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Medical Terminology
Basics
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Medical Terminology
Basics
programmed
instruction
Y. H. Hui, PhD
Science Technology System
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Library of Congress Cataloging-in-Publication Data
Hui, Y. H. (Yiu H.)
Medical terminology basics : programmed instruction / Y. H. Hui.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-7637-6618-4 (pbk. : alk. paper)
1. Medicine—Terminology—Programmed instruction. I. Title.
R123.H85 2010
610.1’4—dc22
2009019780
6048
Printed in the United States of America
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Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Introduction: A Guide to Using This Book . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Part I The Fundamentals of Personalized Instruction Programs . . . . 1
1
Using the Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2
Eight Keys to Building Medical Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Part II Programmed Instruction for Medical Terminology
Related to Body Systems����������������������������������������������������������������� 41
3
Whole-Body Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
4
The Integumentary System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
5
The Gastrointestinal System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
6
The Respiratory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
7
The Cardiovascular System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
8
The Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
9
The Genitourinary System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
10 The Bones, Muscles, and Joints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
11 The Sensory Organs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
12 The Endocrine System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
A
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
B
Answers to Chapter Progress Checks . . . . . . . . . . . . . . . . . . . . . . . . 421
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
v
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Preface
Academic books on medical terminology began to appear in the United States in
the late 1950s and early 1960s. At that time, most authors were professors teaching
medical terminology courses to college students in a health field. Many of us respect
their creativity, dedication, and decision to publish college textbooks in this relatively
new discipline in the United States. They received little guidance from other textbooks
on medical terminology and relied more on personal experience gained from clinical
settings and teaching in a health field.
Over the last 50 years, medical terminology has evolved into a required course for
most careers in the allied health fields, such as nursing, physical therapy, and clinical
laboratory service. With millions of students enrolled in medical terminology courses,
the number of available college textbooks has risen into the hundreds, including both
print and electronic media.
The traditional and basic design of the contents of a medical terminology book
varies according to the extent of coverage, course units, didactic approaches, student
competency, and many other considerations. The contents in Medical Terminology Basics:
Programmed Instruction are based on a didactic approach using programmed instruction
and are designed to achieve these goals:
1. Successful learning of the basics of medical terminology by repetitive processes
2. Obligatory, but minimal, supervision by an instructor
3. Flexibility for both instructors and students: supervision, self-regulated progress,
and time portioned for a step-by-step teaching and learning approach
4. Fulfillment of academic requirements for a course on the basics of medical
terminology
The introduction of this book provides further details about these four goals. There
are only a few medical terminology books that use programmed instruction because its
acceptance as a classroom text is dependent on two important academic considerations:
1) curriculum requirements and 2) the unique profile or needs of students. You, as
instructors and students, will determine if this book has fulfilled your expectations in
teaching and learning objectives.
With the advance of the Internet, Medical Terminology Basics: Programmed
Instruction makes full use of the resource powers of the electronic medium to
accomplish the goals of the printed product. Supplements are available for students and
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Preface
instructors, including interactive websites and downloadable resources. Visit http://
healthprofessions.jbpub.com/medtermbasics/​preview for more information about
the extensive online supplements available with this text.
I hope that this book and the accompanying electronic resources will serve all
of your needs. I welcome comments on the general and specific approaches of this
book and its websites as well as reports of any errors.
—Y.H. Hui
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Acknowledgments
I am grateful to one special colleague, among others, for the completion of Medical
Terminology Basics: Programmed Instruction—my long-time partner in writing
and publishing, Peggy Stanfield. In 1993, we completed a 900-page manuscript on
programmed instruction in medical terminology. For reasons beyond our control,
the project was never published. In 2001, she gave me permission to select, use, revise,
and update parts of the manuscript in order to prepare a smaller book on medical
terminology using the same didactic approaches. It took nearly 10 years for me to
complete this new project. Without her assistance—and blessing—it is unlikely that
Medical Terminology Basics: Programmed Instruction would have been published.
We all know how hard it is to prepare the manuscript for a technical book.
Actually, the production of both a book and its accompanying websites poses equal
difficulty, though the challenges are of a different type. Many people were involved in
the production of this book and its websites. I have been fortunate to have a number
of committed people from Jones and Bartlett lend their support and expertise to the
finished product. You are the best judge of the quality of their work.
ix
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Introduction: A Guide to
Using This Book
Pronunciations
For many of us, pronouncing a medical word is difficult. In learning medical
terminology, the process is easier if we learn to pronounce the words at the same time
we learn their meanings. Traditionally, the pronunciation of any word in the English
language is governed by phonetics, rules, and symbols, as outlined in reliable dictionaries
for various disciplines. Unfortunately, each reference source carries its own set of
symbols to represent various sounds as determined by the author or the publisher in any
discipline, medical or otherwise. This is especially true when a source uses symbols of
various origins, such as Greek, Latin, mathematical, chemical, and so on. The macron
(ā) and breve (ă) diacritical marks are very common. Authors, editors, and publishers of
medical terminology are very careful in choosing their pronunciation symbols when the
intended users of a book are undergraduate students, especially freshmen or sophomores.
Depending on the target audience, books on medical terminology implement one of the
following pronunciation systems:
1. Traditional phonetics in the English language with rules and symbols
2. Traditional phonetics in the English language with rules and no symbols
3. Applicable phonetics using simple rules only
4. A combination of the above approaches
This book uses Option 2 with selected application of Option 4. In general,
pronunciation is indicated by a simple phonetic spelling with no diacritical markings, as
indicated below.
1. The primary accent is indicated by an underline, e.g., cerebellum (seh ¢-reh-bel-um).
2. The secondary accent is indicated by (¢), e.g., cerebellum (seh ¢-reh-bel-um).
3. When an unmarked vowel ends a syllable, it is long, e.g., immune (i-mun¢).
4. When a syllable ends with a consonant, its unmarked vowel is short, e.g., cranial
(kra-ne-al).
To give you a frame of reference, the following list shows how diacritical markings or
symbols can be used in addition to the four simple phonetic rules above to indicate the
pronunciation of a medical term.
xi
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1. A long vowel sound is indicated by a macron (¯), as in the examples below:
a urease (u-re-ās); abate (ah-bāt)
e lead (lēd); scabies (ska-bēz)
i askaracide (as-kar-ah-sīd); bile (bīl)
o ohms (ōmz); hormone (hor-mōn)
u ampule (am-pūl); femur (fe-mūr)
oo oophoron (oo-fōr-on)
2. A short vowel that is the syllable or that ends the syllable is indicated by a
breve (˘):
a apophysis (ă-pof-i-sis)
e edema (ĕ-dēm-ah); effusion (ĕ-fūs-ion)
i immunity (ı̆-mŭn-i-te¢); oxidation (oks¢-sı̆-da-shun)
o otic (ŏ-tic); official (ŏ-fish-al)
u avoirdupois (av-er-dû-poiz)
oo book (bo˘ok)
Coverage and Goals
How much information is covered in any college medical terminology book depends
on many factors, such as:
1. Whether the book is intended to be used as reference or as an undergraduate
text
2. Competency of targeted users
3. Length of the college course
4. Depth and breadth of information
5. Didactic approaches
Medical Terminology Basics: Programmed Instruction is designed for an
introductory course on basic medical terminology and for students and instructors
who prefer a book with some flexibility in the teaching and learning process. It is not
intended to be comprehensive.
This book features a repetitive learning process, which means that each medical
term and its components are repeated at least twice (and sometimes more) in each
chapter. The number of terms that can be included in this book is consequently
limited by such an approach. The aspects of basic physiology and anatomy are
explained when applicable to a particular medical term, but it is expected that the
student will rely on other resources for more detail. The medical terms related to the
most common body systems are presented, since it is impossible and impractical to
cover all aspects of the human body systems.
The basic goals of this book are:
1. The student will learn the most basic medical terms in order to form a
foundation for education or training in an allied health field.
2. The student will achieve this goal in the shortest or minimum possible time
required by the educational curriculum and course credits.
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Introduction: A Guide to Using This Book
xiii
3. The student can achieve this goal in or outside a classroom, assuming proper
supervision is exercised.
Student Activities
Beginning with Chapter 3, students learn medical terms in Medical Terminology Basics:
Programmed Instruction by using three basic approaches:
1. The first part of each chapter provides programmed instructions. If students
complete this part as directed, they will learn the basic medical terms covered in the
chapter.
2. The second part of each chapter provides a Progress Check that reinforces the terms
the student learned in the first part of the chapter.
3. The websites accompanying this book are another source of student activities. Visit
http://healthprofessions.jbpub.com/medtermbasics/​preview for details.
Supplemental Tools
Each chapter profiles two boxes of supplemental information. As these supplemental
tools are not discussed within the blocks, the boxes will not be cited or referred to in the
text.
Students taking this course are either enrolled in a college health program or
interested in doing so. One box in each chapter provides a short description of several
careers in the health professions. The goal of these boxes is to assist students in making
educated decisions about their future career ambitions.
The second box in each chapter provides a short list of abbreviations that are
important in the medical field. The abbreviations are tested in the Progress Check for
each chapter. The best way for students to learn medical abbreviations is, of course, in a
clinical setting; students will have a chance to do so when they work in the medical field.
Premises
The students should be aware of the following premises when using this or any other
medical terminology college textbook:
1. Terms coverage. There are hundreds of thousands of medical terms in the health
field, as illustrated by available dictionaries, some of which contain as many as 5000
printed pages. Frequently, some terms are present in some texts but not in others.
2. Word parts. The technique in each book is to teach students the basic components
of each medical term so they will know how to develop medical terms from such
components. This presents two challenges. First, many medical terms cannot be
developed because they do not comply with the rules governing word components.
Second, some medical terms do not have components; they are simply medical terms
by themselves and cannot be built from standard components taught in available
textbooks.
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3. Pronunciations. Most textbooks try to be consistent when they present the
phonetic spellings of medical terms. No two books use the same system of
phonetic spelling.
Students can best obtain clarifications from their instructors. Using Internet
search engines is currently the preferred method of learning and ascertaining more
details about specific medical terms.
Learning and Teaching Resources on the Website
This book has a website that provides additional learning and teaching resources for
students and instructors. Visit http://healthprofessions.jbpub.com/medtermbasics/​
preview for more information.
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