PROJECT OVERVIEW – Focus on the Endocrine System

Using the provided list of possible topics related to the endocrine system,you will be creating a patient handout for a doctor’s office waiting room. The information should provide patients with information about the endocrine disorder/disrupteryou have chosen. Assume that most of the patients of your audience are adults with a typical high school science background; you may need to define the specific scientific terms for your reader. Be creative with your design. You want people to be drawn to look at your handoutand read through it. Finally, be sure to include accurate, up-to-date information and graphics that illustrate important ideas.

Outcomes fulfilled by completion of this project

Course outcomes:

• Demonstrate knowledge of biology and chemistry as it pertains to human body structure, function, negative feedback loops and homeostasis.
• Explain the structure and function of organs and body systems

Institutional outcomes:

• Information Literacy and Communication
• Thinking Abilities
• Quantitative and scientific reasoning

Project Expectations:

• You are required to use at least four (4) credible references/sources. One may be your textbook.
• You will create a one-page/double-sidedPatient Handout that explains the endocrine disorder/disrupter chosen.
• The presentation related to the chosen disorder/disrupter and Patient Handout will be roughly 8-9 minutes in length.The use of PowerPoint for your presentation is optional.
• Plan on answering topic-related questions from your peers after your presentation.
• Review the grading rubrics to ensure all areas are adequately covered.

Project parts, points, & due dates:

My assigned/chosen endocrine disorder/disrupter is: ______________________________________________

This is an individual project and is worth 10% of your overall course grade. Failure to complete the assignment on the due date will result in an automatic zero. Please see your tracking calendar for the due dates for the assigned presentation topics.

Topic approval

Prior to beginning the research for your topic, you need to have your topic approved. To do so, send your instructor an email indicating your preferred endocrine disorder/disrupter along with a runner up. Include why you chose the topic. Your instructor will respond to the email, indicating your approved topic.

Patient Handout content

You will research the endocrine disorder/disrupter of your choice and use the following questionsas an incomplete guide to the type of information you will need for your Patient Handout.

• What is the disorder/disrupter and explain its history?
• What other names are there for this disorder? (Any common names?)
• What causes the disorder? (mutation, nondisjunction, exposure to contaminant, etc.)
• What are the symptoms?
• What population is affected?
• Can anyone be a candidate for the disorder/disrupter?
• What kind of medical assistance will the affected individual need?
• Will further assistance be needed, as the patient grows older?
• What is the long-term outlook for the patient?
• Are there any treatments or cures?
• Could this disorder have been prevented?
• Can this individual have children in the future?
• Will those children be affected?
• What is the current status of research on this disorder/disrupter?
• Is there a cure coming soon?
• What is the feedback loop and how is it impacted by the disorder/disrupter?
• Images/charts/graphs with data.
• If researching an endocrine disrupter, include information on why it was developed, how it is stored, what it is made from, etc.

You will need to obtain information from at least fourcredible sources (Google and Wikipedia are not good resources) and include a “works cited”/referencesection on the Patient Handout.

There are several templates available online for Patient Handouts. Refer to the Sample Templates file in the Authentic Assessment folder in Blackboard for more examples.

Peer Review of Patient HandoutRough Drafts (20 points): 

Part of your project will require you to evaluate the rough drafts of your peers. You do not receive any points for submitting your rough draft, but failure to submit forfeits your peer review submissions and you will automatically receive 0 points for your peer review. Peer review is an important part of the research process; it is an opportunity for someone to provide feedback on your work before it is submitted for formal review.

Your submission for the peer review will be a rough draft of your Patient Handout. Each section of the handout must be well thought-out and presented in a way that the reader understands the information without requiring input from the author (titles, bullet points, images, citations, reference list, etc.). Bring five copies of the required materials to the peer review session (four copies for peers and one copy for the instructor).

You are required to email your rough draft document to the instructor on the Rough Draft Due Date. The document will be evaluated for plagiarism via SafeAssignat that time. The instructor will also provide detailed feedback to you after email submission.

You will be required to complete a rubric for four of your peers. The rubric will not only contain space for a score submission, but also written commentary, which you will use to justify your score.  If you do not clearly justify your scoring of an individual rough draft, you will not receive credit for it. Each rubric completion is worth 5 points (up to 20 points possible).

Additionally, documentation that your presentation has been reviewed by the Learning Commons (LC)must be providedto the instructor at the time of the peer review. The LC will not read for content, but will review for grammar and formatting.  Anticipate a 48 hour turn around for LC reviewing. The LRC will return your work to you with a “cover sheet” of recommended adjustments. The “cover sheet” must be submitted to the instructor with your rough draft.

As you complete your peer review, consider the following below:

Yes or No:

• The Patient Handoutcontains the author’s name, course, and title.
• The Patient Handoutis constructed in an appropriate format.
• The references are cited on the Patient Handout.
• The Patient Handoutis easy to follow, contains figures (with citations).
• The Patient Handoutcovers the disorder/disrupter identification, signs and symptoms, diagnosis, treatment, prevention, patient prognosis, current research, etc.
• The author’s discussion of topic is constructed in an easy-to-understand format.
• The topic is relevant to public health.
• The author uses appropriate verbiage (no slang, no text-talk, etc.).
• The Patient Handoutcontains no typographical or grammatical errors. (Note any errors you find, but do not correct them.)

Identification of:

• Two (2) things the Patient Handoutdoes well.
• Two (2) things the Patient Handoutcould do better.

The peer review session will take place in lab. The regular lab will be completed on the day, followed by the peer review of the Patient Handout.

Final Patient Handout Submission (50 points):

The final Patient Handoutwill be assessed on the following criteria:

• Endocrine disorder/disrupter Identification
• Signs and Symptoms
• Disrupter – include development history of the product
• Diagnosis, Treatment, Prevention, Current Research
• Design and Format of the Handout
• Spelling/ Grammar
• Citations
• REFER TO FINAL PATIENT HANDOUT RUBRIC

You must have a “works cited”/references section.

The use of graphs/tables/images is expected (with casual citations).

Presentations (30 points):

Who is the intended audience?

Nurses are not just medical care providers; they are also educators to their clients. For your presentation, you will treat your class as a group of individuals that you are educating about the topic. Do not assume they know anything about the subject matter, and provide the information in a manner that is easy to follow and understand by anyone. Consider that a patient has just been diagnosed with a disorder (or has a child just diagnosed) and is now learning some details about this disease.

On your presentation day, you will need:

• Discussion of Patient Handoutwith content overview. Use of a slideshow/PowerPoint is optional. (Provide Patient Handout to each student and instructor)
• Responsive to the appropriate degree of support/ independence (answer questions from peers well)
• Self-reflection related to the project (see below for more details)
• Upload the Patient Handout and self-reflection to your ePortfolio.

Note: If you miss class this day, you will receive a zero on your presentation; there will be no make-up day.

** For this project, you will upload your final Patient Handout to your ePortfolio under the outcome…“Utilize appropriate current technology and resources to locate and evaluate information needed to accomplish a goal, and then communicate findings in visual, written and/or oral formats.”

Self-Reflection (-15 points):

Look back over the project and reflect on the process, learning and final product.   Assess how this assignment helped develop you for the workforce and identify the new knowledge, skills and behaviors (KSB’s) you’ve learned.  Think about how these KSB’s will impact your career and life-long learning.

Then, type a short reflection which answers to the following questions (plan on 1-2 pages).  You may also include any additional reflective information relevant to the project if you choose.

1. How did this project contribute to fulfilling Bryant & Stratton’s institutional outcomes?
2. How did this project contribute to fulfilling the Anatomy and Physiology course outcomes?
3. Describe how you can apply what you’ve learned in this assignment to promote yourself as a valuable asset to a future employer (Career Connections).
4. What knowledge, skills, or behaviors, important to future employment, did you practice/use for this project?
5. If you were to do this project over again, what would you like to see change?
6. What was your favorite part of this project?
7. Note: your reflection may have a max of 2 grammar/spelling errors to avoid point deduction.

LIST OF POSSIBLE PROJECT TOPICS:

Disorders:

• Acromegaly/Gigantism
• Addison’s Disease
• Aromatase Deficiency
• Congenital Adrenal Hyperplasia
• Cushing’s Disease
• Diabetes – Type 1
• Diabetes – Type 2
• Diabetes – Gestational
• Diabetes Insipidus
• Glucocortcoid Remediable Aldosteronism
• Grave’s Disease
• Growth Hormone Deficiency
• Hashimoto’s Thyroiditis
• Hypothyroidism
• Kallman Syndrome
• Laron Syndrome
• Neonatal Severe Hyperparathyroidism
• Osteomalacia

·         Partial Androgen Insensitivity Syndrome

• Phenchromocytoma
• Polycystic Ovary Syndrome

·         Primary Hyperaldosteronism

• Prolactinoma
• Wermer’s syndrome (MEN1)

Endocrine Disrupters:

• Atrazine
• Bisphenol A
• DDT (Dichlorodiphenyltrichloroethane)
• Dioxin
• Flame retardants (PBDE, TBBPA)
• PCB (Polychlorinated biphenyl)
• Phthalates

You are welcome to research a different endocrine disorder/disrupter. The topic must be approved by the instructor prior to the start of your work.

Peer Review of Rough Draft

Patient Handoutcontents checklist(use as a guide) – AUTHOR SHOULD REFER TO FINAL RUBRIC:

_____ What other names are there for this disorder/disrupter?

_____ What causes the disorder/disrupter?

_____ Title, course information, date, relevant images, etc.?

_____ What are the symptoms?

_____ Is a certain population affected?

_____ Can anyone be affected by the disorder/disrupter?

_____ Can it be inherited?

_____ What kind of medical assistance will the affected person need?

_____ Will further assistance be needed, as the patient grows older?

_____ What is the long-term outlook for the patient?

_____ Are there any treatments or cures?

_____ Could this disorder have been prevented?

_____ Can this individual have children in the future?

_____ Will those children be affected?

_____ What is the current status of research on this disorder?

_____ For the disorder/disrupter, is the discovery history presented?

_____ Is the negative feedback loop and hormones involved presented?

Comments:  REFER TO FINAL RUBRIC FOR COMPLETE DETAILS TO INCLUDE

Comments:

Presentation

Instructor written feedback: