Tài liệu Medical terminology instructor's edition

PR EV IE Instructor’s Edition W Medical Terminology NOT FOR PRINTING OR INSTRUCTIONAL USE W Medical Terminology Charles G. Blum and Adam A. Wilcox Developmental Editor: Laurie Perry Copyeditor: Cathy Albano Series Designer: Adam A. Wilcox COPYRIGHT © 2009 Axzo Press IE Series Product Managers: ALL RIGHTS RESERVED. No part of this work may be reproduced, transcribed, or used in any form or by any meansgraphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, or information storage and retrieval systemswithout the prior written permission of the publisher. For more information, go to www.axzopress.com. Trademarks EV ILT Series is a trademark of Axzo Press. Some of the product names and company names used in this book have been used for identification purposes only and may be trademarks or registered trademarks of their respective manufacturers and sellers. Disclaimer We reserve the right to revise this publication and make changes from time to time in its content without notice. ISBN 10: 1-4188-6227-4 ISBN 13: 978-1-4188-6227-5 Printed in the United States of America PR 1 2 3 4 5 GL 06 05 04 03 NOT FOR PRINTING OR INSTRUCTIONAL USE Introduction Topic A: Topic B: Topic C: Topic D: W Contents iii About the manual............................................................................... iv Setting student expectations ............................................................. viii Classroom setup..................................................................................x Support............................................................................................... xi Common root and musculoskeletal terms 1-1 IE Topic A: Common root terms .......................................................................... 1-2 Topic B: Common musculoskeletal terms...................................................... 1-12 Unit summary: Common root and musculoskeletal terms .............................. 1-21 Integumentary and digestive terms 2-1 Topic A: Integumentary system terms ............................................................. 2-2 Topic B: Digestive system terms .................................................................... 2-11 Unit summary: Integumentary and digestive terms......................................... 2-21 Cardiovascular and respiratory terms 3-1 EV Topic A: Cardiovascular system terms ............................................................ 3-2 Topic B: Respiratory system terms................................................................. 3-14 Unit summary: Cardiovascular and respiratory terms..................................... 3-25 Urinary and reproductive terms 4-1 Topic A: Urinary system terms........................................................................ 4-2 Topic B: Reproductive system terms.............................................................. 4-12 Unit summary: Urinary and reproductive terms.............................................. 4-23 Neurosensory terms and root-term review 5-1 Topic A: Neurosensory system terms .............................................................. 5-2 Topic B: Review of root terms ....................................................................... 5-13 Unit summary: Neurosensory terms and root-term review ............................. 5-28 Prefixes and suffixes A through H 6-1 PR Topic A: Prefixes and suffixes A through C.................................................... 6-2 Topic B: Prefixes and suffixes D through E .................................................... 6-7 Topic C: Prefixes and suffixes F through H ................................................... 6-12 Unit summary: Prefixes and suffixes A through H ......................................... 6-17 Prefixes and suffixes I through O 7-1 Topic A: Prefixes and suffixes I through K ..................................................... 7-2 Topic B: Prefixes and suffixes L through M ................................................... 7-7 Topic C: Prefixes and suffixes N through O................................................... 7-11 Unit summary: Prefixes and suffixes I through O........................................... 7-15 Prefixes and suffixes P through Z 8-1 Topic A: Prefixes and suffixes that start with P............................................... 8-2 Topic B: Prefixes and suffixes R through S ................................................... 8-10 Topic C: Prefixes and suffixes T through X ................................................... 8-16 Unit summary: Prefixes and suffixes P through Z .......................................... 8-21 NOT FOR PRINTING OR INSTRUCTIONAL USE ii Medical Terminology Color prefixes and suffixes and medical titles 9-1 Common medical abbreviations W Topic A: Color prefixes and suffixes .............................................................. 9-2 Topic B: Medical title abbreviations ............................................................... 9-7 Unit summary: Color prefixes and suffixes and medical titles ....................... 9-10 10-1 Topic A: Common medical abbreviations...................................................... 10-2 Unit summary: Common medical abbreviations ........................................... 10-14 Hospital and lab abbreviations 11-1 Topic A: Hospital area abbreviations ............................................................. 11-2 Topic B: Lab tests, chemistries, and symbol abbreviations ........................... 11-5 Unit summary: Hospital and lab abbreviations.............................................. 11-10 IE Directional terms and word combinations 12-1 Topic A: Directional terms ............................................................................. 12-2 Topic B: Word combinations ......................................................................... 12-5 Unit summary: Directional terms and word combinations ............................ 12-22 Course summary S-1 Topic A: Course summary............................................................................... S-2 Topic B: Continued learning after class .......................................................... S-4 I-1 PR EV Index NOT FOR PRINTING OR INSTRUCTIONAL USE iii W Medical Terminology Introduction IE After reading this introduction, you will know how to: A Use ILT Series training manuals in general. B Use prerequisites, a target student description, course objectives, and a skills inventory to properly set students’ expectations for the course. EV C Set up a classroom to teach this course. D Get support for setting up and teaching this PR course. NOT FOR PRINTING OR INSTRUCTIONAL USE iv Medical Terminology ILT Series philosophy W Topic A: About the manual Our goal is to make you, the instructor, as successful as possible. To that end, our training manuals facilitate students’ learning by providing structured interaction with the subject matter itself. While we provide text to help you explain difficult concepts, the hands-on activities are the focus of our courses. Leading the students through these activities will teach the skills and concepts effectively. IE We believe strongly in the instructor-led classroom. For many students, having a thinking, feeling instructor in front of them will always be the most comfortable way to learn. Because the students’ focus should be on you, our manuals are designed and written to facilitate your interaction with the students, and not to call attention to manuals themselves. We believe in the basic approach of setting expectations, then teaching, and providing summary and review afterwards. For this reason, lessons begin with objectives and end with summaries. We also provide overall course objectives and a course summary to provide both an introduction to and closure on the entire course. Our goal is your success. We encourage your feedback in helping us to continually improve our manuals to meet your needs. EV Manual components The manuals contain these major components: • Table of contents • Introduction • Units • Course summary • Index Each element is described below. Table of contents PR The table of contents acts as a learning roadmap for you and the students. Introduction The introduction contains information about our training philosophy and our manual components, features, and conventions. It contains target student, prerequisite, objective, and setup information for the specific course. Finally, the introduction contains support information. NOT FOR PRINTING OR INSTRUCTIONAL USE Introduction v Units W Units are the largest structural component of the actual course content. A unit begins with a title page that lists objectives for each major subdivision, or topic, within the unit. Within each topic, conceptual and explanatory information alternates with activities. Units conclude with a summary composed of one paragraph for each topic, and an independent practice activity that gives students an opportunity to practice the skills they’ve learned. The conceptual information takes the form of text paragraphs, exhibits, lists, and tables. The activities contain various types of questions, answers, activities, and other graphics, and other information. Throughout a unit, instructor notes are found in the left margin. IE Each unit title page lists an estimated time for completion, but you have a great deal of control over how long it will actually take to get through the material. Many of the activities have questions or scenarios designed to stimulate discussion. You can adjust the amount of time a unit takes by deciding how many students you ask to respond and how long you allow a discussion to continue. Course summary This section provides a text summary of the entire course. It is useful for providing closure at the end of the course. The course summary also indicates the next course in this series, if there is one, and lists additional resources students might find useful as they continue to learn about the subject matter. EV Index PR The index at the end of this manual makes it easy for you and your students to find information about a particular component, feature, or concept. NOT FOR PRINTING OR INSTRUCTIONAL USE vi Medical Terminology Manual conventions W We’ve tried to keep the number of elements and the types of formatting to a minimum in the manuals. We think this aids in clarity and makes the manuals more classically elegant looking. But there are some conventions and icons you should know about. Convention Description Italic text In conceptual text, indicates a new term or feature. Bold text Instructor note/icon In unit summaries, indicates a key term or concept. In an independent practice activity, indicates an explicit item that you select, choose, or type. Instructor notes. IE In the left margin, provide tips, hints, and warnings for the instructor. Warnings prepare instructors for potential classroom management problems. Warning icon. Tips give extra information the instructor can share with students. Tip icon. Setup notes provide a realistic business context for instructors to share with students, or indicate additional setup steps required for the current activity. EV Setup icon. Projector notes indicate that there is a PowerPoint slide for the adjacent content. Projector icon. Hands-on activities The hands-on activities are the most important parts of our manuals. They are usually divided into two columns, with a question or concepts on the left and answers and explanations on the right. To the far left, instructor notes provide tips, warnings, setups, and other information for the instructor only. Here’s a sample: A-1: Discussing the brainstorming process PR Do it! Exercises 1 Place the following brainstorming steps in the correct order. Begin generating ideas. Select the purpose. Select the purpose. Organize for the session. Organize for the session. Review the rules. Ask questions and clarify ideas. Begin generating ideas. Review the rules. Ask questions and clarify ideas. NOT FOR PRINTING OR INSTRUCTIONAL USE Introduction vii PowerPoint presentations W To assist in your presentation and provide students with a visual focus, there is a PowerPoint presentation file to accompany each unit. Each presentation begins with a list of unit objectives and finishes with a unit summary slide. We strongly recommend that you run these presentations from the instructor’s station as you present the course materials. A copy of PowerPoint Viewer is included, so it is not necessary to have PowerPoint installed on your computer. The ILT Series PowerPoint add-in The CD also contains a PowerPoint add-in that enables you to do two things: • Create slide notes for the class • Display a control panel for the Flash movies embedded in the presentations EV IE To load the PowerPoint add-in: 1 Copy the Course_ILT.ppa file to a convenient location on your hard drive. 2 Start PowerPoint. 3 Choose Tools, Macro, Security to open the Security dialog box. On the Security Level tab, select Medium (if necessary), and then click OK. 4 Choose Tools, Add-Ins to open the Add-Ins dialog box. Then, click Add New. 5 Browse to and select the Course_ILT.ppa file, and then click OK. A message box will appear, warning you that macros can contain viruses. 6 Click Enable Macros. The Course_ILT add-in should now appear in the Available Add-Ins list (in the Add-Ins dialog box). The “x” in front of Course_ILT indicates that the add-in is loaded. 7 Click Close to close the Add-Ins dialog box. After you complete this procedure, a new toolbar will be available at the top of the PowerPoint window. This toolbar contains a single button labeled “Create SlideNotes.” Click this button to generate slide notes files in both text (.txt) and Excel (.xls) format. By default, these files will be saved to the folder that contains the presentation. If the PowerPoint file is on a CD-ROM or in some other location to which the SlideNotes files cannot be saved, you will be prompted to save the presentation to your hard drive and try again. PR When you run a presentation and come to a slide that contains a Flash movie, you will see a small control panel in the lower-left corner of the screen. You can use this panel to start, stop, and rewind the movie, or to play it again. NOT FOR PRINTING OR INSTRUCTIONAL USE viii Medical Terminology Topic B: Setting student expectations W Properly setting students’ expectations is essential to your success. This topic will help you do that by providing: • A description of the target student at whom the course is aimed • A list of the objectives for the course • A skills assessment for the course Course prerequisites Target student IE There are no specific prerequisites for this course. Typical students of this course are those needing to learn about medical terminology and basic abbreviations that are used in the medical field. For students planning to continue with courses in the medical field, this course is a good starting point. Course objectives EV You should share these overall course objectives with your students at the beginning of the day. This will give the students an idea about what to expect, and will also help you identify students who might be misplaced. Students are considered misplaced when they lack the prerequisite knowledge or when they already know most of the subject matter to be covered. After completing this course, students will know how to: • Identify common root terms and musculoskeletal system terms and their meanings. • Define integumentary system and digestive system terms and their meanings. • Define cardiovascular system and respiratory system terms and their meanings. • Define urinary system and reproductive system terms and their meanings. • Define neurosensory system terms and their meanings, and review root terms by recognizing their use in sentences. PR • Identify common medical prefixes and suffixes A through H. • Identify common medical prefixes and suffixes I through O. • Identify common medical prefixes and suffixes P through Z. • Define prefixes and suffixes used for colors in relation to patients, and recognize abbreviations of common medical titles, such as RN for registered nurse. • Define common medical abbreviations, such as ss for half and v.s. for vital signs. • Define abbreviations for specific areas of a hospital as well as abbreviations for chemistries and terms used in laboratory tests. • Define directional terms, such as lateral and posterior, and determine the meaning of a long medical word by defining the individual pieces (prefix, root, suffix). NOT FOR PRINTING OR INSTRUCTIONAL USE ix Introduction Skills inventory W Use the following form to gauge students’ skill level entering the class (students have copies in the introductions of their student manuals). For each skill listed, have students rate their familiarity from 1 to 5, with 5 being the most familiar. Emphasize that this is not a test. Rather, it is intended to provide students with an idea of where they’re starting from at the beginning of class. If a student is wholly unfamiliar with all the skills, he or she might not be ready for the class. A student who seems to understand all of the skills, on the other hand, might need to move on to the next course in the series. Skill 1 2 3 4 5 Defining common root terms used in the medical field IE Defining musculoskeletal system terms Defining integumentary system terms Defining digestive system terms Defining cardiovascular system terms Defining respiratory system terms EV Defining urinary system terms Defining reproductive system terms Defining neurosensory system terms Identifying medical prefixes and suffixes A through H Identifying medical prefixes and suffixes I through O Identifying medical prefixes and suffixes P through Z Identifying prefixes used in relation to a patient’s color PR Defining medical titles Identifying common medical abbreviations Defining abbreviations used for hospital areas Identifying abbreviations used in lab tests Defining directional terms Dissecting word combinations to determine meaning NOT FOR PRINTING OR INSTRUCTIONAL USE x Medical Terminology Topic C: Classroom setup Computer requirements W All our courses assume that each student has a personal computer to use during the class. Our hands-on approach to learning requires they do. This topic gives information on how to set up the classroom to teach this course. It includes minimum requirements for the students’ personal computers, setup information for the first time you teach the class, and setup information for each time that you teach after the first time you set up the classroom. If you wish to use the PowerPoint presentation, you’ll need the following: IE • A Pentium-class, or better, computer • A keyboard and a mouse • A sound card and speakers • Windows 98, NT, 2000, or XP • A minimum of 64 MB of RAM, depending on your operating system • A CD-ROM drive • A super-VGA monitor EV • An overhead projector • PowerPoint Viewer or PowerPoint 2000 or later • Internet access Downloading the PowerPoint presentations PR You can download the presentation files directly to the instructor machine, to a central location on your own network, or to a disk. 1 Connect to www.axzopress.com. 2 Under Downloads, click Instructor-Led Training. 3 Browse the subject categories to locate your course. NOT FOR PRINTING OR INSTRUCTIONAL USE Introduction xi Topic D: Support Contacting us W Your success is our primary concern. If you need help setting up this class or teaching a particular unit, topic, or activity, please don’t hesitate to get in touch with us. Please contact us through our Web site, www.axzopress.com. You will need to provide the name of the course, and be as specific as possible about the kind of help you need. Instructor’s tools PR EV IE Our Web site provides several instructor’s tools for each course, including course outlines and answers to frequently asked questions. To download these files, go to www.axzopress.com. Then, under Downloads, click Instructor-Led Training and browse our subject categories. NOT FOR PRINTING OR INSTRUCTIONAL USE Medical Terminology PR EV IE W xii NOT FOR PRINTING OR INSTRUCTIONAL USE 1–1 W Unit 1 Common root and musculoskeletal terms Unit time: 30 minutes Complete this unit, and you’ll know how to: IE A Identify and define common roots and the medical terms that are derived from the roots. B Identify and define musculoskeletal terms PR EV and the roots that are used to create the terms. NOT FOR PRINTING OR INSTRUCTIONAL USE 1–2 Medical Terminology Topic A: Common root terms Explanation W Some medical root terms do not fit neatly into a particular body system, and yet are very important to the general understanding of medical terminology. In this topic, you will learn to recognize some of these common terms, and how to define various pieces of medical terminology based upon them. To simplify the learning of these terms, they are divided into several groups. Group 1 The first group of roots and terms we’ll consider includes the following: Term Definition Adeno Adenoma Gland tumor Calculi Calculosis Stones Cele Hydrocele Water cyst or tumor Cyto Cytology Study of cells Glyco Glycosuria Sugar in the urine Homeo, homo Homeostasis Same environment EV IE Root Adenoma Definition Root Pronunciation Origin Common usage Gland tumor Adeno: gland Ah-dee-no Greek “aden” Adenoids PR Click the sound icon to hear the pronunciation. Exhibit 1-1: Adenoma means “gland tumor” Here is a word-association mnemonic you can use to remember this root’s meaning: Gland, sweat gland, sweaty dinosaur, a dino, adeno NOT FOR PRINTING OR INSTRUCTIONAL USE Common root and musculoskeletal terms 1–3 Calculosis Definition Root Stones Calculi: stone Pronunciation Origin Common usage Cal-cue-lie Latin “calculi,” meaning pebble Calculator EV IE Click the sound icon to hear the pronunciation. W Glands are organs, cells, or a group of cells that produce a secretory substance. Did you know that insulin is a peptide hormone produced by the pancreas, which is also an organ considered to be a gland? Peptide is a protein molecule. Insulin cannot be taken by mouth because protein-digesting enzymes in the digestive tract would rapidly deactivate it. Exhibit 1-2: Calculosis means “stones” Here is a word-association mnemonic you can use to remember this root’s meaning: Stone, counting stones, math, calculus, calculi PR Stones are any abnormal concentration within the body, usually composed of salts, acids, or cholesterol. Did you know that bile, stored in the gallbladder, is mostly a cholesterol-insoluble fatty substance? When this substance is too concentrated, it may crystallize and form what are commonly called gallstones. Kidney stones are formed in the urinary tract from the salt residue of minerals. NOT FOR PRINTING OR INSTRUCTIONAL USE Medical Terminology Hydrocele Definition Root Pronunciation Origin Common usage Water cyst or tumor Cele: tumor, cyst, and hernia Sell Greek “kele,” meaning tumor or swelling Celestial (heavenly) IE Click the sound icon to hear the pronunciation. W 1–4 Exhibit 1-3: Hydrocele means “water cyst or tumor” EV A cyst is an abnormal pouch of fluid or solids brought on by infection or clogged ducts. A hernia is the bulge of an organ through the wall of a sac that normally holds it in place. And a tumor is an abnormal growth of tissue, usually of unknown origin. Cytology Definition Root Pronunciation Origin Study of cells Cyto: cell Sigh-toe Greek “kytos,” meaning cell PR Click the sound icon to hear the pronunciation. Exhibit 1-4: Cytology means “study of cells” A cell is the smallest structural unit of all animals and plants. It is responsible for growth, metabolism, and reproduction. Cancer cells reproduce at a faster rate than normal cells. Radiation is used to kill off cells by inhibiting reproduction, thereby destroying cancer cells before normal cells. NOT FOR PRINTING OR INSTRUCTIONAL USE Common root and musculoskeletal terms Glycosuria Definition Root Pronunciation Origin Sugar in the urine Glyco: sweet, sugar Gl-eye-co Greek “glyks” IE W Click the sound icon to hear the pronunciation. 1–5 Exhibit 1-5: Glycosuria means “sugar in the urine” Here is a mnemonic for this root’s meaning: Sugar, doughnut, "O," gee like "O," glyco EV Sugar is a sweet-tasting carbohydrate, which is a molecule that’s the main source of energy. Diabetes is a hereditary disease caused by insufficient insulin, which allows glucose to accumulate. At the beginning of the 19th century, physicians were unsure of the cause of diabetes and treated it with laudanum, an opium-based preparation. Homeostasis Definition Root Pronunciation Origin Common usage Same environment Homeo or homo: similar, same, or like Hoe-me-oh Greek “hemores,” meaning similar Homogenize PR Click the sound icon to hear the pronunciation. Exhibit 1-6: Homeostasis means “same environment” The word homeo is often used to classify people by various groups. Homeostasis is the body’s state of stability, with all parts of the body working together to maintain normal function. NOT FOR PRINTING OR INSTRUCTIONAL USE 1–6 Medical Terminology Group 2 The second group of roots and terms we’ll consider includes the following: Description Lingua Linguaform Tongue Lip Lipoma Fat tumor Lith Lithotripsy Stone dissolve Madaro Madarosis Loss of eyelashes or eyebrows Psych Psycho Study of mind and mental processes Pyo Pyogenic Pus producing Radi Radiology Study of rays Thermic Thermobiosis Exists at high temperature IE Linguaform Definition Root Pronunciation Origin Common usage Tongue-shaped Lingua: tongue Ling-wha Latin “linguae,” meaning tonguelike Linguistic PR EV Click the sound icon to hear the pronunciation. Info W Item Exhibit 1-7: Lingua means “tongue” Here is a word-association phrase to help you remember this root’s meaning: tongue, eat, pasta, linguini, lingua The tongue is an organ with taste buds that assists in chewing and shaping food for swallowing. Morning mouth is caused by reduced salivation during sleep, which allows projections on the tongue to trap food and bacteria. NOT FOR PRINTING OR INSTRUCTIONAL USE