PTHA 1225 · Communications · Exam 3
Source and coverage audit
Reviewed all 3 PowerPoints (65 slides), their embedded images, and all 4 supplied transcripts. The output follows the Exam 2 structure and uses only the new source set. No outside textbook or web content was added.
63 native respiratory terminology-table rows mapped. Combined rows link to the relevant cards, and nested breath sounds have separate cards. Image-only word parts pulmon/o- and -logy were inspected and included. A mapped row does not imply that a missing definition has been supplied.
Every-slide coverage · Transcript coverage by section · Every native terminology row · Terminology inventory · All cards and sources
Explicit cues
| Source | Instructor cue | Coverage |
|---|---|---|
| T02 02:11 | Know the individual skills needed to be a good collaborator. | Six skills, definitions/application, whole-list prompt, practice question. |
| T02 57:39–59:38 | Carlson flags several Chapter 9 lists, names listening levels, and says students need to answer questions about them. | Seven definitions, contrasting examples, complete-list recall, short answer and practice. |
| T02 1:05:53–1:06:38 | Distance zones are another list students need to understand. | Four-zone list, definitions/ranges, cultural-context cards. |
| T03 34:29–36:21 | Know and apply growth/development principles. | All slide principles, comparisons and scenarios, full-list practice. |
| T03 1:00:05; 1:02:51–1:03:04 | Apply the play list; explicitly know the years and what each type is. | Six type/age definitions, scenario questions, complete list, exam practice. |
| T03 43:51–44:08; 57:06 | Apply the current four-part Family Health System approach. | Four areas and case application; correction from developmental to integrity preserved. |
| T03 1:05:18–1:07:35 | Repeated “must report” / report on suspicion. | Priority A protection cards and practice; course framing retained. |
| T02 1:11:43–1:12:17 | Review the medical-terminology PowerPoint/OER; transcript mangles respiratory as “restoration.” | Respiratory PowerPoint terminology retained; no unprovided OER material invented. |
| T03 02:11–02:28 | Current segment covers newborns/infants/children before the exam; adults, older adults, death/dying follow afterward. | Only supplied new sources used; no later-life or old Exam 2 expansion. |
List-question targets
VERY LIKELY indicates an explicit cue or a strongly structured, emphasized list. PLAUSIBLE indicates a legitimate slide grouping. These ranks are judgments about study order, not promises of exact questions.
| Card | Complete-list target | Evidence/rank |
|---|---|---|
| E3-0316 | List the six individual collaboration skills. | VERY LIKELY list target — Carlson explicitly says to know these skills. Purtilo Ch 8-9 2026.pptx slide 5; T02 00:00–02:11 |
| E3-0317 | List the five barriers to interprofessional collaboration. | VERY LIKELY list target — A discrete list explained at length; exact question is inferred. Purtilo Ch 8-9 2026.pptx slide 6; T02 02:18–08:34 |
| E3-0318 | List the four benefits of interprofessional collaboration. | VERY LIKELY list target — Carlson explicitly emphasizes these benefits; list format is inferred. Purtilo Ch 8-9 2026.pptx slide 7; T02 08:46–09:01 |
| E3-0319 | List six uses of respectful verbal communication for a PTA. | VERY LIKELY list target — Six numbered purposes with instructor-confirmed applications. Purtilo Ch 8-9 2026.pptx slide 9; T02 32:55–35:24 |
| E3-0320 | List the three ways verbal communication can break down. | VERY LIKELY list target — Carlson explicitly calls these three ways. Purtilo Ch 8-9 2026.pptx slide 10; T02 35:34–37:04 |
| E3-0321 | State all three “Ask 3” empowerment questions. | VERY LIKELY list target — A named three-question routine taught for every visit. Purtilo Ch 8-9 2026.pptx slide 13; T02 44:25–44:44 |
| E3-0322 | List the seven levels of listening. | VERY LIKELY list target — Carlson calls this a list and says students need to answer questions about the types. Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–59:38 |
| E3-0323 | List the six keys to better listening on the slide. | VERY LIKELY list target — An explicit six-point slide list explained in lecture; exact list question is inferred. Purtilo Ch 8-9 2026.pptx slide 20; T02 1:02:07–1:02:45 |
| E3-0324 | List the four distance zones and the course ranges/descriptions. | VERY LIKELY list target — Carlson explicitly identifies another list to understand; use slide range for public. Purtilo Ch 8-9 2026.pptx slide 24; T02 1:05:53–1:06:38 |
| E3-0325 | List the six main nonverbal forms on slide 22. | PLAUSIBLE list target — Slide grouping; grooming is nested under appearance. Purtilo Ch 8-9 2026.pptx slide 22; T02 1:03:37–1:05:09 |
| E3-0326 | List the three presentation factors and two voice factors on the verbal-communication slide. | PLAUSIBLE list target — Useful grouped recall; no exact-question promise. Purtilo Ch 8-9 2026.pptx slide 14; T02 45:07–46:41 |
| E3-0327 | List the two goals for effective communication through listening. | PLAUSIBLE list target — Two explicit slide goals. Purtilo Ch 8-9 2026.pptx slide 19; T02 59:53–1:00:08 |
| E3-0328 | List the five developmental principles as grouped on the slide. | VERY LIKELY list target — Carlson says to know and apply these; the last heading contains two linked concepts. Purtilo Ch 10-11 2026.pptx slide 5; T03 33:35–36:21 |
| E3-0329 | List the three Cs of infant bonding with their full phrases. | VERY LIKELY list target — Named mnemonic repeated in lecture. Purtilo Ch 10-11 2026.pptx slide 7; T03 40:17–41:13 |
| E3-0330 | List all six play types with their course ages. | VERY LIKELY list target — Carlson explicitly requires both names/meanings and ages. Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04 |
| E3-0331 | List the four family-dynamics areas revisited in these Exam 3 lectures. | VERY LIKELY list target — Used in repeated case application; this is the current four-part grouping. Purtilo Ch 10-11 2026.pptx slides 3, 8; T03 08:23–09:56; 43:51–44:08; 57:06 |
| E3-0332 | List the five areas of growth/development addressed in family-centered pediatric care. | PLAUSIBLE list target — Repeated whole-person domains. Purtilo Ch 10-11 2026.pptx slides 3, 5; T03 07:57–08:16; 20:42–21:03 |
| E3-0333 | Name the three kinds of relationship that can define a family. | PLAUSIBLE list target — Explicit three-part definition. Purtilo Ch 10-11 2026.pptx slide 3; T03 07:21–07:48 |
| E3-0334 | List the seven infant-comfort checks printed on slide 8. | PLAUSIBLE list target — These are the slide examples, not an exhaustive clinical checklist. Purtilo Ch 10-11 2026.pptx slide 8; T03 41:37–43:07 |
| E3-0335 | Name the five required IEP-team roles listed in the course. | VERY LIKELY list target — A clearly labeled required-member list discussed in lecture. Purtilo Ch 10-11 2026.pptx slide 16; T04 08:10–08:54 |
| E3-0336 | Name the four additional IEP participant categories listed on the slide. | PLAUSIBLE list target — Keep separate from the five required roles; translator is conditional, not merely optional. Purtilo Ch 10-11 2026.pptx slide 16; T04 08:54–09:16 |
| E3-0337 | List the five categories children associate with a good healthcare provider. | VERY LIKELY list target — A discrete five-category slide list reinforced in lecture. Purtilo Ch 10-11 2026.pptx slide 18; T04 15:00–15:50 |
| E3-0338 | List the five principles for patient/family-centered adolescent care. | VERY LIKELY list target — Concluding five-part teaching list. Purtilo Ch 10-11 2026.pptx slide 21; T04 27:12–28:11 |
| E3-0339 | State the needs highlighted for toddlers, school-age children, and adolescents. | PLAUSIBLE list target — A useful comparison across slide headings. Purtilo Ch 10-11 2026.pptx slides 9, 13, 20; T03 57:10–59:39; T04 00:02–00:56; 25:19–27:12 |
| E3-0340 | List the five abnormal breath sounds specifically described on slide 8. | PLAUSIBLE list target — All are PowerPoint terminology; no respiratory lecture emphasis was supplied. Respiratory System 2026.pptx slide 8 |
| E3-0341 | List the four pneumonia types named on slide 9. | PLAUSIBLE list target — All four names retained; separate subtype definitions are missing. Respiratory System 2026.pptx slide 9 |
| E3-0342 | Name the three oxygen-delivery devices listed under oxygen therapy. | PLAUSIBLE list target — A short procedure-related slide list. Respiratory System 2026.pptx slide 13 |
| E3-0343 | List the right and left lung lobes using their abbreviations. | PLAUSIBLE list target — Combines the lobe counts with the abbreviation tables. Respiratory System 2026.pptx slides 5, 17, 18 |
| E3-0344 | List the five structures assigned to the lower respiratory system on slide 3. | PLAUSIBLE list target — Use the course grouping; do not expand into deeper anatomy. Respiratory System 2026.pptx slide 3 |
Conflicts and source limitations
| Issue | Evidence | Handling |
|---|---|---|
| Four versus five family areas | The new slide 3 and T03 repeatedly use interactive, integrity, coping, developmental. Exam 2 used five processes. | Use the four explicitly revisited here; do not silently add a fifth to the new-list question. Confirm if the instructor asks for the broader original model. |
| Corrected family-case classification | T03 54:46–55:07 initially calls disrupted routines developmental, then explicitly corrects to integrity. | Only the final correction is used. |
| Public-distance transcription | T02 says “12 to 12”; slide 24 gives 12–25 feet or more. | Use the unambiguous slide range. No numerical intimate range is invented. |
| Chapter number labels | The deck is titled Chapters 10–11 but slide 2 labels the newborn section Chapter 11 as well. | Organize by topic and exact slide number rather than guessing a corrected chapter label. |
| NICU | Current pediatric slide 6 explicitly expands neonatal intensive care unit. | Use neonatal in Exam 3; the prior Exam 2 source conflict does not override this new explicit source. |
| Play ages | Lecture says “zero to three” near unoccupied play; the slide specifies months. Carlson later requires the ages. | Use 0–3 months, then the slide’s year ranges for the other play types. |
| Sam visual-faces discussion | T03 22:45–23:14 adopts a visual-faces suggestion, but its emotional-use wording and “Wong scale” are not developed into a formal protocol. | Teach demonstrated visual instruction and supportive adaptation, not a new standardized emotional-scoring method. |
| Mature minors, emancipation, and assent | Slides/lecture give simplified legal descriptions, a general consent age of 18, assent around 7, and an emancipation example at 17. | Retain as course teaching; do not turn these into universal legal eligibility or automatic veto rules. |
| Education-law dates and ages | Slides pair 1975 with IDEA discussion and 1986 with 0–6 services; the lecture also says Head Start at 3. | Preserve the course date labels and broad service transition. Do not claim every child enters one particular program at 3. |
| IEP meeting frequency | T04 08:10 briefly checks “twice a year” with a student; slide 16 does not state a frequency. | Flag rather than drill a universal schedule. Team roles are fully retained. |
| Dated statistics and policy commentary | Infant mortality, disability rates, IDEA enrollment/funding, and current-policy discussion appear in slides/lecture. | Slide figures retained in Priority B with dates/context. Political predictions and causal claims from discussion are not treated as established exam facts. |
| Respiratory simplifications | The slides simplify anoxia/asphyxia/cyanosis, label chronic bronchitis “chronic infection,” describe oximetry briefly, and give one TB duration. | Preserve core course distinctions; use inflammation for bronchitis and mark course-specific wording. Do not expand to clinical diagnostic or treatment rules. |
| A&P and postural drainage | Slide 13 names auscultation AND percussion but only describes listening; slide 16 labels a percussion description as postural drainage. | Retain the names and supplied descriptions, flag missing distinctions, and avoid inventing an unsupported positioning protocol. |
| No new SOAP lesson | These sources discuss shared records, written HEPs, and parent-device treatment videos. | Those applications receive Priority A cards and practice. No SOAP sections, signature/date, correction, or abbreviation-approval rules are imported from Exam 2. |
| Unprovided assigned reading | The lectures refer to the Chapter 8 prelude, Lucy p.177, and pages 190/193; OER respiratory work is mentioned. | Include the instructor’s actual explanations, but do not reconstruct unseen cases or textbook/OER details. |
Incomplete definitions remain visible
Limited-definition cards are reminders of source gaps, not mastered definitions. Confirm the missing meanings with the instructor or assigned material. They are included in the reported terminology count and marked Priority B.
| Term/group | Source | Disposition |
|---|---|---|
| nas/o-, -al | R slide 3 | nas/o- is inferable from the nose context, but not filled in; -al has no supplied definition. Both remain visible in the limited-definition deck. |
| Emphysema, pneumonia subtypes, lung cancer | R slides 8–10,15 | Names retained. Only the supplied grouping/context is taught; separate definitions are unavailable. |
| Bronchioles, alveoli, pleura/pleural space, bronchospasm, sputum | R slides 7–11 | Their roles/associations are retained, but separate complete definitions are not provided. |
| Laryngoscope | R slide 14 image | Image label retained as a labeled instrument in the intubation diagram; no broader instrument definition invented. |
| Auscultation/percussion; postural drainage | R slides 13,16 | Incomplete or overlapping procedure descriptions flagged above. |
| Developmental coordination disorder; ADHD | K slide 4 | Case labels retained; no full diagnostic definition or ADHD expansion is supplied. |
| Other contextual labels | R slides 3–16; P/K throughout | Common embedded words such as mucus, hemoglobin, edema, cartilage, oxygen/carbon dioxide, and previously used PT/OT/HEP/ADL shorthand are preserved in their relevant context; no extra anatomy or old-course glossary is fabricated. |
Coverage checks
- All native terminology rows mapped; abbreviations and image word parts checked.
- All strongly emphasized concepts, explicit list cues, and play ages represented.
- Lists remain intact; the focused short-answer decks require production.
- Record-sharing, written HEP, and video safeguards have recognition, error, and applied practice.
- No old SOAP lesson added.
- Student speculation and unsupported classroom stereotypes excluded.
- Short decks retained at natural breakpoints; no required concept dropped to hit a target count.
- Priority B remains testable; missing definitions are disclosed rather than fabricated.