19-4
THE FIRST LEARNING GAME
The students read from their books, discuss, and tell of their own experiences
with the beneficial and harmful effects of different antibiotics. As they do this,
they can begin to group the antibiotics in 2 columns and place the cut-out symbols
where they belong.
Note: Sulfas, if included, probably fall midway between these 2 columns.
To help themselves remember how each antibiotic works—its beneficial and
harmful effects-the students can mix up the cards on the flannel-board and then
take turns grouping them correctly.
Developing guidelines for choosing antibiotics
Students must first realize that certain antibiotics work only for certain kinds of
infections, and that for any specific infection some will work better than others.
The instructor can then use the information on the flannel-board To help develop a
set of guidelines on which antibiotics to use for specific infections.
First guidelines: When choosing between antibiotics known to fight a particular
illness or infection, as a general rule . . .
1. USE AN ANTIBIOTIC THAT KILLS BACTERIA RATHER THAN ONE
THAT JUST SLOWS THEM DOWN. This usually gives quicker results
and prevents the infection from becoming resistant to treatment.
2. USE AN ANTIBIOTIC THAT CAUSES FEWER SIDE EFFECTS AND IS
LESS RISKY. For example, if the person is not allergic, it is safer to use
penicillin or ampicillin rather than an antibiotic like erythromycin that can
cause poisoning.
3. WHEN POSSIBLE. USE A NARROW-RANGE ANTIBIOTIC THAT
ATTACKS THE SPECIFIC INFECTION RATHER THAN ONE THAT
ATTACKS MANY KINDS OF BACTERIA. Broad-range antibiotics cause
more problems-especial ly diarrhea and thrush—because they attack
good bacteria along with the bad. The good bacteria prevent the growth
of harmful things like moniliasis (lungus that can cause diarrhea,
thrush, etc.l.
4. USE A BROAD-RANGE ANTIBIOTIC ONLY WHEN NO OTHER WILL
WORK. OR WHEN SEVERAL KINDS OF BACTERIA MAY BE CAUSING
THE INFECTION (as with infections of the gut, peritonitis, appendicitis,
some urinary infections, etc.).