Teaching with Anime- Kaleido Star

Teaching with Anime Kaleido Star- Theoretical patient

 

Kaleido Star Theoretical Patient

The following is not really a lesson per se, but more of an activity that you could use during or at the end of a unit on the musculoskeletal system.  While I haven’t used this specific theoretical patient, this is something that I have used to great effect in my own Anatomy and Physiology classes/ units.  Essentially the goal of the theoretical patient is to get the students thinking critically and trying to rule out or rule in what the possible injury/disease/disorder is.

 

Musculoskeletal System Theoretical Patient

Name- Layla Hamilton

Age– 17 yo

Sex– Female

Occupation– trapeze artist and circus performer

Ethnicity– European

Relationship– Single

Height– 5’7”

Weight– unknown but the patient appears to be under healthy weight for her age and height

 

Version 1

Chief Complaint– Layla presents with difficultly moving her right arm.  She has full range of motion but exhibits pain and weakness when moving the arm overhead.  According to her this is a result of two separate incidents while training for a new routine.

 

Version 2

            Chief Complaint– Layla presents with difficultly moving her right arm.  According to her this is a result of two separate incidents while training for a new routine.  She then performed the new routine and her shoulder gave out completely and she is unable to raise her arm over her head.  The right shoulder also is hanging slightly lower than the left with a protrusion sticking up over her right shoulder that is painful to the touch.

 

            Past Medical History– The patient reports various minor injuries, but nothing requiring hospitalization before now.

 

            Family History- She is the first of her family to become a circus performer. Her mother died from a medical condition when she was young and Layla was never told the cause.

 

The student’s assignment is to diagnose and treat the patient with the information given in the above prompt.  Something I have always done is that I allow the students to request any medical tests they like, but they have to include a reason.  So, it might look something like this for Version 2:

 

Student Email

(Teachers Name),

I would like an X-ray of Layla’s right shoulder because it is hanging lower than her left, and to see if the odd protrusion above her shoulder is a broken bone.

Student A

 

I would then email them an X-ray of a separated shoulder seen below.

theoretical patient

 

A second possible question you could receive might be something like this.

 

(Teachers name),

I would like to take a closer look at the patient’s shoulder to check for a possible deformity in the shoulder that might indicate a broken bone or dislocated joint.

Student A

 

I would then email them a picture like this.

theoretical patient

I would leave it up to the teacher as to whether or not to provide screenshots of the injury taking place.

 

The diagnosis and treatment might look something like this:

Student Response

Layla is suffering from a separated shoulder, caused by a fall during her training.  This was confirmed by the bump on her shoulder found during physical examination, and by X-ray, which shows a dislocation of the joint between the collar bone and shoulder blade.  Her treatment would include, rest, physical therapy, and potentially surgery depending on the severity of the injury.

 

Grading

The grading breakdown for the theoretical patient assignment might look something like this.

Diagnosis- 40%

            1- Did the student correctly diagnose the injury as a separated shoulder using evidence.  Partial credit can be given if a related injury like a broken collar bone, or dislocated shoulder is given instead.

2- Did the student ask for the correct diagnostic tests and find the damage in those tests?

 

Treatment- 40%

            1- Did the student give the correct treatment for the injury, which is rest and physical therapy?  The mentioning of surgery is not required as the students will not be able to determine the extent of the damage, since it is beyond their ability at the high school level.

2- I tend to give more points the more details the students give

 

Presentation- 20%

            Every teacher tends to have different requirements and grading on a student’s presentation skills, so I will leave this one up to you.

 

Cardiovascular Theoretical Patient

Name- Ken Robbins

Age– 16 yo

Sex– Male

Occupation– Stage hand

Ethnicity– European

Relationship– Single

Height– unknown

Weight– unknown

 

Chief Complaint– Ken complains of shortness of breath, dizziness, and a racing heart beat when he tries to practice the more difficult maneuvers for his stage audition.

 

            Past Medical History– Unknown

 

            Family History- There is no known history of medical problems in his family.

 

Using Ken as a theoretical patient is a little more difficult because the anime is not clear on what his particular problem is, but on the other hand, this makes it highly adaptable.  For those of you with a background in medical fields it would not be too difficult to modify it so that each student could have a different case.  Here are some examples:

1- A viral illness as a child

2- Patent foramen ovale

3- Various genetic conditions

4- Arrhythmia

5- Hypoplastic right heart

 

The rest of the assignment and grading will play out the same was as in the previous theoretical patient example.  The best place to find the images, heart sounds, and other materials needed is just by Googling it.  It might take a few tries, but you will find everything you could need with a little digging.  This is my first time trying to write up a classroom activity like this and I hope that the science teachers among you found it useful.  Also, if you have any questions feel free to contact me.