Biological - NIH Office of Science Education - National Institutes of ...

Sleep, Sleep Disorders, and Biological Rhythms
8. At this point, explain to the class that some additional information
regarding each case has come to light. Give each team the middle
portions of the appropriate case histories that contain the Secondary
Information.
9. Ask students to read the Secondary Information for each case and
use this new information to reevaluate their diagnoses. They
should indicate on the evaluation form whether they want to confirm
their initial diagnoses.
Content Standard A:
Formulate and revise
scientific explanations
and models using
logic and evidence.
Content Standard A:
Communicate and
defend a scientific
argument.
Assessment:
Encourage all team
members to participate
in their reports to the
class. This will help you
assess how well each
student understands
the information.
10. If students have changed a diagnosis, they should enter the new
diagnosis, together with the reason for the change, in the appropriate
boxes on the evaluation form.
At the bottom of the evaluation form is space to recommend a
treatment and indicate its expected outcome. Ideally, students
should indicate how the treatment(s) might affect the patient’s
symptoms. However, students may respond simply that the treatment
they have selected will correct or manage the patient’s disorder.
This type of response is acceptable. The purpose of asking
students to provide this information is two-fold. First, students
become aware that sleep disorders can be managed and that the
expertise of a specialist is required for proper diagnosis and treatment.
Second, it requires students to focus on treating or managing
specific symptoms.
11. Give each team the bottom portion of the appropriate case histories
that contains discussion questions, and instruct the students
to answer them.
12. Discuss each of the case histories in turn, asking the students how
they arrived at their diagnoses.
The questions are designed to help guide the student to the information
that is important to making an accurate diagnosis. If students
disagree on a diagnosis, allow each to explain their rationale and
make an argument for their point of view. Allow students to consider
what additional information, not included in the activity, might help
to confirm a diagnosis.
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