20understanding of our prefixes and
44:22suffixes. So, that itis, I'm sure you've
44:24heard it over the past three weeks.
44:26We've heard it again and again and
44:28again. And it just means inflammation.
44:31Remembering I can add itis to any root
44:34word and it's just going to mean
44:35inflammation of that root word. And so
44:38here we're referencing inflammation of
44:40the larynx.
44:42What that will lead to is probably loss
44:45of v voice uh tone there and maybe some
44:48horarsseness.
44:50Next one down is going to be influenza.
44:53We are currently in the flu season you
44:56all. We're learning how to prevent the
44:58spread of infection. You all have
45:00learned that term PPEs, personal
45:03protective equipment. something that is
45:05very very important as you're working in
45:07the field because we absolutely do not
45:10want to take home everything that our
45:11patients bring to us. So, as we are in
45:14the flu season, let's make sure we're
45:15protecting ourselves and the first line
45:17of defense is washing those hands.
45:21Next one down, you've got pneumonia.
45:23Pneumonia is an infection of the lower
45:25lung. And look, this is caused by
45:26bacteria, virus, or possibly could be
45:30parasitic.
45:32Bronchitis. There's that itis again. It
45:34keeps coming back. This is going to be
45:36inflammation of the bronchioles.
45:39Symptoms with bronchitis almost always
45:42include a change in the color of the
45:45mucus. It's usually a yellow, green,
45:47gray color, also accompanied by a fever
45:51and excessive coughing due to the
45:53restriction of the bronchioles.
45:56Adalcttois collapse of part or all the
45:59lung which caused by a blockage of the
46:01air passage. This is also connected to
46:04COPD chronic obstructive pulmonary
46:07disease
46:09and also could be connected to lung
46:11cancer.
46:14And the last one there, asthma,
46:16something we're going to talk more about
46:18in the weeks to come. uh inflammation of
46:21the airways which can cause wheezing,
46:23coughing, tightness in the chest which
46:26essentially with asthmatic patients they
46:28struggle they can get the air in but
46:31they really struggle with getting that
46:33air out and so very common with
46:35asthmatic patients you see something
46:37called a barreled chest which almost
46:39looks as though they're breathing from
46:41their belly, their abdomen there. Uh,
46:43and what's happening is their abdomen is
46:46doing the best it can to be able to get
46:47that air in and out. Um, and with the
46:50tightness and restriction in the chest,
46:52the abdomen just starts to kind of
46:55expel, if you will, in size. And so we
46:57call that a barrel chest. And so instead
47:00of that easy flow of air in, air out,
47:02you're going to see the air come in and
47:04forcefully work its way out. And that's
47:07due to the restriction there
47:13along with your other special senses.
47:15Here I did mention that serumin
47:16impaction and that's going to be the
47:19buildup of wax. Wax and serumin they
47:22actually mean the same thing there. Uh
47:25maners's disease. Now with maner's
47:27disease this is an interesting disorder
47:29that typically affects individuals
47:31between the ages of 30 and 50. It does
47:35have an unknown cause and it is
47:38primarily characterized by dizziness and
47:41a ringing that constantly occurs in the
47:44ears along with sensitivity to loud
47:46sounds.
47:49Press by cussis. This is a good term for
47:52you all. This press by this is going to
47:55be a prefix and press by. Anytime you
47:58hear that, I want you to think age
48:00related. As we get older, things don't
48:03work as well as they used to. And so
48:06press by cussis is going to be hearing
48:08loss that is related to old age.
48:13Odtosclerosis I mentioned already this
48:16is going to be the hardening of the
48:18bones in the ear which could eventually
48:20lead to hearing loss. Good thing about
48:22otosclerosis is there is a surgery that
48:25can be done to replace those bones. Um
48:28and they actually go through the nasal
48:30cavity. interesting fact there for you.
48:36All right, everybody. So, with that,
48:39there you go. You've got everything that
48:42you need for your week three. Have fun
48:46with this lesson, understanding your
48:49body systems by way of the structure and
48:51the function. Prepare yourself for that
48:54group project. And again, remember your
48:56instructor will reach out to you and let
48:59you know when your recording day will be
49:02uh as well as when your meeting day will
49:04be with your group members. So with that
49:06everybody, I wish you nothing but the
49:08best. I hope to see you soon. Happy
49:10studying. Keep moving forward everybody.
49:13Take care. Take care. Bye-bye.