The students will learn how to take an accurate and complete medical history by practicing obtaining medical histories from peers and instructors, demonstrating the required elements of a history, and collaborating with other students to develop sample patient charts and histories. Students will understand the importance of documentation and be able to address patients, enter data into medical records, and communicate findings to medical teams. Assessment will include performance tasks, exams, reflections, and students demonstrating they can obtain an accurate history from an instructor acting as a mock patient.

1. Stage 1 Desired Results
ESTABLISHED GOALS
The students will create and deliver a
medical history.
The students will demonstrate and apply
all elements required for an accurate
medical history.
The students will collaborate with peers to
develop an accurate medical history
efficiently.
Transfer
Students will be able to independently use their learning to…
Address a patient and ask the pertinent questions required for a medical history.
Enter the data collected from the patient into an electronic medical record or paper chart.
Meaning
UNDERSTANDINGS
Students will understand that…
Each patient will have a unique medical
history with only a few common
denominators.
Each medical history has the same
elements to cover with each patient.
Documentation is the key to complete and
accurate medical history, “if not
documented in the chart is was not asked
or done.”
How to correct a mistake made in a
medical record.
ESSENTIAL QUESTIONS
What is a medical history?
Which paper chart and /or electronic
medical format will be used to document
history? Which will be best for assessment
of skill?
What techniques can be used to obtain the
information from the patient efficiently?
Acquisition
Students will know…
All required elements required in taking a
medical history.
Know best practices involved in obtaining a
medical history.
Systemic diseases ocular effects to
retrieve
the correct information from the patient.
Students will be skilled at…
Communication with individuals on inquiries
regarding their health.
Communication of findings to the
ophthalmic medical team.
Writing and data entry skills.

2. Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
Students accomplish a 70 or higher on all
assignments and activities.
PERFORMANCE TASK(S):
Critical thinking by obtaining information on a health & physical form from individuals
outside the classroom.
Partners will create mock patient charts by identifying and using elements required in
history taking.
Group collaboration with 2nd years in developing and obtaining a medical history.
Pre-planning and planning next strategy of questions to use in obtaining and conducting
an accurate medical history.
Students achieve a 70 or higher on
written and skill exams.
OTHER EVIDENCE:
Individual reflection on what needs improvement on their history taking skills.
Group reflection after each lab to discuss the good, bad and ugly of history taking
completed that day.
Student must obtain an accurate medical history from an instructor role playing as a
mock patient for final exit exam.
Blogs on reflection of learning.

3. Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
1. Begin with entry questions to the students on why they must take an accurate medical history. Why would it be important if it
was your family member or loved one’s eye health? H
2. Introduce the essential questions and discussion the importance of taking a medical history. W
3. Demonstration of medical terminology and abbreviations will be assessed. E2
4. Students will demonstrate the understanding of signs / symptoms related to ocular conditions. W, E2
5. Introduce excellent samples of medical histories created by past students. W, E2
6. Use of case reports from clinical practicums of “real” patient cases seen by previous students. W, E2
7. Use of case reports from Grand Rounds at University of Iowa Ophthalmology Department. W, E2
8. Students will complete health & physical (H&P) forms by using family, friends or combination to exhibit a medical history. H
9. Students will share and discuss information developed in mock H&P. T, O
10.Students will read assignments from the course textbooks and supplemental materials given through Blackboard. E1
11.Students will watch videos in class and on Blackboard. E1
12.Students will develop and define the elements required in taking a medical history. T, O, E2
13.Introduce bad samples of medical histories produce by the instructor to let the students determine the errors. E1, R,
14.Students will develop and refine mock patient medical histories. T, O, R E2
15.Students will describe at least four ocular conditions caused by systemic diseases. E2
16.Student lab groups will assess each other’s ability to obtain a medical history. E1, E2, T
17.Students will collaborate with 2nd years who will assess the student’s ability to obtain a medical history in a mock exam. E2
18.Students will write a blog in Blackboard reflecting on their acquired knowledge on taking a medical history. W, R, E2

4. UbD Template
WHERETO, an acronym, are elements used in a template to design a unit plan and its function is to direct the design process. I like to
think of has a map legend, giving me direction to move forward while showing where I started. This legend or template can be used for
self-assessment, peer review and sharing with others the completed unit design.
Where: the direction lesson plan is going and why?
Hook: bring the student into the why, making it personal, giving them reason for learning.
Equip & Experience: provides students the tools, resources and experience to master the information.
Rethink: giving the student time to revise or prefect the information.
Evaluate: ensuring students get formative and summative feedback and opportunity for self-assessing and reflection.
Tailor: personalize the learning with the use of different media of instructions, assignments and assessments.
Organize: sequencing the learning to fit the outcomes.