Lost in the Desert

CASE TEACHING NOTES for “Lost in the Desert!”

by David Evans Natural Sciences Penn College/PSU Williamsport, PA

INTRODUCTION / BACKGROUND

The overall purpose of this case study is to demonstrate the interconnectedness of the body, with the focus being on the skin as one of the most important homeostatic organ systems. Particular concerns are listed below under "Objectives." I have used this case study for the last five years in my two-semester human anatomy and physiology course. This course is offered to entering freshman students (who nevertheless meet certain reading and math requirements) who wish to pursue a career in various health-related fields. It was designed for students in the first third of the first semester of their lower-level anatomy and physiology class who are interested in nursing, physician assistant, occupational therapy, and related fields. The class would have covered the tissues, chemistry, and basic biology sections of the course beforehand. Many professors would have covered areas related to the skin's role in thermoregulation. Objectives Upon completing this case, the student will be able to: Elucidate the importance of electrolyte and fluid control in the normal body: hypovolemia, circulation (in an introductory way), brain functions, sweat formation; Accurately describe the skin's role in thermoregulation; and Explain the roles and formation of melanin and vitamin D in the skin.

CLASSROOM MANAGEMENT

This case is taught using the directed case method. In the directed case method, students are asked to prepare answers to a series of questions related to a case and then provide the answers when called upon to do so in class. Instead of asking the students to prepare their answers in advance of class, as is often the case with the directed case method, I have them do this in class, working in groups, as described below. The case was designed to be used during a single lab class or discussion section period. I break the class up...