21 Pharmacology
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 21.1: Drug Subspecialties and Administration
Lesson 21.2: Drug Subspecialties and Administration
3. Differentiate among the various classes of drugs.
CHAPTER TEACHING FOCUS
• Students will have the opportunity to learn about the classification of drugs and the terminology
Chapter 21: Pharmacology 2
TEACH Lesson Plan
CHAPTER PRETEST
Have the students answer these questions prior to covering this chapter to understand where they stand
in relation to the content.
Name the route of drug administration from its description below:
1) Drug is administered via suppository or fluid into the anus ________________________________
5) Drug is given by mouth and absorbed through the stomach or intestine ______________________
Chapter 21: Pharmacology 3
TEACH Lesson Plan
CHAPTER PRETEST ANSWERS
1) rectal
p. 884
5) oral
p. 884
Chapter 21: Pharmacology 4
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 21.1: Drug Subspecialties and Administration
INSTRUCTOR PREPARATION
Textbook Objectives Covered
1. Describe the various subspecialty areas of pharmacology.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
• Select class activities and assignments.
Materials and Supplies
• computer
• projector
Chapter 21: Pharmacology 5
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 21.1: Drug Subspecialties and Administration
STUDENT PREPARATION (2 hrs)
OBJ
1-2
READ – Textbook (pp. 881–920)
ANSWER – Textbook
• Terminology (pp. 901–902)
ANSWER
• Evolve Student and Instructor Resources
o Exercises
▪ Term-Building
▪ Medical Matching
REVIEW
• Evolve Student Resources
o Answers to Combining Forms and Terminology
o Answers to Pronunciation of Terms
o Games
▪ Concentration
▪ Medical Mix
▪ Million Dollar Pyramid
▪ Termbusters
▪ Wheel of Terminology
ASSESS
• Evolve Student Resources
o Student Quizzes
Chapter 21: Pharmacology 6
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
WATCH
• Evolve Student Resources
o Animations
Chapter 21: Pharmacology 7
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
50-Minute Lesson Plan
Lesson 21.1: Drug Subspecialties and Administration
LECTURE OUTLINE (20 min)
OBJ
1-2
SLIDES 5-15 (pp. 881-920)
• Describe the various subspecialty areas of pharmacology.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
OBJ
1-2
• Appropriate Settings: Traditional classroom, flipped classroom, hybrid course, online
ASSESS BASELINE (20 min)
• Have class members complete the Pretest and the Background Assessment. Collect
1-2
DISCUSS (20 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Using the Internet, find a Web site that lists the 100 most commonly prescribed drugs.
Calculate the percentages of the various categories listed. Which ones are most
frequently prescribed? Discuss the findings.
• Appropriate Settings: Traditional classroom, flipped classroom
1-2
POST & COMMENT
• Post the Pretest and the Background Assessment online and have your class complete
1-2
ANALYZE (20 min)
• Divide the class into four groups. Each group represents a particular class of drug. Pick
one drug from that class and look it up in three different references. Then describe how
• Appropriate Settings: Traditional Classroom, flipped classroom
1-2
PRESENT (20 min)
• Have a pharmaceutical company representative give a talk to the class about the types
of professionals who exist at the company and what sort of training is required for
pharmaceutical jobs.
• Appropriate Settings: Traditional classroom, flipped classroom
1-2
• Appropriate Settings: Traditional classroom, flipped classroom
CREATE (30 min)
• In groups, have students create brochures for a drug company explaining all the
Chapter 21: Pharmacology 8
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Tina is caring for an infant who is running a very high fever and vomiting whenever Tina tries to
feed him some water to keep him hydrated. If she continues to give him water to try to lower his
body temperature and increase hydration and, as a result, he vomits more fluid than he is
drinking, then he will only get more dehydrated, and his body temperature will rise. What do you
think Tina should do to reduce the child’s fever, make him more comfortable, and enhance his
ability to drink liquids?
Discussion Guidelines: Since drinking water is causing the child to vomit, it is likely that the oral route of
Chapter 21: Pharmacology 9
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Classroom Preparation
Lesson 21.2: Drug Subspecialties and Administration
INSTRUCTOR PREPARATION
Textbook Objectives Covered
3. Differentiate among the various classes of drugs.
Lesson Preparation Checklist
• Prepare lecture from TEACH lecture slides available on Evolve.
Materials and Supplies
Chapter 8: Respiratory System 10
TEACH Lesson Plan
LEONARD: Quick and Easy Medical Terminology, 8th Edition
Classroom Preparation
Lesson 21.2: Drug Subspecialties and Administration
STUDENT PREPARATION (4 hrs)
OBJ
3-5
READ – Textbook (pp. 881-920)
ANSWER – Textbook
• Terminology (pp. 901–902)
ANSWER
• Evolve Student and Instructor Resources
o Exercises
▪ Term-Building
▪ Medical Matching
▪ Medical Spelling Bee
REVIEW
• Evolve Student Resources
o Answers to Combining Forms and Terminology
o Answers to Pronunciation of Terms
▪ Wheel of Terminology
o Mosby’s Medical Terminology Flashcards
o Glossary
o Greek and Latin Glossary
ASSESS
• Evolve Student Resources
o Student Quizzes
Chapter 21: Pharmacology 11
WATCH
• Evolve Student Resources
o Animations
APPLY
Chapter 21: Pharmacology 12
50-Minute Lesson Plan
Lesson 21.2: Drug Subspecialties and Administration
LECTURE OUTLINE (20 min)
OBJ
3-5
SLIDES 16–61 (pp. 881–920)
• Differentiates among the various classes of drugs.
medical reports and records.
LEARNING ACTIVITIES (choose one or more to equal 30 min)
DISCUSS (20 min)
• As a class, discuss the Background Assessment and Critical Thinking Question below.
• Make a chart like the one in Table 21-6. Divide the class into four groups. Each group
POST & COMMENT
• Post the Critical Thinking Question below and have students post their responses and
• Use the FDA Web site for approved, tentatively approved, over-the-counter and
discontinued drugs. Divide the class into four groups and have each group report on a
ANALYZE (30 min)
• Differentiate among classes of drugs that require a prescription and those that do not.
Use the PDR to determine availability.
• Have each student find two articles from newspapers or magazines about drug-related
PLAY (30 min)
• Obtain online medical forms related to scans and x-rays. Divide the class into three
groups and have a competition to obtain the most abbreviations related to this topic. Be
certain to identify the correct words associated with the abbreviation.
Chapter 21: Pharmacology 13
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
chooses a new contestant. The team with the most correct answers wins.
• Divide the class into two competing teams. Show them a flashcard, transparency, or
PowerPoint slide of an abbreviation. Ask them to provide the term it stands for. The first
team to give a correct answer wins a point. Give an additional point for a definition of
the term. The team with the most points wins.
• Appropriate Settings: Traditional classroom, flipped classroom
• Appropriate Settings: Traditional classroom, flipped classroom
CREATE (15 min)
• Write vocabulary words, combining forms, and prefixes on small slips of paper and
Chapter 21: Pharmacology 14
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
CRITICAL THINKING QUESTION
Theo has coronary heart disease and is taking medications to control his condition. The ER
doctor notices that Theo has a large contusion on his leg and is bleeding profusely from his right
arm. What does the doctor have to consider now that he has a better understanding of Theo’s
medical history?
Discussion Guidelines: Theo is likely taking medications that are anticoagulants. People with coronary
Chapter 21: Pharmacology 15
TEACH Lesson Plan
Chabner: The Language of Medicine, 11th Edition
Assessments
Chapter 21: Pharmacology
ASSESSMENTS BY OBJECTIVE
OBJ
1-5
Test Bank
• Create a quiz using Exam View or Word; sort by topic as appropriate.
Evolve Instructor Resources
• Exercises
o Term-Building
o Medical Matching
Evolve Student Resources
• Student Quizzes
Medical Terminology Online with Adaptive Learning
All
• Create a 50-question test using Exam View or Word.
Medical Terminology Online with Adaptive Learning
Textbook
• Exercises (pp. 908-914)
Test Bank