Lifelines Online Summer 2000

Faculty Workshop

 Author Megan Thomas
 Case Study Steroids
 

Joe and Mary Smith had been trying to conceive a child for the last several years. In July they decided to see a reproductive physiology specialist after several years of doctor consultations. Dr. Martine proceeded to ask health history questions searching for potential problems.

From taking their health histories, Dr. Martine determined Mr. Smith had been a star athlete in high school, and had even been recruited heavily by universities until he had been diagnosed with severely high blood pressure, potential athlerosclerosis and slightly elevated levels of low-density lipoproteins. Blood was taken from both individuals and a sperm sample was taken from Mr. Smith.

Question 

What are the likely causes for infertilty for this couple?

Getting Started 

Day 1

The class will be split into groups dependent upon where their major career interests lie. For example: Pre-pharmacy, Pre-nursing, etc.

Ask students to generate a list of questions they have about the case.

1. What is this case about?

2. What are some of the important points that help to diagnose the patient?

3. What questions would you like to ask the patient?came up with, until all groups are satisfied that their questions are represented. Instructor facilitates this activity.

 
Problem Solving 

 

These results are provided after students discuss the case:

The semen analysis results for Joe are as follows:

 Sperm Concentration (Millions/ml)  ~ 8
 Total Sperm Count (M/ejaculate)  ~ 10
 Motility (.5 - 2 hr after ejaculation)  < 30
 Vitality (% live)  45 %

 

The results for male hormone levels:

 Hormone  Normal Values  Joe's Values
 FSH  1 18 mlU/ml  0.9 mlU/ml
 LH  10 - 60 pg/ml  30 pg/ml
 Prolactin  < 20 ng/ml 25 ng/ml 
 Free Testosterone  .95 - 4.3 ng/dl  .98 ng/dl
 Total Testosterone  270 - 1100 ng/dl  245 ng/dl
 Progesterone  .3 - 1.2 ng/ml  .8 ng/ml



The results for female hormone levels:


 Hormone Normal Levels  Mary's Levels 
 FSH  .4 - 4 ulU/ml  2 ulU/ml 
 LH < 7 mlU/ml   3.5 mlU/ml  
Prolactin < 24 ng/ml  30 ng/ml 
Total Testosterone  6 - 86 ng/dl  30 ng/dl 
 Estradiol 100+ pg/ml  150 pg/ml 
Progesterone   < 1.5 ng/ml   1.0 ng/ml

DAY 2:
Take the students to the library to work on gathering resources. The library has a computer laboratory that as a class we could use to search for information and potential resources they could either contact or utilize.

DAY 3:
Laboratory activities will be utilized to increase knowledge and understanding.

Some examples of potential activites:

1. Utilize sea urchin sperm and eggs to run an experiment that would illustrate fertilization.

2. Utilizing bull/sea urchin sperm, conduct an actual sperm count with a hemocytometer.

3. Look at slides of sperm.

Resources 


Handout on determining sperm counts.
Handout on normal/patient blood work.


Human Sperm in a Hemocytometer

 

How to Conduct a Sperm Count:

Count all sperm heads with more than half the sperm head within the area indicated by a triple set of lines. For example, in this square, there are 29 sperm counted. The sperm with an * were not counted because these sperm were either more than half way outside of the counting area or were not on the top or right side of the large square.

 

Web Based Resources


http://www.wisc.edu/ansci_repro/lab/procedures/hemacytometer/
http://www.il-st-acad-sci.org/androl1.html#whoi

http://www.wisc.edu/ansci_repro/lab/procedures/

... hemacytometer/hem%20grid%20examples.html

http://www.pinelandpress.com/faq/hormonelevels.html#male
http://www.nida.nih.gov/ResearchReports/Steroids/AnabolicSteroids.html
http://www.steroidsinfo.com/

Internet search engines:
Metacrawler.com
Ask.com

Organizations:
Public Health Organizations
University
Hospital
Pharmacy
Library

Artifacts 

 

Each group will be responsible for putting together an informative pamphlet for a different special interest group.

The students will also put together a poster or blown up version of their pamphlet for in class presentations.

Assessment and Evaluation 

Each group will be responsible for putting together an informative pamphlet for a different special interest group. The students will also put together a poster or blown up version of their pamphlet for in class presentations that will be peer reviewed and graded based on the following criteria:

1. Determination of a target audience. Who do you want the pamphlet to be distributed to? For example: Pharmacists, doctors, high school athletic teams, etc.

2. Asthetics: Will your pamphlet catch the interest of your target audience.

3. Scientific Content: Does your pamphlet describe the science?

4. Is it well communicated: Is it easy to read, or just a bunch of jargon?

5. A plan on how you are going to distribute the material

 

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