BSBMED301 Student Learner Guide V5.0_21 EDITABLE

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Student Learner Guide BSBMED301 Interpret and apply medical terminology appropriately

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 1 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Document version Release date Comments/actions V1.0 N/A Initial creation V1.1/1.2/1.3/1.4/1.5 April 2018 Review V2.0 April 2020 Review V3.0 October 2020 Review and restructure V4.0 June 2021 Review and restructure V5.0 October 2021 Addition of information Copyright and disclaimer © Industry Pathways operating as Australian Paramedical College 2020 | RTO 32513 Copyright protects this material. Except as permitted by the Copyright Act 1968 (Cth), reproduction by any means (photocopying, electronic, mechanical, recording or otherwise), making available online, electronic transmission or other publication of this material is prohibited without the prior written permission by Australian Paramedical College. Enquires can be addressed to compliance@apcollege.edu.au Every effort has been made to provide accurate and complete information. However, the Australian Paramedical College assumes no responsibility for any direct, indirect, incidental, or consequential damages arising from information in this document. Data and case study examples are intended to be fictional and or represent actual scenarios in the context of the health industry. Any resemblance to real persons or organisations is coincidental.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 2 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Contents Copyright and disclaimer ..................................................................................................................................... 1 Important APC Details ......................................................................................................................................... 4 Australian Paramedical College (APC) ............................................................................................................. 4 Support Contact: ............................................................................................................................................. 4 Introduction ......................................................................................................................................................... 5 APC Pre-requisites ............................................................................................................................................... 6 Callout panels ...................................................................................................................................................... 7 Chapter 1: An Introduction to Medical Terminology .......................................................................................... 8 What will I learn? ............................................................................................................................................ 8 About Medical Terminology ........................................................................................................................ 8 Word structures .............................................................................................................................................. 9 Prefixes ........................................................................................................................................................ 9 Root words ................................................................................................................................................ 14 Suffixes ...................................................................................................................................................... 14 Pronunciations .............................................................................................................................................. 19 Similarities ..................................................................................................................................................... 19 Medical abbreviations and acronyms ........................................................................................................... 20 Anatomical Positions ..................................................................................................................................... 21 Up and down, back, front and sides ............................................................................................................. 22 Anatomical planes ......................................................................................................................................... 23 Positions ........................................................................................................................................................ 24 Describing movement ................................................................................................................................... 25 Body cavities ................................................................................................................................................. 26 Chapter 2: Human body systems and common diseases and injuries .............................................................. 27 What will I learn? .......................................................................................................................................... 27 The Integumentary System ........................................................................................................................... 27 Common diseases of the skin .................................................................................................................... 28 Common infectious of the skin .................................................................................................................. 32 The Musculoskeletal System ......................................................................................................................... 35 Common diseases and injuries of skeletal muscle .................................................................................... 47 The Digestive System .................................................................................................................................... 47 Common injuries and diseases of the digestive system ............................................................................ 49 The Cardiovascular System ........................................................................................................................... 51

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 3 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Common diseases of the circulatory system ............................................................................................. 55 The Respiratory System ................................................................................................................................ 56 Common diseases of the respiratory system ............................................................................................ 58 The Nervous System ...................................................................................................................................... 60 Common diseases and injuries of the nervous system ............................................................................. 63 The Endocrine System ................................................................................................................................... 64 Common diseases and injuries .................................................................................................................. 66 The Urogenital System .................................................................................................................................. 67 Common disease and injuries of the urinary system ................................................................................ 68 Common diseases and injuries of the male reproductive system ............................................................ 69 Common diseases and injuries to the female reproductive system ......................................................... 71 Other Medical terminology ........................................................................................................................... 71 In the patient transport vehicle ................................................................................................................. 71 Hospital departments and associated professionals ................................................................................. 73 Specialist departments and doctors .......................................................................................................... 73 Chapter 3: Communications .............................................................................................................................. 76 What will I learn? .......................................................................................................................................... 76 Communicating with other professionals ................................................................................................. 76 Written and verbal communications ......................................................................................................... 76 Communicating with patients and their carers ......................................................................................... 81 Conclusion ......................................................................................................................................................... 81 Congratulations! ................................................................................................................................................ 82 Reference list ..................................................................................................................................................... 83

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 4 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Important APC Details Australian Paramedical College (APC) Registered RTO Provider Code : 32513 Head Office: Address: 1/20 Kortum Drive, Burleigh Heads, QLD 4220 Postal: PO Box 2262 Burleigh BC QLD 4220 Telephone : 07 5520 2522 Email: support@apcollege.edu.au Website: https://apcollege.edu.au/ Support Contact: Student Success Team Telephone : 07 5520 2522 Email: support@apcollege.edu.au Trainer/Assessors Team Telephone : 07 5520 2522 Email: trainer@apcollege.edu.au

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 5 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Introduction This Student Learner Guide has been developed to support your learning. It is the primary resource to gain the skills and knowledge required for your unit of study with the Australian Paramedical College (APC). It contains key learning topics and information directly related to the skills, knowledge and outcomes required to achieve satisfactory assessment results, supporting competency for the unit of study. What will I learn? This unit will provide students with the skills and knowledge required to understand and respond to instructions; to carry out routine tasks and communicate with a range of internal/external clients in a medical environment; and use appropriate medical terminology. Unit Requirements Students must complete all the BSBMED301 theoretical Assessment Tasks (e.g. AT1.0, AT2.0, AT2.1). These must be completed before attendance at a Clinical Practice Workshop. Where a unit has clinical placement requirements, students must satisfactorily complete all practical assessment tasks before commencing. Failure to engage in these assessments or meet all unit requirements will result in a student receiving a Not Yet Competent (NYC) result for the unit of competency. Academic Integrity Students are encouraged to access, read and understand the Academic Integrity Policy and Student Code of Conduct relating to plagiarism, cheating, and collusion in assessment, which can be accessed via the website or emailed on request. Student Support There is always someone to help you at the Australian Paramedical College. Your study can be both an exciting and a challenging time. Our trainers, assessors, student support team and all other staff are here to support your success and help you make the most of your course, learning and opportunity with the Australian Paramedical College.

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 6 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately APC Pre-requisites Physical Capacity Students must possess the physical capacity and flexibility to freely walk, bend, twist, push, pull, carry heavy weight, perform safe lifting techniques and participate in general health care and ambulance duties. All students will have to perform, at a minimum, 2 minutes of uninterrupted CPR on an adult, child, and infant manikin to support the course competency outcomes. Communication Students must speak, read and write the English language, possessing literacy and numeracy skills to support studies at their chosen course level. Our learning and assessment materials involve theoretical and practical communication techniques, requiring a clear understanding of verbal and written English skills. Students are to possess complex communication skills that align with their roles and responsibilities, such as reading and writing reports, calculating medications, communicating detailed protocols, and making recommendations for improvement. Knowledge and Skills APC courses require students to possess cognitive, technical and critical thinking knowledge and skills. This gives students the ability to select and apply various methods, tools, resources and information to complete learning and assessment activities. This may include the ability to read and write reports, research, calculate medications, respond to real-life scenarios, understand and follow detailed protocols and operate under time- critical conditions. Throughout each qualification, students are expected to demonstrate autonomy, judgement and responsibility within a training and assessment context, under APC defined parameters and real life. Student Code of Conduct The Australian Paramedical College Student Code of Conduct outlines the requirements for students enrolled with APC. The Student Code of Conduct and associated policies and processes are specifically designed to ensure that students know their rights and responsibilities. All Students are encouraged to familiarise themselves with the Student Code of Conduct, the Student Handbook and the associated policies and procedures, which can be accessed via the website or emailed on request.

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 7 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Callout panels Throughout this Learner Guide, you will see callout panels. These panels represent a ‘call to action’ to support self-directed learning to gain the appropriate knowledge and skills for the unit. They aid in addressing different learning styles, provide further information and offer the opportunity to ‘check your learning’ as you progress. The activities support your knowledge and aid in consolidating your learning.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 8 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Chapter 1: An Introduction to Medical Terminology What will I learn? BSBMED301 Interpret and Apply Medical Terminology provides you with the foundations for all communications you will undertake as a health care worker. It provides you with a comprehensive understanding of the terminology medical professionals use to describe the human body, medications, common disease and injuries and procedures you will use to save lives and help the injured. It will also give you an understanding of the medical equipment you will use in the health care setting. You will also learn about communicating effectively with different medical professionals and first responders and how to be adaptable and flexible in communicating with your patients and their carers to provide them with assurance and effective care. About Medical Terminology The English language is a flourishing living language; it is constantly evolving to communicate about the changing world in which we live, to describe thoughts, feelings, ideas and concepts, and the concrete world around us. The problem with ‘common usage’ is that often there is more than one way people describe something. For example, how many words can you think of that people use to describe their stomach? Medical terminology is rooted in Latin, ancient Greek, and ancient Arabic. One reason for this is that they are considered ‘dead languages’; they are no longer evolving and changing. They have been used in the same way for centuries by medical practitioners and scholars. Another reason for these roots is that these are the three ancient societies, the Romans, ancient Greeks and Arabic worlds, which were the first to explore and codify the human body, diseases and injuries, and medical interventions to improve patients' health. While a lot of what they believed has been disproved by modern medicine, much of what they discovered and wrote about is still relevant. Because of the many influences on English, there are still words in common usage we get from ancient languages. Did You Know? Horrible Histories - Words we get from the Greeks: It might be a kid’s show, but the Horrible Histories series gets it right on these medical terms. Go to https://youtu.be/eiXGnP5ANL0 to watch. Breaking up medical terminology: https://youtu.be/3fiEszFPRE8

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 9 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Word structures Medical terminology based on Greek and Latin is most easily understood by breaking the words into parts. Most words in the English language that have two (2) or more syllables are made up of three (3) basic parts: • The root word • Prefixes • Suffixes Prefixes Prefixes come at the beginning of a word. In fact, pre fix has a prefix; ‘ pre’ is from Latin ‘prae’, meaning ‘before’ , ‘earlier’, or ‘prior to’. Notes See how the prefix ‘pre’ creates words. The following table is a selection of words; without looking them up and in your own words, give a definition. Preoperative - Previous - Preadolescent - Preschool - Prepaid - Prepared - Prehistoric - Precancerous - Pre-pregnancy - Example Let’s look at the word ‘undertaken’. The root word is ‘take’ . The prefix, the word part that goes before the root word to make a new word, is ‘under’ . The suffix, that word part that goes at the end of the root word to make a new word, is ‘en’. Prefix Root Suffix under take en

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 10 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Activity 1 This table contains a list of some important prefixes used in medical terminology, the Greek or Latin root, the meaning and a medical example. Your job is to know each prefix, look up each example and provide an example word you have researched yourself. Prefix Root Meaning Example Definition Your example A/an Greek Lack of, without, not Anoxia Ab Latin From, away from, off Absorb Ad Latin Toward, in the direction of Adrenal Ante Latin Before, in front of, prior to Antenatal Anti Latin Against, opposite, counteracting Antibacterial Bi Latin Two, twice, double Bicep Co Latin With, together, jointly Co-occuring Com Latin With, together Communicable Contra Latin Against Contraindicated De Latin From, away from, down Dehydrated

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 11 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Di Greek Two Diurnal Di Latin Apart, separation Dilate Dia Greek Through, cross, during Dialysis Dis Latin Separation, taking apart Dislocated Dys Greek Abnormal, bad, defective, difficult Dysplasia Ec Greek Out, away Eczema Ect(o) Greek Outer, outside Ectopic kidney Endo Greek Describes something as inside, or within Endoscope Ex Greek Outside of, external Excise Extra Latin Without, outside, beyond Extrauterine Home(o) Greek Similar Homeostasis Hyper Greek Extreme or beyond normal Hyperextend Hypo Greek Below normal Hypodermic Idio Greek One’s own, self Idiopathic

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 12 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Inter Latin Between, among Intermuscular Intra Latin Within Intravenous Macro Greek Long, large Macroangiopathy Micro Greek Millionth, denoting something small, relating to smallness Microdose Mal Latin Bad, badly Malabsorb Mega Greek Great, or big Megalocephaly Milli Latin Thousandth Milligram Mono Greek Single Mononucleosis Narc Greek Numb, sleep Narcotic Necro Greek Death Necrosis Neo Greek New Neonatal Oxy French Sharp, acid, acute, oxygen Oxycodone Papul(o) Latin Small elevation or swelling in the skin, a pimple, swelling Papule Path(o) Greek Disease Pathogen

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 13 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Per Latin Through Percutaneous Peri Latin Surrounding, or around something other Pericarditis Pharmac Greek Drug or medication Pharmacologist Poly Greek Denotes many, plurality Polypharmacy Post Latin After or behind Postpartum Pre Latin Before in time or physical position Precancerous Prim Latin First, or most important Primary Pro Latin Before in position or time Pronation Retro Latin Back, behind Retroactive Semi Latin One-half, partly Semiconscious Trans Latin Moving or situated across or through Transcranial Ultra Latin Beyond, excessive Ultrasound Un/uni Latin One Unilateral

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 14 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Root words The root of medical terms is the part of the word that holds the core meaning, and prefixes and/or suffixes are added to create a new word or modify the word's meaning. For example, root words about body parts can have prefixes and suffixes attached to further describe the body part, disease or injury, and position. Suffixes As you have seen, suffixes are added to the end of a word to change its meaning or create a new word. 1 https://www.merriam-webster.com/dictionary/exsanguination 2 https://www.merriam-webster.com/dictionary/cystitis 3 https://www.medicinenet.com/script/main/art.asp?articlekey=88522 4 https://www.merriam-webster.com/medical/hyperemesis Example Exsanguination: the action or process of draining or losing blood 1 Prefix Root Suffix ex sanguine ation out of blood action or process Cystitis: inflammation of the urinary bladder 2 Root Suffix cyst itis bladder inflammation Homeostasis: …healthy state maintained by the constant adjustment of biochemical and physiological pathways. 3 Root Suffix home(o) stasis same balance, stability Hyperemeses: excessive vomiting 4 Prefix Root hyper emesis extreme vomit

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 15 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Activity 2 This table contains some of the important suffixes used in medical terminology, the Greek or Latin root, the meaning, and a medical example. Your job it to memorise each suffix, look up each example and provide an example word you have researched yourself. Suffix Root Meaning Example Definition Your example Ac Greek One afflicted with Coeliac Al Latin Pertaining to Femoral Ary Latin Pertaining to Coronary Ation Latin Process Lactation Cele Greek Pouching Hydrocele Cidal, cide Latin Killing, destroying Bacteriocide Dynia Greek Pain Vulvodynia Ectomy Greek Removal of a body part Tonsillectomy Emia Greek Blood condition Anemia Gen Greek Born in, from, of a certain kind Antigen Genic Greek Formative, pertaining to producing Carcinogenic

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 16 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Gnosis Greek Knowledge Diagnosis Gram Greek Record, picture Angiogram Graph Greek Instrument to record data or picture Electrocardiograph Iasis Latin Contition, formation or presence of Mydriasis Iatry Greek Field of medicine emphasising a certain body component Podiatry Ic Greek Pertaining to Ileocolic Ism Greek Condition, disease Hypothyrodism Ismus Greek Spasm or contraction Trismus Ist Greek One who specialises in Podiatrist Itis Greek Inflammation Tonsillitis Ium Latin Structure, tissue Pericardium Lepsis Greek Attack, seizure Narcolepsy Logist Greek One who studies in a certain field, a specialist, one who treats Pathologist Logy Greek Study or practice of a certain field, study of Oncology

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 17 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Lysis Greek Destruction, separation Paralysis Meter Greek Instrument used to count or measure Spirometer Metry Greek Process of measuring Optometry Oid Greek Resemblance to Steroid Oma Greek Tumour, mass, fluid collection Granuloma Opsy Greek Examination or inspection Biopsy Osis Greek A condition, disease or increase Osteoarthritis Pathy Greek Disease or disorder Psychopathy Philia Greek Tendency toward Hemophilia Phobia Greek Exaggerated fear, sensitivity, aversion Photophobia Plasia Greek Formation, development Hyperplasia Plasty Greek Surgical repair, reconstruction Rhinoplasty Plegia Greek Paralysis Quadriplegia Plexy Greek Stroke or seizure Apoplexy Rrhage, rrhagia Greek Burst forth, rapid flow Menorrhagia

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 18 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Rrhea, rrhoea Greek Flow, discharge Gonorrhoea Rupt Latin Break or burst Erupt sclerosis Greek Hardening Nuclear Sclerosis Scope Greek Instrument for looking Endoscope Scopy Greek Process of viewing Endoscopy Stalsis Greek Contraction Peristalsis Stasis Greek Stopping, standing Homeostatis Stenosis Greek Abnormal narrowing of a blood vessel or other tubular organ structure Restenosis Stomy Latin Creation of an opening Colostomy Tension, tensive Latin Pressure Hypertensive Tomy Greek Act of cutting, incising, incision Laparotomy Trophy Greek Nourishment, development Hypertrophy Ula, ule Latin Small Pustule

BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 19 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Pronunciations Your ability to verbally communicate the correct information to other professionals, clients and their carers in a medical emergency is vital to your job role. You will encounter many difficult words throughout your studies, and you should practice your pronunciation to get them right. Tips Go to https://youtu.be/-wUorujz4wY and listen to APC’s trainer and assessor Sarah correctly pronunciation the following words: • Analgesia • Asystole • Febrile • Oesophageal • Tachycardia • Tinnitus • Cyanosis • Bradycardia • Ventricular fibrillation • Ventricular tachycardia • Oropharyngeal airway • Nasopharyngeal airway • Laryngoscope Similarities There are many words in the medical language you will use that are similar in either spelling or pronunciation. If you use the incorrect word in written or verbal communication, your mistake can have catastrophic consequences for your patient. Here is a list of similar words to know and practice getting right: • malleus or malleolus o malleus – middle ear bone o malleolus – bony part of the ankle

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 20 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately • dysphasia or dysphagia o dysphasia – a disorder of speech o dysphagia – difficulty swallowing • cervical or cervical o cervical – adjective relating to the cervix o cervical – of or pertaining to the neck • ileum or ilium o ileum – part of the small intestine o ilium – the pelvic bone • anuresis or enuresis o anuresis – a condition of inability to urinate, a total lack of urine o enuresis – bedwetting • aural or oral o aural relating to the ears and hearing o oral relating to the mouth and speaking Medical abbreviations and acronyms Abbreviations and acronyms are commonly used to quickly explain complex concepts and terms to other medical professionals in emergency and clinical situations. Acronyms are formed from the initial letters of other words and are usually pronounced as a word, such as QANTAS or NASA. Several medical acronyms and abbreviations have made it into common usage you would already be familiar with, such as AIDS, an acronym for Acquired Immune Deficiency Syndrome, SIDS, an acronym for Sudden Infant Death Syndrome. Others, such as DNA, HIV and THC have each letter sounded out. Scenario Brett is attending to a female approximately 45 years old who has had a potential stroke. Brett identifies the classic symptoms of a stroke; the muscles on the left side of her face are drooping, she cannot lift both her arms, her speech is slurred, and she seems unable to understand what is happening around her. When Brett relays the symptoms at the patient hand off, he verbally tells the admitting doctor that the patient has dysphasia, while on the patient care report form, he wrote dysphagia. While dysphagia is a common clinical feature of a stroke, Brett did not check if the patient could not swallow or was drooling. As an outcome, this patient ’ s records are incorrect.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 21 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Reading Familiarise yourself with some medical abbreviations you will use throughout your study and career, https://www.ambulance.qld.gov.au/docs/clinical/Abbreviations.pdf Did You Know? There is no standard or approved list used by health care professionals to search for medical acronyms or abbreviations. Medical terminology, abbreviations, acronyms, and other languages all impact medical communication. Local lists that define acceptable language exist in certain services and industries, but it is important to understand the context in which the abbreviation or term has been used to allow your accurate interpretation. Anatomical Positions You will use these terms to describe parts of the body injured or affected by disease. Using these terms to communicate what is happening to the patient’s body ensure s accurate communication with other medical professionals to guarantee correct treatment. Anatomical positions are a frame of reference based on the standing human body, with its feet flat on the floor, is facing forward and has the arms slightly raised from the side and palms facing forward. When we describe any organ or body structure it will be as if the body we are talking about is in this position; the anatomical position. Scenario Using the Queensland Ambulance List of Abbreviations, interpret the following case report back into full words and sentences. c/t 59 YrF C/O LRQ abdo pain 6/10 for 3/24. O/A pt tachycardic, hypotensive, central cyanosis, ALOC GCS14 confused. Partner on scene stated the pt suffered multiple epistaxis and haematemesis, recently rapid decline last 1/24. O/E VSS – BP80/60mmHg, HR140, SaO2 =93%, RR25 shallow, BGL 7.0, ECG NAD, other VSS WNL, nil MedHx, nil RxBA, nil allergies, nil meds. Pt supine, positioned legs elevated, CCP requested, RLQ &LLQ distention noted. Commenced supportive therapies, IV access, fluid therapy. Transported code 1 to Hosp, Rendezvous with CCP en-route.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 22 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Up and down, back, front and sides • Superior: (from the Latin for ‘ above ’ ) refers to what is above something. • Inferior: (from the Latin for ‘ below ’ ) means what is below something. • Anterior (from the Latin for ‘ before ’ ) means something that is in front. • Posterior (from the Latin for ‘ after ’ ) means something that is behind. • Lateral ( from the Latin for ‘to the side’ ) refers to the sides of the body. • Medial ( from the Latin for ‘middle’ ) refers to organs close to the centre of the body, the median plane’. Review Using the Merriam-Webster online medical dictionary, practice pronunciation of the terms you learned in this section: https://www.merriam-webster.com/medical Figure 1 Directional References Blausen.com staff (2014) CC3.0 Example The head is superior to the chest, and the feet are inferior to the chest. The knee is inferior to the hip and superior to the ankle. The shoulder is superior to the elbow, and the wrist is inferior to the elbow. The chest is anterior, and the back is posterior. The toes are anterior, and the heel is posterior.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 23 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Activity 3 Find the Latin root terms for the following terms: • Lateral: • Anterior: • Distal: • Proximal: • Posterior: • Medial: Anatomical planes Figure 2 The anatomical planes of view of the human body By Mikael Häggström, used with permission CC4.0 • The transverse plane (also known as the horizontal plane) runs parallel to the ground and divides the body into superior (head) from the inferior (feet) sections • The frontal or coronal plane divides the body into posterior (back or dorsal) and anterior (front or ventral) Tips Watch the below videos and listen to how the narrator is pronouncing the anatomy terms. Anatomical Planes and Spatial Relationships in the Human Body: https://youtu.be/vhBRo1cMocA Anatomical Terms - Drawn & Defined: https://youtu.be/kvHWnJwBkmo Introduction to Anatomy - Movement: https://youtu.be/X5RUFXZZBH4 • Later: • Inferior: • Superior: • Caudal: • Cranial:

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 24 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Positions Position Description Example of use Supine Position In this position, the body is lying down with the face pointing upwards. All the remaining positions are like the anatomical position, the only difference of being in a horizontal plane rather than a vertical plane. The patient was in a supine position and having difficulty breathing when we arrived at the scene. Prone Position This is the position in which the back of the body is directed upwards. The body lies in a horizontal plane with the face directed downwards. The patient was in the prone position, lying where they had fallen. Lithotomy Position In this position, the body is lying supine with legs separated, flexed and supported in a raised position (such as in stirrups for childbirth). We placed the patient in the lithotomy position to prepare for the delivery of the baby. Lateral Recumbent Position The r ight lateral recumbent, or RLR, means that the patient is lying on their right side. The left lateral recumbent, or LLR, means that the patient is lying on their left side . The patient was lying in the right lateral recumbent position on the footpath with obvious facial injuries. Trendelenburg Position In the Trendelenburg position, the body is laid supine or flat on the back with the feet higher than the head by 15-30 degrees. (such as treating for shock) Similarly, the reverse Trendelenburg position has the body flat, but the head is 15-30 degrees higher than the feet. The patient had fainted, so their colleagues had placed them in the Trendelenburg position before calling 000. Fowlers position Fowler's position has the body seated in a semi- sitting position (45-60 degrees) and may have knees bent or straight. Variations in the angle are denoted by high Fowler, indicating an upright position at approximately 90 degrees and semi- Fowler, 30 to 45 degrees; and low Fowler, where the head is slightly elevated." Because the patient was suffering an asthma attack, their parent had placed them in F owler’s position to ease their breathing. Deep describes something being well away or further from the surface of the body. The object was embedded deeply in the cyclist upper thigh. Superficial Describes some things as being close to or on the surface of the body. The child suffered superficial injuries in their fall.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 25 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Research Who was the term ‘Fowler’s position’ named for? What was it originally used for? Who was the term ‘ Trendelenburg position’ named for? Describing movement Figure 3 Body movements Tonye Ogele CNX / CC 3.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 26 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Body cavities Body cavities is the general term used to describe the different internal areas of the body that contain the different organs. There are five (5) main body cavities: • The ventral cavity is anterior of the trunk. Organs in this cavity include the lungs, heart, stomach, intestines, and reproductive organs. • The ventral cavity is then subdivided into the thoracic cavity at the top and the abdominopelvic cavity below. • The dorsal cavity is posterior to the truck and includes the head and back. • The dorsal cavity is then subdivided into the cranial cavity (the brain) and the spinal cavity(the spinal column). Figure 4 By Connexions - http://cnx.org, CC BY 3.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 27 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Chapter 2: Human body systems and common diseases and injuries What will I learn? The human body is wondrously complex. When the systems and organs that make up our bodies work well and in harmony, we don’t even have to think about many of its functions . They pretty well take care of themselves. As long as we nourish, hydrate and move, keep warm or keep cool, get plenty of sleep and keep clean, and keep a good work-life balance, everything should just keep on working, right? This chapter will discuss the different body systems and organs and some of the common diseases and injuries you may encounter in your career. The Integumentary System We are starting with the Integumentary system as it is the biggest, and outermost system of our bodies. It is also the one we are all most familiar with; we look at it and look after it every day. Integumentary comes from the Latin word for cover or enclosure. It consists of the skin and accessory structures that include the finger and toe nails, hair and associated glands, accounting for up to 15 per cent of our total body weight and covers a surface area of about 2 square metres. It is the organ that protects us from UV radiation, toxins and pathogens. It is waterproof, insulates from the heat and cold, helps regulate body temperature and protects other organs from injury. It has nerves that help alert us to dangers and injuries such as burns, collisions, cuts and abrasions. Skin The skin consists of three layers, the dermis, epidermis and subdermis or subcutaneous tissue. Note : you can determine where these three layers lie according to the prefixes. What do epi- and sub- mean? The epidermis This is the outermost layer of the skin and consists of four to five layers of epithelial tissue. This tissue constantly grows and is replaced in a cycle that goes for about five weeks from growth to death of the cells. If the epidermis is damaged or destroyed, it cannot regrow normal epithelial tissue, replaced by scar tissue. The dermis Below the epidermis is the dermis. The dermis is composed of collagen and elastin. It has two layers: the papillary layer and the reticular layer. Blood vessels in this region contract or expand in reaction to external temperatures to help regulate our body temperature. Through nerves, the dermis communicates with the brain to sense pain, temperature, and touch. The dermis is also where hair follicles are located, which enhance the sense of touch. Hair is considered an accessory organ of the integumentary system. Nails are an accessory organ and protect the skin at the end of fingers and toes, allowing us to scratch and pick up small objects. The dermis is home to several glads, including the sweat and sebaceous glands, which are protective and reactive to the body's needs . Sweat helps to cool us down when it’s hot helps rid the body of toxins. The sebaceous gland lives near hair follicles and excretes sebum, which helps lubricate the skin and hair, keeping it healthy and able to stretch and flex.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 28 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Subdermis The subdermis contains subcutaneous tissue, which cushions and protects the body from injury, insulates, and holds small lobes of fat cells called lipocytes. Figure 5 Anatomy of the skin OpenStax College CC BY 3.0 Recall In chapter 1, you looked at the roots, prefixes, and suffixes relevant to medical terminology. Recalling the suffix to do with specialisations in medicine, what do we call a person who specialises in skin diseases? Common diseases of the skin Symptomatic skin conditions Condition Description Example Erythema Abnormal redness and inflammation due to dilation of the capillaries Figure 6 erythema Jost Hahn CC by SA 2.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 29 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Pruritus Itching of the skin that is symptomatic of a condition such as lice, or an allergic reaction. Figure 7 itchy skin from an allergic reaction NIAID CC by2.0 Urticaria Raised itchy areas of the skin due to an allergic reaction such as hives. Figure 8 antibiotic allergic reaction Kauczuk CC by 3.0 Research Go to the below link and listen to APC’s trainer and assessor Sarah pronounce these terms correctly. https://youtu.be/-wUorujz4wY Common skin lesions Term Description Also known as Example Bulla A fluid filled lesion. Blister Figure 9 chickenpox blisters CDC public domain

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 30 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Cicatrix Results from damage or injury, occurs after healing happens. Scar Figure 10 laparotomy scar jessica raphaela CC BY 2.0 Cyst A sac containing liquid or partially sold material. Cyst Figure 11 ganglion cyst CieslawCC by 3.0 Fissure A crack or cleft in the skin that extends from the surface of the skin to the dermis. Figure 12 Fissure on finger VodolazskiV Keloid scar When scar tissue overgrows and becomes thick, raised and irregular. Figure 16 keloid scar Htirgan / CC BY-SA 3.0 Nodule A solid lesion with defined borders, a deep-seated papule. Figure 11 is also an example of a nodule. Lump

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 31 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Papule A raised lesion that is smaller than 1cm, which has distinct border. Papules can be scaly or crusty. Rash Figure 137 psoriasis papules The Wednesday Island CC BY-SA 3.0 Polyp A growth that protrudes from the surface of the skin. They can also occur on other organs. Skin tag Figure 18 Skin Tag Julie Canter Pustule A raised lesion that contains pus, such as a boil or impetigo Figure 19 infected impetigo Åsa Thörn / CC BY-SA 3.0 Ulcer An erosion of the dermis and epidermis due to infection or injury. Wounds can become ulcerated due to infections or low immune system. Ulcer Figure 14 Ulcer https://www.scientificanimations.com / CC BY-SA 4.0.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 32 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Wheal An area of itchy swelling that can be due to an allergic reaction to an insect bite or hives. Figure 21 hives BruceBlaus / CC BY-SA 4.0 Common infectious of the skin Term Description Example Cellulitis A bacterial infection of the dermis and subcutaneous tissue most often on the leg. Characterised by redness, heat, swelling and tenderness or pain in the affected region. Commonly caused by group A ß -haemolytic streptococci and Staphylococcus aureus . Figure 15 Cellulitis Colm Anderson CCby2.5 Impetigo Highly contagious pruritic condition cause by infection with Streptococcus pyogenes or Staphylococcus aureus bacteria or a combination of both. Creates pus-filled oozing blisters that crust over — often called school sores for their common occurrence in young children. Figure 23 Impetigo US Gov / Public domain Pilonidal cyst or sinus A deep cyst or abscess usually found in the coccygeal region (around the coccyx or tail bone) and commonly contains skin debris or hair. Most common in patients aged 15 – 34 and in patients whose lifestyle or occupation involves a lot of sitting, such as truck drivers. Requires surgery to excise. Figure 24 two pilonidal cysts in the natal cleft JerryTahl / Public domain

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 33 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Injuries The skin is the organ that is most vulnerable to injuries because it is the most directly exposed organ. Injuries can include burns, wounds such as cuts, bruises, abrasions and calluses. Injuries to the skin can occur in various ways, such as cuts from knife wounds, punctures by foreign objects, scalds and chemical burns, excessive pressure or force and friction such as gravel rash. Burns Burns are a common injury you will repeatedly encounter during your career. They are caused by the skin coming into contact with: • Intense radiating heat • flames • boiling or superheated liquids or gases • steam • electricity • radiation • chemicals such as acids Burns are classified according to the depth or severity of the injury to the skin, how big the burns are and how much is damaged. Erythema Erythema describes minor burns that affect only the epidermis. They are characterised by painful, red and swollen skin but not blisters. Sunburn is an example of Erythema. Previously called first degree burns. Partial thickness burn In partial thickness burns, the epidermis and upper region of the dermis are damaged. Partial thickness burns are red, painful, and blistered — previously called second degree burns. Full thickness burn Full thickness burns are severe burns involving the destruction of the dermis and epidermis and usually damage the subcutaneous layers. Nerve endings and blood vessels are destroyed, and the burn is not painful. The area appears black or waxy white. In severe cases underlying muscle and bone can also be damaged. Figure 26 partial thickness Burn on Shoulder Edge1665 / CC0 Figure 27 Full thickness burn Produnis CC by 3.0 Figure 25 sunburn after four hours in the sun QuinnHK / Public domain

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 34 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Calculating the size of a burn Anterior view Percentage Posterior view Figure 168 Mikael Häggström. / CC0 Head and neck 9% Upper limbs 9% each Trunk 36% Genitalia 1% Lower limbs 18% Research Go to the below links and watch the videos about the Integumentary system The Integumentary System, Part 1 - Skin Deep: Crash Course A&P #6 https://youtu.be/Orumw-PyNjw The Integumentary System, Part 2 - Skin Deeper: Crash Course A&P #7 https://youtu.be/EN-x-zXXVwQ Example We might describe a patient as having partial thickness burns to 18 per cent of their body, erythema to five per cent of the body, or full thickness burns to 9 per cent of the body. We might also describe it according to the anatomical position, such as the patient had partial thickness burns to the anterior side of their left arm.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 35 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately The Musculoskeletal System The Musculoskeletal system is the term we use to describe the muscles and bones of the body that work in harmony to enable us to move around. It comprises the: • Bones • Joints • Bursae • Cartilage • Ligaments • Muscles • Tendons Bones Bone, also known as osseous tissue, is the hard, dense connective tissue that forms the structural elements of our skeletons. Bones are mainly made of calcium and collagen. Calcium gives them strength, and collagen makes them flexible. There are 206 bones in the adult human skeleton. The axial skeleton comprises the head, neck, spine, sacrum and coccyx (the trunk or torso) and the appendicular skeleton, which comprises the shoulder blade, arms, pelvic bones, and legs. Figure 17 axial skeleton anterior view DBCLS / CC BY-SA 2.1 JP

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 36 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Figure 30 DBCLS CCBY-SA2.0jp Long bones are those bones that are longer than they are wide Short bones are those bones that are as wide as they are long Figure 18DBCLS CCBY-SA2.0jp Figure 19 DBCLS CCBY-SA2.0jp Flat bones are bones with the principle function is of protection to give a broad surface to muscular attachment Irregular bones are bones that, because of their form, cannot be grouped as flat, short, long or sesamoid . Figure 20 Sesamoid bones of the first metatarsal of the foot Jmarchn / CC BY-SA 3.0 Sesamoid bones are bones embedded inside a tendon or muscle. Bones are then categorised into five categories based on their shape.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 37 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Review Remembering medical terms, names and positions of bones in the human skeleton is key to your role as a health care worker. Using the following diagrams, practice and memorise the bones and their positions. Refresh yourself with Queensland Ambulance Services’ List of Abbreviations from: https://www.ambulance.qld.gov.au/docs/clinical/Abbreviations.pdf Figure 21 human skeleton anterior view lady of hats public domain Figure 22 human skeleton posterior view lady of hats public domain

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 38 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Fractures can occur from trauma such as falls, vehicle accidents, overuse or repetitive movements, and diseases processes such as osteoporosis that weaken the bones. Fractures are classified as open or closed, depending on whether there is an open wound communicating to the fracture that exposes the bone below or not. They are then further described according to the damage: Open fracture An open wound communicates with bone below. Also known as a compound fracture. Figure 23Laboratoires Servier / CC BY-SA 3.0 Greenstick The bone is not completely broken through, most often occurs in children. Figure 24 Laboratoires Servier / CC BY-SA 3.0 Closed No wound communicating with the bone. Figure 25 Laboratoires Servier / CC BY-SA 3.0 Spiral Part of the bone is twisted, and the fracture runs around the long axis of the bone. Figure 26 Laboratoires Servier / CC BY-SA 3.0 Comminuted The bone is broken into many fragments. Figure 27 Laboratoires Servier / CC BY-SA 3.0 Avulsion A closed fracture that happens when a strong muscle contraction pulls a tendon and part of the bone free from a joint. Figure 28 Vogonity CC by SA3.0 Complete The fracture completely separates the bone. Conversely, in an incomplete fracture, the fragments of bone are still joined. Figure 29 OpenStax College / CC BY 4.0) Transverse fracture A fracture that goes across (trans) the bone in a straight line. Figure 305 OpenStax College / CC BY 4.0) Types of bone fractures

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 39 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Stress facture A closed fracture that results from repetitive movements; it is often just a hair line fracture. Figure 31 MedicalGraphics CC BY-ND 3.0 Compression The bones are forced into each other, most commonly in the spine, from falling or heavy landing. Compression fractures often occur in patients with osteoporosis. When fractures happen because of a pre-existing condition, they are called Pathological fractures. Figure 327 OpenStax College CC BY SA4.0 Research Research these words relating to bones: Term Root word Meaning Ossification Osteoporosis Hypercalcaemia Condyloid Laminotomy Kyphosis Lumbar Lordosis Spondylolisthesis Scoliosis Sciatica Vertebral osteomyelitis Research Follow this link to watch a video about the Skeletal System : https://youtu.be/f-FF7Qigd3U

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 40 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Joints are where two or more bones come together to create articulation or body movement. There are three types of joints, and they are classified according to how much movement they allow. These classifications are: Figure 33 cartilaginous joint, fibrous joint, and synovial joint www.scientificanimations.com / CC BY-SA 4.0 Fibrous joints Also known as sutures, fibrous joints, are found in the skull where the skull bones have grown together as the individual ages. Cartilaginous joints Cartilaginous joints have cartilage between them and allow restricted movement. Examples include the joints of the spinal column and the pelvis. Synovial joints Synovial joints allow for the greatest range of movements. The spaces between the bones are covered by synovial membranes filled with synovial fluid, which lubricates and protects the bones as they move. Synovial joints include: • ball and socket joints such as the shoulder and hip, • Hinged joints such as those in the elbow and knee, • Gliding joints that allow the bones to move over one another, such as the ankle and wrist, • Condyloid joints that allow for movement but not rotation, such as in the fingers, toes, and jaw, • Pivot joints that allow for rotation and twisting, such as in the neck, • Saddle joints allow for side to side and back and forwards movement, but not rotation, such as in the thumb. Figure 34 Types of Synovial Joints OpenStax College CC BY3.0 Joints

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 41 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Research Follow this link to watch a crash course about joints: A&P #20 https://youtu.be/DLxYDoN634c In your own words, describe how these parts of joints work: • Tendons • Ligaments • Meniscus Research Follow this link to watch a video about Abduction vs. Adduction, Flexion vs. Extension and Opposition of the Thumb https://youtu.be/P4WPk5mUr8I Diseases and injuries of the joints Arthritis Arthritis is inflammation of a joint. It causes pain, swelling and alters the structure and functionality of the joint. Different pathologies can cause it. Figure 35 gout www.scientificanimations com CC BY-SA4-0 Figure 36 Osteoarthritis BruceBlaus CC BY-SA 4-0 Figure 37 Rheumatoid arthritis Smart-Servier CC BY-SA 3.0 Did You Know? That popping noise people can make with their knuckles is created by the movement of air pockets in the synovial fluid in the joint. It won’t cause arthritis or any other pathology in the joint.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 42 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Bursitis Bursitis, as the suffix itis suggests, is an inflammatory condition of the bursa. When the bursa becomes inflamed, it doesn’t do its job assisting in movement and reducing friction . It causes joint pain, stiffness and swelling. Bursitis can be caused by chronic overuse, trauma and infection. It commonly affects the shoulders, elbow, hip and knee joints. Figure 38 knee joint showing bones ligaments, bursa and tendons of the joint OpenStax College CC BY3-0 Figure 40 bursitis in the knee joint http://www.scientificanimations.com CC BY SA 4.0 Luxation Luxation of a joint is also commonly called dislocation. It describes the displacement of two bones from their normal position in articulating the joint. It is usually the result of trauma to the joint. When the bones are dislocated, there is usually an injury to the ligaments. Meniscus tear A meniscus tear is most usually seen as a traumatic injury to the knee. They often occur when the knee joint is bent, then twisted and injury to the anterior cruciate ligament, and medial cruciate ligaments usually occur. Figure 41 Meniscus tear with torn anterior cruciate ligament and torn tibial collateral ligament OpenStax College / CC BY 3.0 Research Research these words relating to the arthritis: Term Root word Meaning Osteoarthritis Rheumatoid arthritis Gout Figure 39 dislocated finger Hellerhoff / CC BY-SA 3.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 43 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Rotator cuff syndrome Rotator cuff syndrome describes a tear or impingement of the tendons or muscles in the shoulder. It usually occurs from trauma, chronic overuse, or age related degeneration. The supraspinatus tendon is the most common tendon to tear in rotator cuff syndrome. Figure 42 rotator cuff syndrome including supraspinatus tear Nucleus Communications CC BY SA 4.0 Sprain A sprain occurs when a ligament becomes torn or overstretched by trauma to the joint. Ankles are the most commonly sprained joint. Figure 43 sprained ankles Laboratoires Servier / CC BY-SA 3.0 Muscles Muscles comprise fibres that come in different shapes and sizes according to their purpose. These fibres are surrounded by connective tissue and enclosed in a very strong connective tissue called facia. Movement in our joints and bodies is created by the contraction (shorten) and relaxation (lengthen) of muscles and muscle groups. Muscles often work in pairs or groups to create movement; while one muscle contracts, the other relaxes. Muscles can connect to bones, the skin, or other muscles by tendons and aponeuroses. There are three kinds of muscles in our bodies, skeletal, smooth, and cardiac muscle. In this section, we focus on the skeletal muscles.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 44 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Skeletal muscles There are over 650 skeletal muscles. They are the bones that attach to bones by tendons across the connecting joints. This allows muscles to pull on bones to create movement. Smooth muscles Smooth muscles are involved in involuntary movements, those movements over which we have no conscious control. They include the muscles in the walls of our internal organs like our stomach, bladder, intestines and blood vessels. Cardiac muscles The cardiac muscles are found in the myocardium of the heart and make up most of the heart walls. Cardiac muscles contract to force blood out of the heart into the blood vessels and relaxes to allow the heart to fill with blood again. Research Follow this link to watch a video about muscle tissue https://youtu.be/7t-DGxG09l8 Go to https://www.merriam-webster.com/medical and listen to the pronunciation of the major muscle groups in the diagrams below and practice your pronunciation.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 45 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Figure 44 major muscles of the body. Right side: superficial. Left side: deep. Anterior view OpenStax CC BY SA4.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 46 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Figure 45 Major muscles of the body. Right side: superficial. Left side: deep. Posterior view OpenStax CC BY SA 4.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 47 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Common diseases and injuries of skeletal muscle Strain A strain happens when muscles and/or tendons are overstretched or torn. Strains can be mild to severe, and severe strains can be a complete tear or rupture of the muscle. The tendon is separated from the muscle. Muscle contusion Muscle contusions happen when a patient suffers trauma such as a blow or collision with an object, and there is muscle damage with associated bleeding, a haematoma of the muscle tissue in which capillaries are damaged, and blood seeps into the surrounding tissue. Bruising can sometimes be serious and lead to more life-threatening forms of haematoma, including internal bleeding. Muscular dystrophy Muscular dystrophy is a group of inherited diseases that damage and weaken your muscles. It can cause problems with walking, swallowing and muscle coordination. Myasthenia gravis Myasthenia gravis is an autoimmune neuromuscular disorder that causes weaknesses to the skeletal (voluntary) muscles. It causes facial paralysis, dyspnoea, dysphasia, dysphagia, among other symptoms. Polymyositis Polymyositis is an inflammatory disease affecting the muscles and causes weakness. It is often associated with other autoimmune disorders. The Digestive System Also called the alimentary or gastrointestinal system, the digestive system allows us to take in and absorb nutrients and then eliminate waste products created by the digestive process. It is made up of a series of organs and glands with specific roles in processing the food and drink we ingest every day. The gastrointestinal tract The gastrointestinal is approximately nine to ten metres long, and food takes somewhere between 12 and 48 hours to move from one end to the other. The digestive organs are organised thus: . upper gastrotestinal tract • mouth, salivary glands, tongue and, teeth • pharynx • esophagus • stomach lower gastrointestinal tract • small and large intestines • rectum • anus accessory organs • liver • pancreas • gallbladder

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 48 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Figure 46 detailed digestive system diagram LadyofHats / Public domain

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 49 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Research Follow this link to watch a video about the digestive system https://youtu.be/WWpRX7g_qvo Go to https://www.merriam-webster.com/medical and listen to the pronunciation of organs in the digestive system in the diagram above and practice your own pronunciation. Common injuries and diseases of the digestive system Body part Disease or injury? Description Mouth Stomatitis Inflammation of the mucous membrane of the lining of the mouth, including the cheeks, gums, lips, tongue and palate. Oral trauma Cuts and scratches on the inside of the mouth or lips, such as split lips. Chipped, displaced teeth or knocked out teeth. Burns to lips and interior of mouth. Inhalation burns. Salivary glands Parotitis Inflammation of the parotid glands caused by acute or chronic bacterial parotitis . Viral parotitis Commonly called the mumps, is caused by paramyxovirus, and causes severe swelling of the parotid glands. Oesophagus Oesophageal varices Dilated (varicosed) veins in the lower oesophagus or upper part of the stomach. Can rupture and cause extreme bleeding, which may be life threatening. Stomach Gastritis A condition where there is abnormal inflammation of the mucous membrane lining of the stomach. Symptoms can include dyspepsia, nausea, and vomiting. Can be caused by H. pylori bacterial infection. Other causes may include prolonged use of alcohol, NSAIDs, iron supplements and chemotherapy. Gastroenteritis Inflammation of the lining of the stomach and intestine that results in vomiting, diarrhoea, abdominal cramps. Usually caused by a virus such as a norovirus, but also can be caused by bacteria. Gastro is highly contagious. Some medications and food allergies may also cause it.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 50 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Small intestine and associated organs Appendicitis Occurs when the lumen of the appendix gets obstructed by faeces, lymphatic tissue, or other materials — results in painful swelling and infection. Left untreated, appendicitis can lead to a burst appendix and the spread of the infection through the abdominal cavity (peritonitis), which can be life threatening. Coeliac disease A disorder that damages the small intestine and interferes with its ability to absorb nutrients. Caused by gluten intolerance. It causes a range of unpleasant and painful symptoms from a general feeling of unwellness to bloating, abdominal pain, constipation and diarrhoea. Gallbladder Cholecystitis Inflammation of the gallbladder. Acute Cholecystitis is caused by calculus (gallstone) becoming lodged in the cystic duct trapping bile in the bladder. It results in sudden, severe pain, usually in the upper right quadrant. Chronic Cholecystitis results from long term irritation of the gallbladder. Cholelithiasis Is the presence of calculus (gallstones) in the gallbladder may occur with Cholecystitis. Can cause eructation, pain, or discomfort. They can become a serious problem if they get trapped in the bile ducts. Liver Cirrhosis A chronic disease in which the liver deteriorates over time, and healthy tissue is replaced by scar tissue and partially blocking blood flow through the liver. Hepatitis Caused by hepatitis viruses, it is an inflammation of the liver that can lead to cancer or cirrhosis. Symptoms include hepatomegaly, jaundice, clay coloured faeces, dark urine, abnormal liver function and general malaise. Hepatitis A and E are transmitted via ingestion, Hepatitis B and D are transmitted by body fluids such as blood and semen, Hepatitis Cis transmitted by blood and blood products. Large intestine Crohn’s disease An autoimmune disease in which the body’s immune system attach to the gastrointestinal tract causing inflammation. It can affect any part of the GI tract but most commonly affects the ileum. Diarrhoea Loose, watery faeces or increase urgency and frequency in passing faeces. Diarrhoea can be a symptom of a bacterial or viral infection or related to a functional disorder, reaction to an allergen or medication. Dehydration can be a life-threatening complication of diarrhoea.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 51 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Diverticulitis Inflection and infection of the diverticulum — an abnormal side pocket or pouch in the colon's wall. Can lead to the formation of abscess and perforation of the wall of the colon. Hernia An abdominal protrusion of part of an organ or tissue through the structure that should contain it, usually the diaphragm or abdominal wall. Ulcerative colitis Chronic inflammatory bowel disease which causes inflammation, ulceration, and abscess in the top layer of the rectum and colon. Causes severe abdominal pain and bloody diarrhoea. Research Go to https://www.merriam-webster.com/medical and listen to the pronunciation of terms you are unfamiliar with in the table above, practicing your pronunciation. The Cardiovascular System The cardiovascular system, also known as the circulatory system, consists of the heart and a network of blood vessels that carry blood around the body to bring oxygen and nutrients to every cell and remove waste products. The heart As briefly touched on the musculoskeletal system, the heart is made up of cardiac muscle. It is approximately the size of your closed fist. It is in the thoracic cavity. The heart’s main function is to pump blood around the circulatory system. It has three layers: • The inner lining, called the endocardium • The muscular layer, called the myocardium • The outer layer, called the pericardium Figure 47 human heart Wapcaplet CC BY SA 3.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 52 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Review Go to https://www.merriam-webster.com/medical and listen to the pronunciation for the following: • Superior vena cava • Mitral valve • Aortic valve • Left ventricle • Right ventricle • Left atrium • Right atrium • Aorta • Pulmonary valve • Tricuspid valve • Inferior vena cava Practice your pronunciation. Research Watch the following video on how the human heart works https://youtu.be/fqRy9poXZzM *Please note that this video uses the American pronunciation of capillaries. Blood Vessels Different types of blood vessels carry blood and remove waste: • Veins • Venules • Arteries • Arterioles • Capillaries The vessels that carry oxygenated nutrient-rich blood away from the heart into the rest of the body are the arteries, and the small branches are called arterioles. The vessels that gather the deoxygenated blood and waste from the cells are called venules, and they meet to form veins that return the deoxygenated blood and waste back towards the heart. The capillaries are tiny thin-walled vessels that connect the arterioles and venules. Through these capillaries, nutrients and waste are exchanged between the blood and the body tissues. Figure 48 blood vessels in detail Kelvinsong / CC BY-SA 3.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 53 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Research Watch the below video on blood vessels https://youtu.be/51rPV3xvYM4 Figure 49 arterial system OpenStax College / CC BY 3.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 54 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Figure 50 veins OpenStax College / CC BY 3.0 Research Go to https://www.merriam-webster.com/medical and listen to the pronunciation of terms you are unfamiliar with from the diagrams above, practicing your pronunciation.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 55 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Common diseases of the circulatory system Angina pectoris Temporary chest pain occurs when the heart is not getting enough blood. Patients feel a steady severe pain and constriction around the heart and radiating from the chest and left shoulder. Cardiac tamponade Compression of the heart by accumulating fluid or blood in the pericardial space between the myocardium and pericardium. Cardiomyopathy A disease of the heart muscle that results in its diminished ability to pump blood. Patients can feel shortness of breath, fatigue, syncope, palpitations, peripheral oedema, and chest pain. Congestive cardiac failure A condition in which the heart cannot pump enough blood and therefore oxygen around the body. It can result from coronary heart disease such as stenosis , scarring from a myocardial infarction , hypertension , damaged heart valves, cardiomyopathy, or infection such as endocarditis . Research Look up the bolded words in the paragraphs above, find their meaning and practice pronouncing them. Refresh yourself with Queensland Ambulance Services’ terminology and abbreviations from: https://www.ambulance.qld.gov.au/docs/clinical/Abbreviations.pdf Aneurysm A local dilation or ballooning of an arterial wall because of weakness. The most affected arteries are the aorta, cerebral and mesenteric arteries. Arteriosclerosis A general term for hardening and thickening of the arterial walls. This results in losing elasticity and reduced blood flow to the heart, extremities, and cerebrum. Atherosclerosis The most common variant of Arteriosclerosis. It is a chronic, progressive inflammatory disease of the large arteries. Over time fatty plaques called atheroma build up in the walls of the arteries reducing the flow of blood to the heart and eventually leading to myocardial ischemia.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 56 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately The Respiratory System The respiratory system is the organ system responsible for breathing in (inspiration or inhalation) and breathing out (expiration or exhalation), and the exchange of gases that sees oxygen transferred to the blood and waste gases taken away from the blood, through the lungs. It is located in the thoracic cavity. Figure 51major organs of the respiratory system OpenStax CC BY SA 3.0 Research Go to https://www.merriam-webster.com/medical and listen to the pronunciation of the words in the diagram above. Practice pronouncing them. The Upper Respiratory System

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 57 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Figure 52 Upper respiratory tract BruceBlaus CC BY SA 3.0 The nose The nose is responsible for the process of olfaction (sense of smell). The loss of sense of smell can be a symptom of an upper respiratory system infection and is called anosmia . We breathe primarily through our nose, and tiny hairs called cilia on the inside of the nostrils filter dust, pathogens and irritants, and allergens. When the cilia are irritated or clogged by the particles it filters, we sneeze. The nose also helps warm air toward body temperature and moisten it so it doesn’t dry out our respiratory tract, leaving us open to pathogens. The pharynx The pharynx is divided into three (3) sections: • The nasopharynx • The oropharynx • The laryngopharynx The larynx The larynx contains the vocal sords and epiglottis, which acts to protect the trachea from inhaled and swallowed foreign objects and particles. The trachea Commonly known as the windpipe, the trachea leads from the larynx to branch into the two smaller tubes called the bronchi, which lead into the left and right lungs. The lungs

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 58 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately The lungs take up most of the thoracic cavity and are protected by 12 ribs. The lungs contain the airways and alveoli , which are surrounded by capillaries. Oxygen from the air we breathe in is transferred into the blood through these capillaries, as are waste gases, including carbon dioxide, which we then breathe out into the atmosphere. Figure 53lower respiratory tract public domain Research Watch the following video explaining how the lungs work https://youtu.be/8NUxvJS-_0k Common diseases of the respiratory system Asthma A chronic inflammatory condition of the airways characterised by airway obstruction. It causes bronchoconstriction , shortness of breath, wheezing , chest tightness, increased mucus production and coughing. Bronchitis As the structure of the word suggests, bronchitis is an inflammation of the bronchi. A bacterial or viral infection causes acute bronchitis . Chronic bronchitis is ongoing inflammation of the bronchi with a persistent productive cough that lasts for three or more months per year for two or more years. Chronic obstructive pulmonary disease (COPD) Figure 54 asthma www.myupchar.com/en / CC BY-SA 3.0

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 59 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Usually refers to a combination of chronic bronchitis, asthma and emphysema resulting from/in destruction of lung tissues. Symptoms of COPD are the same as for emphysema. Emphysema A chronic obstructive disease that affects the lungs and bronchi. Enlargement and hardening of the alveoli result in a reduction of their gaseous exchange, resulting in the patient experiencing severe shortness of breath. Symptoms also include: frequent chest infections, productive cough, generalised fatigue, cyanosis due to the lack of oxygen. Complications can include pneumonia, collapsed lung and heart problems. Influenza Commonly known as ‘the flu’. Influenza is a contagious viral infection of the respiratory tract. Symptoms include high fever, myalgia , headache, severe malaise . Some patients also suffer a non-productive cough , pharyngitis and rhinitis . The viruses that cause influenza are constantly mutating, and new strains can occur in a population each year, and several strains can be circulating through a population simultaneously. Laryngitis Laryngitis is inflammation and swelling of the larynx, usually in association with dysphonia or aphonia . It is one of many URTI that can infect our respiratory systems. A cold or another virus can cause acute laryngitis. Chronic laryngitis can be caused by recurrent asthma, allergic rhinitis , and sinusitis , or GORD . Pleural effusion Is the presence of excess fluid between the two layers of the pleura that surrounds the lung. It can be caused by several lung diseases, including pneumonia and tuberculosis . Pneumoconiosis A generic term describing any lung disease caused by inhaling dust or chemicals that irritate the respiratory system over a long period. Silicosis and asbestosis are two examples of pneumoconiosis. Haemothorax The collection of blood and fluid in the pleural cavity, between the visceral and parietal pleura. Haemothorax is caused by blunt or sharp trauma to the chest. Pneumothorax Also called a collapsed lung, a pneumothorax is the collection of air or gas in the pleural space, which puts pressure on the lung so it can’t expand. Traumatic pneumothorax can be caused by puncture wounds such as stabbing or penetrating injuries, rib fracture or blunt force injury. Figure 55 pneumothorax BruceBlaus CC BY 40 Pulmonary oedema Figure 56 pneumothorax BruceBlaus CC BY 40 A pulmonary oedema happens when the alveoli fill with fluid instead of air, thus preventing oxygen from entering the bloodstream. Patients with a pulmonary oedema have symptoms of tachypnoea , dyspnoea , cyanosis and hypertension , tachycardia and peripheral oedema .

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 60 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Go to https://www.merriam-webster.com/medical and listen to the pronunciation of the bolded terms above and practice your own pronunciation The Nervous System The nervous system is like the telecommunications system of the body. It coordinates and regulates body functions and communicates within and between the brain, spinal cord, and all other parts of the body. It interprets stimuli from the external environment and prompts the body to react with the appropriate response. It acts to maintain homeostasis . The nervous system comprises specialised cells called neurons, and signals between the brain and body move through the neural network. It is divided into two systems; The central nervous system , which includes the brain and spinal cord; and the peripheral nervous system , which comprises nerves and nerve networks throughout the rest of the body. Figure 57 basic nervous system Medium69, Jmarchn / CC BY-SA 4.0 Research

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 61 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately The central nervous system (CNS) The CNS consists of the brain and spinal cord, which are the main processing centres for the rest of the nervous system: • All nerve impulses originate or terminate in the CNS. • It controls all operations of the body. • It processes sensations and thoughts using information gathered from sensory receptors located all throughout the body. • It also sends a message to the rest of the body to control movement, actions and responses to the environment. The central nervous system is protected by the skull, bones of the spine and three layers of meninges . Major structures of the brain The Cerebrum is divided into two hemispheres ; the right hemisphere controls the left side of the body, the left hemisphere the right. Each hemisphere is divided into four lobes; frontal , parietal , occipital , and temporal lobe . The cerebellum also consists of two hemispheres and controls and coordinates movement, posture and balance. The brainstem is below the limbic system and is a pathway for nerve impulses between the brain and spinal column. It directs the functions vital to life. Research Go to https://www.merriam-webster.com/medical at listen to the pronunciation of the bolded terms above and practice your own pronunciation Central Nervous System • brain • spinal cord Peripheral Nervous System • somatic nervous system • cranial nerves • spinal nerves • autonomic nervous system • parasympathetic nervous system • sympathetic nervous system Figure 58 major structures of the brain

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 62 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately The spinal cord has two main functions, the transmission of nerve impulses to and from the brain, and the coordination of simple reflexes such as reacting to heat or sharp objects on the skin. The spinal cord is divided into three regions for the purpose of description. These are: • Cervical • Thoracic • Lumbar Figure 59 regions of the spine Cancer Research UK / CC BY-SA 4.0 The peripheral nervous system The peripheral nervous system is divided into: • the somatic nervous system, which is under voluntary control, and transmits signals from the brain to end organs such as muscles, and the • the autonomic nervous system, which is 'self- regulating’ and is responsible for the working of organs and systems outside of our voluntary control, such as the heart rate, or the functions of the digestive system. The sensory nervous system is part of the somatic nervous system. It transmits signals from senses such as taste and touch to the spinal cord and brain. Research Go to https://www.merriam-webster.com/medical and listen to the pronunciation of any words you are unfamiliar with in the sections above. Practice pronouncing them. The spinal cord

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 63 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Research Watch the below videos to learn more about the body systems: Peripheral Nervous System: Crash Course A&P #12 https://youtu.be/QY9NTVh-Awo Autonomic Nervous System: Crash Course A&P #13 https://youtu.be/71pCilo8k4M Sympathetic Nervous System: Crash Course A&P #14 https://youtu.be/0IDgBlCHVsA Parasympathetic Nervous System: Crash Course A&P #15 https://youtu.be/qqU-VjqjczE Common diseases and injuries of the nervous system Encephalitis An inflammation of the brain, which is secondary to another (usually viral) infection, such as influenza, measles or herpes . Encephalitis results in cerebral oedema and intracerebral haemorrhage . Patients will suffer fever, headache, photophobia, vomiting and disorientation. Meningitis An inflammation of the meninges most commonly caused by a viral or bacterial infection. Meningitis has sudden onset, and patients will have a severe headache, neck stiffness, irritability, fever, nausea, vomiting and delirium . Carpal tunnel syndrome The entrapment of the median nerve in the wrist. Symptoms can include weakness, pain, burning, numbness or paraesthesia in the hand. Sciatica Inflammation of the sciatic nerve resulting in the patient experiencing pain in the buttock, thigh, and leg. It results from compression of the nerve. Cerebral concussion A traumatic brain injury caused a blow to the head or extreme head movement, which shakes the brain, jarring it against the skull. It a ffects the brain’s ability to function properly , and sufferers can have headaches, blurred vision, ringing ears, nausea and vomiting, problems with balance and coordination and problems with concentration and memory. Cerebral contusion Describes a traumatic brain injury of bruising and small bleeds in the brain tissue. It can occur when the brain rebounds against the skull in a severe head injury. Paralysis Paralysis is the loss of the ability to move one or more muscles, and can be associated with loss of feeling and other bodily functions, depending on the extent of injury to the spinal cord and nerves. Most paralysis results from cerebrovascular accidents and spinal cord injury.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 64 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Flaccid paralysis A condition in which there is weakened or no muscle tone caused by disease or injury to the nerves related to the involved muscles. Spastic paralysis The affected muscles are in persistent spasm and involuntary contraction, often caused by a nervous system disorder. Monoplegia One limb is paralysed. Hemiplegia One arm and one leg on the same side of the body are paralysed, occurs because of a cerebrovascular accident. Paraplegia Paralysis of the lower limbs and trunk, resulting from spinal cord injury or a condition such as a tumour or MS . Paralysis depends on the level of the spinal cord injury. Tetraplegia/quadriplegia Paralysis of all four extremities, and often the trunk. Severity depends on the extent of spinal cord injury. Cerebrovascular accident (CVA) More commonly known as a stroke. A general term used to describe the disruption of blood supply to a part of the brain, which causes those cells to die. CVA is caused by a blockage to the cerebral artery or by atherosclerosis in the carotid artery or cerebral arteries. It can also be caused by an aneurysm or ruptured cerebral artery, causing a haemorrhage . Migraine A vascular headache, usually temporal or unilateral onset. Sufferers experience a wide scope of symptoms, but a migraine is usually characterised by an incapacitating pulsating headache, nausea, vomiting, photophobia and phonophobia , occluded or blurry vision, disorientation, and aphasia or dysphasia. Intercranial haemorrhage A bleed inside the head that can be caused by trauma, hypertension or vascular disease such as an aneurism. The Endocrine System The endocrine system controls and integrates many of our bodies’ complex functions by regulating the release of hormones from the glands throughout our systems. The endocrine system glands secrete hormones that affect our growth, mood, tissue function, body metabolism, and reproductive processes. Hormones are chemical messengers that carry information and instructions from one set of body cells to another to stimulate a response — each hormone has a specific action and target. There are three categories of hormones: • Steroids which mainly operate to stimulate sexual maturation and fertility • Peptides which regulate growth, production of energy and other metabolic processes • Amines are neurotransmitters such as adrenaline, which prepare the body for activity.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 65 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately The pituitary gland The pituitary gland plays a major role in regulating vital body functions. It is sometimes called the ‘master gland’ because the hormones i t produces control the activity of most of the other glands. Thyroid gland The thyroid gland produces hormones that regulate growth, metabolism, and energy use. Parathyroid glands The parathyroid gland produces a parathyroid hormone that regulates the levels of calcium, magnesium, and phosphorous in the blood and bones Adrenal glands The adrenal glands produce adrenaline (epinephrine) and noradrenaline (norepinephrine) which help the body reach stress, cortisone and aldosterone, which help with fluid and electrolyte levels in the system and androgen, one of the sex hormones. Pancreas The pancreas produces insulin that controls blood sugar and glucagon levels, which helps to control blood sugar levels. It also assists with digestion by releasing enzymes that help break down fats and carbohydrates and neutralise stomach acid. Gonads The primary sexual glands, in women, are called ovaries . In men, they are called the testes . Along with their role in producing oocytes for fertilisation in the reproductive cycle, the ovaries also produce the hormones oestrogen and progesterone . The Testes produce sperm ( gamete ), and are the principle source of the testosterone hormone in the male body. Pineal gland The pineal gland secretes melatonin , which regulates the sleep/wake cycle. Research Go to https://www.merriam-webster.com/medical and listen to the pronunciation of any words you are unfamiliar with from the sections above. Practice pronouncing them. Refresh yourself with Queensland Ambulance Services’ terminology and abbreviations from: https://www.ambulance.qld.gov.au/docs/clinical/Abbreviations.pdf

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 66 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Figure 60 Endocrine glands OpenStax CC By SA 3.0 Homeostasis Homeostasis is the tendency of our bodies to maintain a stable, relatively constant internal environment. Our bodies maintain homeostasis by making constant adjustments in our biochemical and physiological pathways. This internal equilibrium including maintaining: • Body temperature (normally 36 - 38°C) • Blood pH (normally 7.35 - 7.45) • Carbon dioxide concentration (normally 35 - 45 mmHg) • Blood glucose concentration (normally 75 - 95 mg / dL) • Water balance (varies with individual body size) Common diseases and injuries Diabetes insipidus It occurs when there is not enough AHD being secreted by the pituitary gland, and water metabolism becomes disordered. Symptoms can include polyuria and polydipsia . Diabetes mellitus Diabetes mellitus occurs when there is not enough insulin being secreted by the pancreas, or when the body has problems metabolising insulin. There are two types of diabetes:

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 67 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately • Type I diabetes most commonly occurs in childhood and results in the underproduction of insulin because of the autoimmune response of the body against beta cells in the pancreas • Type II diabetes most commonly happens in adults. o Transient diabetes mellitus can happen during pregnancy, and this is also called gestational diabetes. Hyperinsulinism Hyperinsulinism happens when the pancreas releases too much insulin, and so to maintain homeostasis, the body reacts by pulling glucose out of the bloodstream, resulting in hypoglycaemia . Symptoms of hypoglycaemia can include syncope , convulsions and unconsciousness. An overdose of insulin can cause it. Cushing’s syndrome Cushing’s syndrome occurs where this is an increase in the secretion of glucocorticoid from the adrenal gland. It can cause hyperglycaemia , hypertension , facial oedema and obesity. The Urogenital System The urogenital system is made up of the excretory (urinary) organs and reproductive systems, which can be considered together because of their proximity to the lower abdominal cavity and their common pathways. Structures of the urogenital system Common Structures Kidneys Filter waste products from the blood, control the body’s fluid balance and maintain electrolyte levels. Ureter Transport urine to the bladder Bladder Store urine before it is eliminated via the urethra Urethra Transports urine outside of the body and, in males, also carries semen during ejaculation. Figure 61 layout of female urinary tract NIH Medical Arts / Public domain Figure 62 layout of male urinary tract NIH Medical Arts / Public domain

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 68 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Common disease and injuries of the urinary system Chronic kidney disease The preferred term for chronic renal failure. Patients may experience fatigue, high blood pressure, loss of appetite, malaise, or water-electrolyte imbalance, kidney damage or kidney failure, abnormal heart rhythm, fluid in the lungs, insufficient urine production, itching, swelling. Hypertensive kidney disease It is caused by high blood pressure. High blood pressure can damage blood vessels in the kidneys, creating toxins and extra fluid in the body. Pyelonephritis An infection of the renal pelvis and renal medulla usually caused by an infection that has travelled from the urinary tract or an obstruction in the urinary tract. Bladder calculus Commonly known as vesical calculus , it refers to calculi (stones) in the bladder. Cystitis Inflammation of the bladder may be caused by irritation or a bacterial infection that has travelled from the urinary tract. Patients can experience frequency of micturition , burning and haematuria . Ureteric colic Is severe pain experienced because of an obstruction of the ureter by uretic calculus. Urethritis An infection of the urethra. A specific form of urinary tract infection that occurs when bacteria travels from the digestive tract into the urethra. Research Go to https://www.merriam-webster.com/medical and listen to the pronunciation of any words you are unfamiliar with in the sections above. Practice pronouncing them. Male reproductive structures – external Penis Male copulatory organ, contains the urethra Testes Production of sperm and testosterone Scrotum Protects and contains testes Epididymis Collects and storms sperm before ejaculation

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 69 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Male reproductive structures – internal Spermatic cord Carries arteries, veins, nerves and lymphatic vessels to the testes Ductus deferens Transports sperm via peristalsis from the epididymis. Along the way, semen is formed and mixed with the sperm before ejaculation Seminal vesicles Produce fluid that makes up most of the seminal fluid Prostate Produces seminal fluid Bulbourethral glands Also called Cowper’s glands, produces pre -ejaculate Figure 63 male reproductive organs www.unige.ch/ssi CC-BY-SA-4.0 Common diseases and injuries of the male reproductive system Bacterial prostatitis An infection by bacteria of the prostate gland that often occurs with urethritis or an infection of the lower urinary tract. Patients can suffer fever, chills, dysuria , urethral discharge, and tender prostate. Balanitis Inflammation of the glans and foreskin that results in a painful penis and foreskin, an unpleasant smelling discharge from the urethra.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 70 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Testicular trauma Testicular trauma can be caused by penetrating or blunt forces. A rupture of the protective covering of the testicle(s) that causes damage to the testicle(s) is called a testicular rupture or fracture. The blood vessels in the testicles can be injured and cause a contusion. Torsion can occur to the spermatic cord when the scrotum is injured. Torsion can also occur spontaneously, without an injury to the scrotum. Serious trauma can cause dislocation of the testicle out of the scrotum. It may end up in the abdomen, near the pubic bone or other areas near the scrotum. This is not an uncommon injury in motorcycle accidents if the testicles collide with the gas tank. Degloving is the term for an injury where the scrotum is torn away, like removing a glove from a hand. Incidentally, degloving can also happen to the skin on the hands. Varicocele A cluster of herniated , dilated veins in the scrotum. Female reproductive structures – internal Ovaries Produces ova and hormones to regulate oestrus and pregnancy Fallopian tubes Transports ova from the ovary to the uterus Uterus where fertilised ova are implanted and in which the foetus gestates before birth; the womb Cervix Connects the vagina to the uterus Vagina Receives sperm during intercourse and provides a pathway to the outside Figure 64 simplified female internal sex organs CDC, Mysid / Public domain Figure 65 simplified diagram of the vulva CRUK CC by SA4.0 Female reproductive structures – external Vulva Collective term for external female genitalia Labia majora (external) Labia minora (internal) Fleshy folds of tissue that enclose and protect the other external genital organs Vaginal orifice Opening of the vagina external urethral orifice Opening to the urethra Clitoral hood A small fold of tissue that protects the clitoris Clitoris Mass of tissue and highly sensitive nerve endings that sit in the clitoral hood

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 71 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Common diseases and injuries to the female reproductive system Ovarian cysts Fluid filled or semi-sold sac located on the ovary. Complications from ovarian cysts can include amenorrhoea , oligomenorrhoea , secondary dysmenorrhoea and infertility. If a cyst is torsioned, it can cause a rupture of the cyst, leading to peritonitis, intraperitoneal haemorrage, shock, and even death. Endometriosis A condition where the edometrial tissue grows outside of the uterus and into other organs in the lower abdomen, even into the chest cavity. Patients with endometriosis can suffer extreme pelvic pain, dysmenorrhoea, scar tissue, infertility and dyspareunia . Pelvic inflammatory disease A bacterial infection of the female genital tract. Complications can include peritonitis, scarring and adhesions , infertility, and an increased risk of ectopic pregnancy. Toxic shock syndrome Severe illness caused by staphylococcus aureus or streptococcus pyogenes. Menstruating women who use tampons are most at risk of toxic shock syndrome. Patients experience high fevers, vomiting, diarrhoea and myalgia followed by hypotension , potentially shock and death. Female genital mutilation Deliberate cutting or altering of the external genital area for no medical reason. Can lead to severe bleeding and pain, and serious infection. Research Go to https://www.merriam-webster.com/medical and listen to the pronunciation of bolded words from the sections above. Practice pronouncing them. Refresh yourself with Queensland Ambulance Services’ terminology and abbreviations from: https://www.ambulance.qld.gov.au/docs/clinical/Abbreviations.pdf Other Medical terminology Away from the body, there are many other words you need to be familiar with and use in your day-to-day communication with your colleagues, patients and other medical and emergency professionals. Using the correct terminology ensures that no mistakes are made due to miscommunication, and timely and appropriate care is provided to patients. In the patient transport vehicle You must be familiar with the correct terms for the clinical equipment required to be carried in the patient transport vehicle.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 72 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately The following list is an example of the equipment you will use: • Patient handling equipment o Carry Sheet o Slide Sheet o Slide Sheet • Airways management o Resuscitator o Resuscitator Masks o Oropharyngeal Airways o Nasal Prongs o Oxygen Mask o Pocket Mask o Oxygen Tubing o Suction Equipment o Suction Device – Yankaeur o Y Suction Catheters o Portable Suction Device – Disposable Canister o Suction Tubing • Dressings o Transparent Tape o Crepe Bandages o Triangular Bandage o Occlusive Island Dressing o Absorbent Dressings o Gauze Swabs • Monitoring Equipment o SPO2 Monitor o Cardiac Monitor • Miscellaneous o Thermal Blanket o Emesis Bag o Trauma Scissors o Slipper Pan o Urine Bottle o Vomit Bag o Detergent Wipes o Towels o Water Bottles o Seatbelt Extensions o Child Restraints For Stretcher o Linen – Sheets, Pillow, Pillowcases o Blankets o Dustpan and Broom o Torch

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 73 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Hospital departments and associated professionals The key staff in a hospital can be broadly categorised into four areas being: • Doctors o senior consultants: specialists who see patients at specific times o registrars: senior doctors who supervise residents, interns and students o residents: look after patients on ward, are in training for specialisation o interns: have completed studies, are finishing the final year in hospital o student doctors: undergraduate medical students. • Nurses o nurse unit manager: run the ward o associate nurse unit manager: help nurse unit manager to run the ward o nurse practitioners: skilled nurses with an advanced level of training o specialist nurses, such as: ▪ emergency department nurses, ▪ clinical nurse specialists, ▪ clinical nurse consultants, ▪ clinical nurse educators, ▪ triage nurses, o registered nurses: provide a high level of day-to-day care and perform minor procedures o enrolled nurses: provide basic medical care under the supervision of more senior nurses. • Allied health professionals University-educated practitioners. Examples of allied health professionals include: o dietitians o occupational therapists o pharmacists o physiotherapists o podiatrists o speech pathologists. • Support staff. o clinical assistants: take care of ward housekeeping o patient services assistants: bring meals and drinks o porters: take care of patient lifting and transport o volunteers: help with fundraising and ward visits o ward clerks: staff the ward reception desks. Specialist departments and doctors Not all hospitals have the same departments or the same names for departments. Some departments in a hospital may include: • Emergency department: for trauma and patients with acute symptoms • Paediatrics: deals with children • Obstetrics: deals with all things related to birth

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 74 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately • Geriatric: deals with older patients • Radiology: medical imaging • Renal: deals with kidney patients • Coronary care unit • Antenatal, Postnatal, Neonatology: caring for pregnant mothers and newborn babies • Intensive Care: for those patients who need constant monitoring and specialist observation • Infectious diseases: set up for managing patients with infectious diseases such as mumps, measles, influenza, COVID-19, and tuberculosis Activity 4 Using your knowledge gained complete the table below Specialist Specialisation/department Deals with: Dermatologist Dermatology Gynaecologist Gynaecology Haematologist Haematology Cardiologist Cardiology Endocrinologist Endocrinology Gastroenterologist Gastroenterology Neurologist Neurology Neurosurgeon Neurosurgery Orthopaedic surgeon Orthopaedics Urologist Urology Urogynaecologist Urogynaecology Vascular surgeon Vascular surgery Activity 5 Research your local public hospital to discover: • What departments and specialists they have? • Where are they located in the hospital campus?

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 75 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Research Go to https://www.merriam-webster.com/medical and listen to the pronunciation of any unfamiliar words from the sections above. Practice pronouncing them. Refresh yourself with Queensland Ambulance Services’ terminology and abbreviations from: https://www.ambulance.qld.gov.au/docs/clinical/Abbreviations.pdf

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 76 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Chapter 3: Communications What will I learn? Across your career, you will have to communicate with people from every niche of society. People from diverse backgrounds, differing levels of language skills, and many environments will challenge you with barriers such as noise, trauma and distress. You will have to communicate with children and their parents one moment, highly skilled doctors or other professionals the next. You must use correct written language to record patient details to ensure patient safety and effective treatment. It is critical to develop methods of communication to suit the diverse environments you are required to work in. Communicating with other professionals When communicating with colleagues or other health care workers, remember you may have an audience of onlookers, and conscious patients and their carers/relatives. You must always maintain professional communication demonstrating compassion and respect for the patient and the public with professional language. Using correct medical terminology is vital for swift and appropriate treatment. Written and verbal communications Patient records Complete and accurate entry of patient data is important because it allows for the appropriate health authorities to routinely link patient information to the clinical information collections that may be held only by the ambulance service. In Queensland, the Queensland Ambulance Service uses iPads to record treatment and transportation information for every patient called electronic Ambulance Report Form (eARF). When the patient is transferred to a hospital, the eARF is printed and stored securely at the hospital. Example The role description for a paramedic at QAS includes the following information about the requirements for communication skills: • Communicate effectively and respectfully throughout the provision of patient care by using appropriate interpersonal and communication skills to encourage the active participation of patients, relatives and carers and to manage avoidance, confusion and confrontation effectively. • Communicate appropriately with all key stakeholders, including health professionals, members of the public, and other emergency service providers, to ensure the best outcome for the patient and promote the professional reputation of all paramedics and the QAS. • Transmit and receive information via mobile data terminal/radio/telephone or other technology under QAS procedures. • Consult effectively with health care professionals and service providers to facilitate continuity of care.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 77 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Clinical Documentation During our phase of the continuum of care we will confirm any information which has been handed over to ensure its accuracy and continue to gather history, provide interventions, and assess observations. All this data must be accurately recorded on your organisation’s patient clinical document so tha t no information is lost. This is particularly important for a number of reasons: 1. The patient presentation during our care may differ greatly to that at the hospital; any information relating to an episode of illness or abnormal observations must be recorded to guide hospital care and management. 2. Medications all have negative and unwanted effect on the body. Many medications have a profound effect with minor overdosing or when combined could result in a life-threatening situation. Accurately recording any medications administered, including the time, dose and route helps to ensure that medication errors are avoided. 3. Patients do die, unfortunately. This may occur during, immediately or long after your care for the patient, but your actions will be reviewed as part of any coronial proceedings. This is not to say your care was inadequate or inappropriate, but to identify what the patient condition was during your care and how you approached their management. Incorrect, incomplete, or missing patient care documentation will compromise your ability to demonstrate appropriate care and due diligence. Comments on your notes such as refer to patient medication bag rather than documenting each medication will result in a number of issues: 1. You cannot justify your treatment if you did not consider the patient’s medical history (in most cases). 2. You cannot avoid incompatible medications if you cannot demonstrate you reviewed them. 3. If it is not recorded, you did not do it! (Even if you did!) Research Download and read the clinical practice procedure for Clinical Handover https://www.ambulance.qld.gov.au/%5Cdocs%5Cclinical%5Ccpp%5CCPP_Clinical%20handover.pdf Privacy When recording, using, and disclosing patient, treatment and transport information, you must adhere to the appropriate legislation in your state relating to the ambulance service, the National Privacy Principles outlined in the Information Privacy Act 2009 and the privacy plan of your ambulance service. Research Privacy Plan — Department of Health: https://staging.publications.qld.gov.au/dataset/privacy-plan- department-of-health Australian Privacy Principles: https://www.oaic.gov.au/privacy/australian-privacy-principles-guidelines

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 78 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Emergency medical dispatchers Emergency medical dispatchers (EMD) receive the initial emergency call, provide pre-arrival advice to patients or their careers and dispatch the ambulance resources. They also coordinate patient transport movements across a certain territory. They are critical to ensuring patients receive timely emergency care and get where they need to be for further treatment. Your communication with them is via telecommunications, so you will need to be clear and succinct, correctly pronouncing complex terms in your communications. They will have the same vocabulary as you do, as they will be familiar with medical terminology and abbreviations. Patient Handover Our role as out of hospital responders and clinicians is part of the continuum of care from point of onset to final discharge from hospital. The first action post injury or illness begins this continuum and may involve the patient calling 000, a bystander rendering first aid or activation of a medical alert unit. Once we arrive on scene, we will seek to obtain a handover of some sort from the person who has been providing care prior to our arrival; in many instances this is simply the commencement of patient history gathering, however could be police, fire service, a bystander, a junior ambulance crew, nursing home staff or other. At this point we need to ensure we gather as much information as possible, in a structured format and maintain this information throughout the patient journey. It can be expected that another medical professional would provide a written document in addition to a verbal handover, police or fire service may provide some notes in an incident book, or the information may be completely verbal. Receiving this information should occur, where appropriate, with the patient included to ensure the accuracy of information. By receiving a handover with the involvement of the patient, they have the opportunity to correct any information or fill gaps which may exist. This information all forms part of the incident history. Transfer of Care There are a range of handover situations where you will hand over responsibility for care of the patient. This may be upon arrival at hospital where a nurse or doctor will assume ongoing responsibility for patient care, when handing a patient over to another ambulance crew or higher level of clinical care, when returning a patient to their residential nursing home and many other situations. In all instances, unless the patient is simply being provided discharge transport to home, there will be someone who requires knowledge of the patient condition and ongoing care requirements. It is essential that this person is identified and capable of providing the ongoing care needs, is provided a verbal handover with opportunity to seek clarification, and a written document encompassing all elements of patient care up to that point. I.S.B.A.R. Clinical Handover Tool When providing information, a clear and logical flow is essential to avoid confusion or unnecessary repetition. The SA Department for Health and Aging uses the standard ISBAR acronym for all clinical handovers at all stages of the patient care continuum. This process means that all people involved in patient care expect to hear specific information in a specific order.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 79 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately It is also expected that, where possible, the handover will include the patient to afford them an opportunity to add or clarify. In my experience, Chinese Whispers dramatically change the story as it is passed from person to person. I Introduction (you and your patient) I am Mark, a Paramedic, and this is 28-year-old Sarah Smith … S Situation (what has happened to the patient?) …Sarah has fallen from her motorcycle onto bitumen at approximately 50 km.hr approximately 45 minutes ago … B Background (relevant medical history, medications, and history of the event) …She has a history of epile psy which she manages with Epilim…it is unknown whether she experienced as a seizure today…she does not recall falling from her motorcycle… A Assessment (all observations and assessment of the patient) …since our arrival, she has maintained a CGS 15, PR 100, RR 20, BP 130/75, BGL 5.4… she has an obvious right radius \ulnar fracture… she is currently in 3/10 pain after methoxyflurane and 80 micrograms of fentanyl IV … R Recommendations (what should happen next) …it is my opinion she needs further ass essment of her spine and arm, and ongoing pain management … Once a handover has been provided, ask the receiving clinician if they have any questions or points of clarification. Encouraging questioning helps open dialogue. A significant human factor in healthcare that contributes to poor patient outcomes (including unnecessary death) is ineffective communication. Each organisation will have processes, policy and procedure pertaining to appropriate management, storage and handling of patient records which must be complied with. IMIST AMBO Handover Tool Another handover format is IMIST AMBO which delivers the same basic information and is used by many ambulance services and organisations. You must ensure you are familiar with and apply your organisations preferred approach as this helps to ensure information is communicated in a consistent manner.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 80 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately I Identification I am Mark, a Paramedic, and this is 28-year-old Sarah Smith … M Mechanism \ Medical Complaint …Sarah has fallen from her motorcycle onto bitumen at approximately 50 km.hr approximately 45 minutes ago … I Injuries \ Information related to complaint …she has an obvious radius \ ulnar fracture … S Signs \ Symptoms ...she has maintained a GCS 15, PR 100, RR 20, BP 130/75, BGL 5.4 … T Treatment \ Trends …she has received 3mls methoxyflurane and 80 micrograms fentanyl IV…her pain is now 3/10 and otherwise stable… A Allergies …she has no known allergies… M Medication …she takes Epilim… B Background …she has epilepsy which is well controlled… O Other Information … it is unclear whether she experienced a seizure prior to her crash … As you can see, the same information can be provided in a slightly altered manner. It is important to provide your recommendation for ongoing management (in an appropriate manner dictated by the audience). This component of handover helps to ensure the intent of the message os conveyed. When consulting a medical officer or delegate for medication authority, the recommendation helps to build a common understanding in what management approach is expected and intended. IMIST AMBO omits this element, which in the ISBAR example reinforces the clinician’s concerns to the receiving person \entity.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 81 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Communicating with patients and their carers Simplifying your language You will communicate with a lot of vulnerable, scared people in your career. Many patients will vary between in pain, semi-conscious, affected by drugs or altered states of consciousness due to illness or injury. Your communication with patients should be targeted towards getting them to settle down, relax and communicate with you about their illness, condition or injury. Your tone of voice will need to be calm, authoritative, compassionate and reassuring. You will need to simplify your language; in these circumstances, it’s acceptable to use common terms such as belly, tummy, upper arm, noggin, etc. if you feel it is appropriate to the circumstances, especially when communicating with children. Research Watch the below videos to assist with your understanding: Point of View Perspective of a Trauma Patient: https://youtu.be/VJQq1ROW5G4 Stroke Symptoms and Treatment Drill-Act FAST: https://youtu.be/18_XQ6VXX30 Paramedic Project Ep 50 – Communication in Cardiac Arrests: https://youtu.be/PHkT7fN1JoA Interpreting patient/carer language Patients aren’t always going to know what’s wrong with them, let alone the correct terminology for what they are experiencing; it’s kind of like playing a game of 20 questions. You will already have information from the dispatcher, but you will need to confirm what you think you know, and get more information to understand what you will need to do. Research Download and read the Code of Conduct for the Queensland Public Service as an example of the requirements for professional conduct : https://www.forgov.qld.gov.au/code-conduct-queensland-public- service Conclusion To be an effective health care worker in any role, your will need to interpret and apply written and verbal instructions, interpret medical terminology and abbreviations, produce documentation that is accurate and uses correct medical terminology and abbreviations and use oral communication skills appropriate to the circumstances in which you are communicating, including the correct pronunciation of the medical language. This learner guide takes you towards your goal of gaining competency in this unit and is supported by your online and face-to-face learning with your trainer. Remember that your trainer is available to answer any questions about the content in this learner guide.

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 82 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Congratulations! You have now finished the Student Learner Guide for BSBMED301 Interpret and apply medical terminology appropriately!

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BSBMED301 Student Learner Guide ` V5.0 20 Oct 2021 QMS 10 | Assessment tools © Industry Pathways operating as Australian Paramedical College | RTO 32513 Page 83 of 83 Student Learner Guide | BSBMED301 Interpret and apply medical terminology appropriately Reference list • MedicineNet [internet] WebMD, 1996 – 2020 Atlanta Georgia, MedTerms Medical Dictionary [cited 13 June 2020]; [about 26 pages] available from https://www.medicinenet.com/medterms-medical-dictionary/article.htm • Kolarsick, P., Kolarsick, M., Goodwin, C., Anatomy and Physiology of the Skin. Journal of the Dermatology Nurses' Association [cited 13 June 2020]; July-August 2011 Volume 3 (4):203-213. available from https://journals.lww.com/jdnaonline/FullText/2011/07000/Anatomy_and_Physiology_of_the_Skin.3.aspx#:~:text= The%20skin%20is%20composed%20of,protein%20with%20a%20protective%20role • BC Faculty, Anatomy and Physiology, Chapter 5. The Integumentary System [cited 15 June 2020] published by Rice University, OpenStax, available from https://opentextbc.ca/anatomyandphysiology/chapter/5-4-diseases- disorders-and-injuries-of-the-integumentary-system/ • Suzanne Wakim & Mandeep Grewal, 10.5: Human Body Cavities [cited 16 June 2020], Human Biology, [2020] published by LibreTexts available at https://bio.libretexts.org/Bookshelves/Human_Biology/Book%3A_Human_Biology_(Wakim_and_Grewal)/10%3A_I ntroduction_to_the_Human_Body/10.5%3A_Human_Body_Cavities#:~:text=A%20body%20cavity%20is%20a%20fl uid%2Dfilled%20space%20in%20the,thoracic%20cavity%20and%20abdominopelvic%20cavity • https://www.physio-pedia.com/Muscle_Injuries Contributor: The Editors of Encyclopaedia Britannica Article Title: Blood vessel Website Name: Encyclopædia Britannica Publisher: Encyclopædia Britannica, inc. Date Published: January 17, 2020 URL: https://www.britannica.com/science/blood-vessel • https://www.urologyhealth.org/urologic-conditions/testicular- trauma#:~:text=Testicular%20injuries%20can%20be%20caused,loss%20of%20the%20whole%20testicle • https://www.webmd.com/men/guide/testicle-injuries#1 • http://biology.kenyon.edu/courses/biol10/110pdfs/11Urogenital.pdf • https://www1.health.nsw.gov.au/pds/ActivePDSDocuments/PD2018_002.pdf • https://www.betterhealth.vic.gov.au/health/servicesandsupport/hospital-staff-roles • https://eprints.qut.edu.au/59157/4/59157.pdf

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