Chapter 5



Curriculum to Accompany

Medical Assisting:

Administrative and Clinical Competencies,

6th Edition

Course:

Medical Terminology

Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Medical Terminology

Contents

Part A: Introduction to Medical Terminology

Part B: Prefixes, Suffixes, Word Roots and Combining Forms

Part C: Forming Plurals from Singulars

Part D: Understanding and Building Medical Terms of Body Systems

Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Medical Terminology

Course Overview

This chapter is an introduction to medical terminology that first introduces the concept and importance of medical language followed by providing the learner with the basics of word components such as prefixes, suffixes, word roots, and combining forms in addition to forming plural words. The final unit of the module builds upon the basics to teach word building and applications of medical terminology for each of the body systems.

Resource List

Textbook: Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-6633-8. Chapter 5.

Student CD-ROM: CD-ROM that accompanies Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition. This CD-ROM contains StudyWARE, The Critical Thinking Challenge, and an Audio Library.

Workbook: Workbook to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3267-0. Chapter 5.

Instructor’s Materials: Instructor’s Resource Manual to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3268-9.

Instructor’s CD-ROM: Electronic Classroom Manager to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3269-2.

The Internet: It is strongly recommended that faculty and learners alike have a working knowledge of the Internet.

Equipment List

1. Multimedia projector

2. Computer with Internet access

3. Multimedia equipment

4. AAMA credentialing information

5. AMT credentialing information

6. DVD player

CAAHEP content

III.C.1.b(1) Basic structure of medical words

III.C.1.b(2) Word building and definitions

III.C.1.b(3) Applications of medical terminology

ABHES content

VI.B.1.b(3)(a) Basic structure of medical words

VI.B.1.b(3)(b) Combining form elements to form medical words

VI.B.1.b(3)(c) Medical specialties and short forms

VI.B.1.b(3)(d) Medical abbreviations

ABHES competencies

VI.B.1.a(2)(g) Use appropriate medical terminology

Learning Activities

(HW) Terminology Notebook. Assign chapter for reading and have students define key terms and retain in a key term notebook for future reference.

(ICA) Place additional medical terms on the board or projector; and have students practice identifying word components and breaking them apart.

(HW) Chapter 5, Unit 1 Workbook Assignment Sheet.

(ICA) Compose flash cards of prefixes and suffixes and drill students by having them draw from the “deck” and define.

(HW) Assign as a project for the students to make their own flashcards with the word part on one side and the definition on the reverse.

(ICA) Have the students to demonstrate movements of certain parts of the body as you call upon them.

(HW) Chapter 5, Unit 2 Workbook Assignment Sheet.

(HW) Chapter 5, Unit 3 Workbook Assignment Sheet.

(ICA) Divide the class into two teams and play Championship from the StudyWare CD, Chapter 5.

(ICA) Give spelling quizzes on each body system to emphasize the importance of spelling.

(HW) The Critical Thinking Challenge, page 111.

(HW) Chapter 5, Unit 4 Workbook Assignment Sheet.

(HW) The StudyWare Challenge, Chapter 5. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.

(ICA) Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES as well as items from the Certification Connection.

Part A: Introduction to Medical Terminology

Learning Objectives

Cognitive

1. Define the key terms presented in this unit.

2. Understand the basic principles behind medical terminology and its applications.

3. Gain an understanding of how to properly break medical terms apart to aid in their definitions.

4. Understand how to build medical terms using word roots or combining forms as well as modifying their meanings by adding prefixes and/or suffixes.

5. Receive an introduction to Greek and Latin origins of medical terms.

|Key Concepts |References & Activities |Slides |

|Basic principles and history of medical terminology |Page 86 |3-4 |

|How to break a term apart to define |Figure 5-1 |5-6 |

| |Page 87 | |

|Spelling medical terminology |Page 88 | |

(ICA) In-Class Activities

1. Place additional medical terms on the board or projector; and have students practice identifying word components and breaking them apart.

(ICD) In-Class Discussion

1. What is the difference in a prefix and a suffix?

The prefix goes to the left, or in front of the word root/combining form where the suffix goes to the right or after the word root/combining form.

2. How do you break a medical term apart in order to define it?

Start with the suffix (if there is one), then define the prefix (if there is one), and then define the word roots/combining forms.

(HW) Homework Assignments

1. Terminology Notebook. Assign Unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. Chapter 5, Unit 1 Workbook Assignment Sheet.

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Chapter 5, Slides |Introduce the course and unit. |

|1-2 | |

|Slides 3-4 |Basic principles and history of medical terminology. |

|Slides 5-6 |Breaking apart a medical term to discover its meaning. |

| |Provide examples to help make the instructions for defining more obvious. |

|Slide 7 |Have students answer the checkpoint questions on the slide to review the content in the unit. |

Part B: Prefixes, Suffixes, Word Roots, and Combining Forms

Learning Objectives

Cognitive

1. Understand how prefixes alter the meaning of a medical term and be able to appropriately use prefixes with combining forms.

2. Understand how suffixes change a medical term and be able to appropriately use suffixes with combining forms.

3. Define the difference between a combining form and a word root.

4. Demonstrate a basic knowledge in building medical terms.

|Key Concepts |References & Activities |Slides |

|Common prefixes and definitions |Table 5-1 |9-11 |

| |Pages 89-90 | |

|Common suffixes and definitions |Table 5-2 |12-13 |

| |Pages 91-93 | |

|Difference in word roots and combining forms |Table 5-3 |14-16 |

| |Page 93 | |

(ICA) In-Class Activities

1. Compose flash cards of prefixes and suffixes and drill students by having them draw from the “deck” and define.

(ICD) In-Class Discussion

1. True or False? A prefix modifies a word root.

True

2. True or False? A suffix can never stand alone.

False

(HW) Homework Assignments

1. Terminology Notebook. Assign Unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. Assign as a project for the students to make their own flashcards with the word part on one side and the definition on the reverse.

3. Chapter 5, Unit 2 Workbook Assignment Sheet.

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Chapter 5, Slide 8|Introduce the unit. |

|Slides 9-11 |How prefixes alter word meaning & common prefixes in medical terminology. |

|Slides 12-13 |How suffixes alter word meaning & common suffixes in medical terminology. |

|Slides 14-15 |Combining forms and word roots. |

|Slide 16 |Using the combining vowel. |

| |Provide examples of different medical terms to illustrate how words appear when combining form vowels are |

| |not dropped or not used. |

|Slide 17 |Have students answer the checkpoint questions on the slide to review the content in the unit. |

Part C: Forming Plurals from Singulars

Learning Objectives

Cognitive

1. Define the key terms presented in this unit.

2. Determine whether a term is singular or plural.

3. Demonstrate knowledge of converting medical terms from singular to plural and vice versa.

|Key Concepts |References & Activities |Slides |

|Forming plurals |Page 94 |19-21 |

(ICA) In-Class Activities

1. Put together a list of singular and plural words. Say the words aloud, and have students write down whether each term is singular or plural. After you have read all of the terms, have students hand in their lists to you.

2. Using Table 5-4, say the singular endings out loud, and have students recall the corresponding plural endings.

(ICD) In-Class Discussion

1. Why isn’t forming plurals as “easy” as adding an “s” at the end of a word?

Recall that medical terminology is derived from Greek and Latin words, and thus the rules are more complex.

(HW) Homework Assignments

1. Terminology Notebook. Assign Unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. Chapter 5, Unit 3 Workbook Assignment Sheet.

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Chapter 5, Slide |Introduce the unit. |

|18 | |

|Slide 19 |Determining whether a word is singular or plural—in regular English. |

|Slides 20-21 |Changing singular to plural—in medical terminology. |

|Slide 22 |Have students answer the checkpoint questions on the slide to review the content in the unit. |

Part D: Understanding and Building Medical Terms of Body Systems

Learning Objectives

Cognitive

1. Define the key terms presented in this unit.

2. Demonstrate the ability to select and define combining forms for each body system.

3. Demonstrate the ability to appropriately add prefixes to combining forms for each body system.

4. Demonstrate the ability to appropriately add suffixes to combining forms for each body system.

5. Have the ability to break medical terms apart to define their meanings.

6. Appropriately use medical terms in applications.

|Key Concepts |References & Activities |Slides |

|Anatomical position, body planes, directional terms |Figure 5-3 |24-26 |

| |Table 5-6 | |

| |Pages 96-97 | |

|Word components related to the skin |Table 5-7 |27 |

| |Page 98 | |

|Word components related to the musculoskeletal system |Table 5-8 |27 |

| |Page 99 | |

|Word components related to the cardiovascular system |Table 5-8 |28 |

| |Page 101 | |

|Word components related to the respiratory system |Table 5-9 |28 |

| |Page 102 | |

|Word components related to the gastrointestinal system |Table 5-10 |29 |

| |Pages 104-105 | |

|Word components related to the urinary system |Table 5-11 |29 |

| |Page 106 | |

|Word components related to the nervous system |Table 5-12 |30 |

| |Page 107 | |

|Word components related to the endocrine system |Table 5-13 |30 |

| |Page 108 | |

|Word components related to the special senses |Table 5-14 |31 |

| |Page 109 | |

|Word components related to the reproductive systems |Table 5-15 |31 |

| |Page 110 | |

|Common medical abbreviations |Table 5-16 |32-33 |

| |Page 111 | |

(ICA) In-Class Activities

1. Have the students to demonstrate movements of certain parts of the body as you call upon them.

2. Divide the class into two teams and play Championship from the StudyWare CD, Chapter 5.

3. Give spelling quizzes on each body system to emphasize the importance of spelling.

4. Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES as well as items from the Certification Connection.

(ICD) In-Class Discussion

1. What is the first point of reference in the discussion of directional terms and/or body planes? Define the position.

The anatomical position is the first point of reference; the body is upright, arms at the sides with the palms facing forward.

2. How is the human body organized (from smallest unit to largest)?

Cell – tissue – organ – organ system – organism

3. When referring to the skin, which combining form comes to mind first?

Usually dermat/o although answers may vary.

4. Why is it important to learn the names of the bones for medical terminology?

The individual names of the bones form the basis for the combining forms.

5. How many chambers does the heart have?

Four. Two atria and two ventricles.

6. Name the structures of the respiratory system using medical terms and correct pronunciation.

Nose/mouth, pharynx, larynx, trachea, bronchu (i), bronchioles, alveoli, lungs

7. True or False? The first section through which chyme passes upon exiting the stomach is the large intestine.

False – chyme first enters the duodenum of the small intestine after exiting through the pyloric sphincter of the stomach.

8. What is probably the most common combining form associated with the urinary system?

Ur/o

9. Name two combining forms that mean the “brain”.

Encephal/o and cerebr/o

10. What medical term is associated with diabetes and why?

Hyperglycemia; the term means blood that has an abnormally high concentration of glucose that defines the condition of diabetes.

11. Which combining form do you associate with the eye?

Ocul/o or ophthalm/o although some may say opt/o from optometrist.

12. Which physician specialty concentrates on the female reproductive system?

Gynecology.

(HW) Homework Assignments

1. Terminology Notebook. Assign Unit for reading and have students define key terms and retain in a key term notebook for future reference.

2. The Critical Thinking Challenge, page 111.

3. Chapter 5 Workbook Activities.

4. The StudyWare Challenge, Chapter 5. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Chapter 5, Slide |Introduce the unit. |

|23 | |

|Slide 24 |Anatomical position. |

|Slides 25-26 |Directional terms. |

| |Give some additional examples of inferior and superior that are not related to medical terminology. For |

| |example, an employee generally answers to their superior, someone that is “over” them. The median of the |

| |highway is in the middle. |

|Slide 27-31 |Combining forms for each body system. |

| |See Tables 5-7 to 5-16. |

|Slides 32-33 |Common medical abbreviations. |

| |Have students to identify the abbreviations shown without using their textbooks. |

|Slide 34 |Have students answer the checkpoint questions on the slide to review the content in the unit. |

|Slides 35-36 |The Keys to Career Success slides emphasize the relationship of the material learned in the classroom to |

| |on-the-job success. |

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