Medical Hmong Syllabus

Course Syllabus 2020-2021

Instructor Information

· Asachang Lee

· Room: 24

· Office Phone: (559)248-7080

· Email: Asachang.Lee@fresnounified.org

Asachang.lee@duncanpoly.org

· Class Website: tinyurl.com/master007lis

Course Overview

Fall Semester

Medical Hmong is designed for bilingual individuals to help assist with students in the medical field with knowledge of medical terms to better assist students interpreting in facilitating in linguistic and cultural communication between patients and health care providers/facility. Minima qualification include the ability to speak fluently, read, and write in his/her language-pair. This course is designed to develop awareness, knowledge and skills for language interpretation in health care settings. Students will develop a range of skills and qualities for effective interpretation.

Spring Semester

The course continues for bilingual individuals to help assist with students in the medical field with knowledge of medical terms to better assist students interpreting and translation in facilitating in linguistic and cultural communication between patients and health care providers/facility. Training continues for bilingual individuals to become integral members of the health care team in bridging the language and cultural gap between clients and providers. There is further enhancement of interpreting skills covering specialized health care areas such as mental health, genetics, death and dying and toxicology and other contents. Emphasis is also placed on the development of cultural competency. This course is will be accommodated with students job site that will give students hands on with interpreting if assistance is need at their job site for interpreting.

Course Outline

Unit 1: Communication Types of communication. How do we show respect?

Unit 2: Modes of Interpretation CHIA Standards and Interpretation Standards

Unit 3: Roles Responsibility of medical interpreter

Unit 4: Hmong Background Understanding how Hmong family structures

Unit 5: Spiritual and Herbal How does a traditional Hmong house differ from a modern house usage of practice and use of medicine

Unit 6: Medical Terms Prefixes, Suffixes, Roots and Basic Anatomy and Physiology

Unit 7: Endocrine System Common illnesses, treatments, and procedures

Unit 8: Respiratory System Common illnesses, treatments, and procedures

Unit 9: Cardio/Circulatory System Common illnesses, treatments, and procedures

Unit 10: Eye, Ear, Nose Anatomy Common illnesses, treatments, and procedures

Unit 11: Digestive System Common illnesses, treatments, and procedures

Unit 12: Reproductive System Common illnesses, treatments, and procedures

Unit 13: Integumentary System Common illnesses, treatments, and procedures

Unit 14: Nervous System Common illnesses, treatments, and procedures

Unit 15: Genetic Common illnesses, treatments, and procedures

Unit 16: Dentistry Common illnesses, treatments, and procedures

Unit 16: Podiatry Common illnesses, treatments, and procedures

Unit 17: Medical Laboratory Common illnesses, treatments, and procedures

Unit 18: Mental Health Common illnesses, treatments, and procedures

Unit 19: Allergy Immunology Common illnesses, treatments, and procedures

Unit 20: Muscular/Skeleton System Common illnesses, treatments, and procedures

Unit 21: STD and common Problem Common illnesses, treatments, and procedures

Unit 22: Translation vs. Interpreting Differences of Translating and Interpreting

Unit 23: Memory Techniques for Healthcare Interpreter

Unit 24: Physical, Speech and Occupational Therapy

Unit 25: Prescription/Pharmacy

Unit 26: Use & Abuse of Psychoactive Drugs

Unit 27: Poison Control

Unit 28: Death and Dying Issues

Unit 29: Domestic Violence

Unit 30: Mandating Report 5150

Instructional Materials

California Healthcare Interpreters Association. (2002). California Standards for Healthcare Interpreters. Sacramento, CA: The California Endowment.

Refugee Health Section. (2004). Glossary of Medical Terminology English-Hmong. Sacramento, CA: Department of Health Services.

Roat, E. Cynthia. (2010). Interpreting in Small Bites. Trafford Publishing. Victoria, BC, Canada: Pacificinterpreters.

Standards and Expectations

The California Standards for Healthcare Interpreters provides guidance for implementation of the state standards for ethical principles, protocols, and guidance on roles and intervention. This course promotes the linguistic and cultural skills for the global competency needed to participate in an interdependent world and graduate college and career ready.

Materials Needed Daily:

Binder with papers

Glossary of Medical Terminology “English –Hmong”

Pencils and black/blue pens

Daily Routine:

Greet

Agenda

Standards Learning

Reading and writing

Group learning/project

Independent practice

Closure: Check for understanding

GRADING

60% Standard based assessments (Quizzes, Tests, Projects, Presentations)

20% Class work/participation/practice (attendance, lecture notes, group collaboration, etc…)

20 % Homework

100-90%: A 89-80%: B 79-70%: C 69-60%: D 59-0%: Fail

Late Work Policy: Unexcused late work can be submitted during the course of the unit study only. Keep in mind of the late work penalties. NO LATE WORK ACCEPTED ONCE A UNIT IS COMPLETE.

1 day late = 15% 2 days late = 25% 3 days late = 30% After 3 days = 50% (1/2 credit until the unit is complete)

***It is the responsibility of the student to obtain make up work and return it in a timely matter.

ATTENDANCE and TARDY POLICY

Come to class and be on time. Fresno Unified attendance policy and DPHS attendance and tardy policy will be enforced.

BATHROOM BREAKS

Students are expected to use the bathroom before and after school, lunch break, and during passing time. Student will not be allow to use the bathroom the first 20 minutes of class. Teacher has the right to grant or deny bathroom privileges.

ELECTRONICS

All electronic devices must be in bags/purses and volume turned off. Devices that are heard and/or seen will be confiscated and returned at the end of the school day.

DRESS CODE/ZERO TOLERANCE

Students are to follow Duncan Polytechnical High School and Fresno Unified School District Code.

Destiny is not a matter of chance; it’s a matter of choice. It’s not something to be waited for; it’s something to be achieved. Robert Browning

Live as if you were to die tomorrow. Learn as if you were to live forever. Gandhi

Parent – Student – Teacher Agreement Letter

Medical Hmong

Duncan Polytechnical High School

August 19, 2020

Hello Parent/Guardian and Student,

It is with great pleasure that I have your child in Medical Hmong this year.

I look forward to working with him/her and serving as a communications liaison to you for any concerns you may have on behalf of your child during the term of this course.

To ensure your student understands the course requirements and is serious about his/her studies in Medical Hmong, I am asking for your help. Please review and discuss this syllabus with your child. To acknowledge the course expectations, I am requesting that both you and your child sign and date this document. Please have your child return this page to me by August 28, 2020. If you should have any questions or concerns, please contact me at the information given on the first page. You are always welcome to check my class website at: tinyurl.com/master007lis for home or more information about me. Your child’s education is important to me and I look forward to enabling his/her ongoing success.

Best regards,

Asachang Lee

________________________________ ____________________________________ __________

Parent/Guardian Name Printed Parent/Guardian Signature Date

________________________________ ___________________________________ __________

Student Name and ID Number Printed Student Signature Date