MEDICAL TERMINOLOGY (SÁCH THUẬT NGỮ Y HỌC)

TÀI LIỆU TRẮC NGHIỆM, BÀI GIẢNG PPT CÁC MÔN CHUYÊN NGÀNH Y DƯỢC HAY NHẤT CÓ TẠI “TÀI LIỆU NGÀNH Y DƯỢC HAY NHẤT” ;https:123doc.netusershomeuser_home.php?use_id=7046916. TÀI LIỆU MEDICAL TERMINOLOGY (SÁCH THUẬT NGỮ Y HỌC). DÀNH CHO SINH VIÊN CÁC TRƯỜNG ĐẠI HỌC Y DƯỢC VÀ CÁC TRƯỜNG KHÁC, GIÚP SINH VIÊN HỆ THỐNG, ÔN TẬP VÀ HỌC TỐT KHI HỌC TÀI LIỆU MEDICAL TERMINOLOGY (SÁCH THUẬT NGỮ Y HỌC)

GRBQ206-2892G-FM.qxd 22/10/2009 05:08 PM Page i Aptara A Programmed Learning Approach to the Language of Health Care Second Edition GRBQ206-2892G-FM.qxd 22/10/2009 05:08 PM Page iii Aptara A Programmed Learning Approach to the Language of Health Care Second Edition Marjorie Canfield Willis, CMA-AC Program Director Medical Assisting/Medical Transcription Programs Orange Coast College Costa Mesa, California GRBQ206-2892G-FM.qxd 22/10/2009 05:08 PM Page iv Aptara Acquisitions Editor: Julie K Stegman Senior Managing Editor: Heather A Rybacki Managing Editor: Linda Francis Marketing Manager: Hilary Henderson Manufacturing Coordinator: Margie Orzech Designer: Risa Clow Compositor: Aptara, Inc Printer: RR Donnelley Copyright © 2008 Marjorie Canfield Willis Lippincott Williams & Wilkins 351 West Camden Street Baltimore, MD 21201 530 Walnut St Philadelphia, PA 19106 All rights reserved This book is protected by copyright No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews Materials appearing in this book prepared by individuals as part of their official duties as U.S government employees are not covered by the above-mentioned copyright To request permission, please contact Lippincott Williams & Wilkins at 530 Walnut Street, Philadelphia, PA 19106, via email at permissions@lww.com or via our website at lww.com (products and services) DISCLAIMER Care has been taken to confirm the accuracy of the information presented and to describe generally accepted practices However, the authors, editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication Application of this information in a particular situation remains the professional responsibility of the practitioner; the clinical treatments described and recommended may not be considered absolute and universal recommendations Printed in the United States of America First Edition, 2002 Library of Congress Cataloging-in-Publication Data Willis, Marjorie Canfield Medical terminology : a programmed learning approach to the language of health care / Marjorie Canfield Willis – 2nd ed p cm Includes index ISBN-13: 978-0-7817-9283-7 Medicine–Terminology I Title R123.W4758 2007 610.1’4–dc22 2007004818 The publishers have made every effort to trace the copyright holders for borrowed material If they have inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity To purchase additional copies of this book, call our customer service department at (800) 638-3030 or fax orders to (301) 223-2400 International customers should call (301) 223-2300 Visit Lippincott Williams & Wilkins on the Internet: http://www.LWW.com Lippincott Williams & Wilkins customer service representatives are available from 8:30 am to 5:00 pm, EST 07 10 GRBQ206-2892G-FM.qxd 22/10/2009 05:08 PM Page v Aptara Dedicated to the memory of Dell A Canfield, my father, my inspiration GRBQ206-2892G-FM.qxd 22/10/2009 05:08 PM Page vii Aptara Preface to the Student SUMMARY OF OBJECTIVES Upon completion of this text, you will be able to: Describe the origin of medical language Analyze the component parts of a medical term and use basic prefixes, suffixes, and combining forms to build medical terms completion Follow the study path that this text and/or your instructor provides, and work the necessary study time into your personal schedule MEDICAL TERMINOLO GY Explain the common rules for proper medical term formation, pronunciation, and spelling of medical terms Define basic terms and abbreviations used in documenting health records Identify common pharmaceutical terms and abbreviations used in documenting medical records Identify the common forms used in documenting the care of a patient Identify common anatomical terms related to the major systems of the body Identify common terms related to symptoms, diagnoses, surgeries, therapies, and diagnostic tests related to the major systems of the body Explain common terms and abbreviations used in documenting medical records related to the major systems of the body GETTING STARTED Goals and Planning To reach the goal of learning the language of health care, you’ll need a reasonable plan for Organizing the Starter Set of Flash Cards A “starter set” of common prefixes, suffixes, and a selected number of combining forms are provided on flash cards at the back of the text These cards are a base on which to build, and you should review them often Each component in the starter set is numbered and colors coded according to division: prefixes are printed on peach cards, combining forms appear on purple cards, and suffixes are found on green cards The term component is printed on the front of the card, and its meaning, including a term example, is on the back Reinforce your learning by drawing lines to separate the components in each of the term examples, and write definitions for each in the margins Using a punch, put a hole in the top of each flash card Loop each card through a key chain or ring holder to make a “rotary file.” This method keeps groups of cards together and prevents them from becoming lost or scattered Within this file, group together associated cards vii GRBQ206-2892G-FM.qxd viii 22/10/2009 05:08 PM Page viii Aptara PREFACE TO THE STUDENT for components related to color, size, position, direction, and so on Making Additional Flash Cards It is highly recommended that you make flash cards for all of the additional term components introduced in each body system chapter You can even extend the use of the flash cards to include abbreviations, symbols, and terms found throughout the text The act of writing out your own cards gives you an added memory boost To create additional flash cards, you can follow the example of the cards provided in the starter set (using ϫ 5Љ cards) If your stack of flash cards becomes large and cumbersome, you may want to try the frugal flash card method illustrated below, so named because it consolidates paper and is inexpensive the definition appears on the other side of the paper This allows you to flip from one side to the other, “flashing” and reinforcing the meanings of the terms Use the other side of the paper in the same way Snatching Moments! Carry your flash cards with you at all times During most days, there are times when you can snatch a moment to use your flash cards You will feel less stress when waiting in a line or for an appointment if you know that you can use that time for studying STUDY TIPS Using Your Senses An effective memory depends on intricate processes that recall mental images of sights, sounds, feelings, tastes, and smells For this reason, try to include as many senses as possible in the process of reinforcing learning To create frugal flash cards: Fold a piece of 81͞2 ϫ 11Љ lined paper in half lengthwise, creating two columns Write the word component, symbol, or term on the first line of the first column, and write its definition on the same line in the second column Skip a line and write the next word component, symbol, or term, and write its definition on the same line in the second column Continue listing terms with their corresponding definitions until you reach the bottom of the paper Fold the paper at the lengthwise crease so that the word component, symbol, or term is listed on one side of the paper and SEE IT Employ your visual sense (sight) by making and repeatedly reviewing your flash cards SAY IT Pronounce each component out loud three times as you flash each card to reinforce your auditory sense (hearing) WRITE IT Write and rewrite responses to programmed review sections before highlighting the correct answers Make flash cards by hand using pleasant colored paper and ink to satisfy your kinesthetic sense (feeling) Mnemonics Can Help Mnemonics, referring to any device for aiding memory, is named for the goddess of memory in Greek mythology Mnemonic techniques link things to be remembered with clues for their recall using the stimulus of images, sounds, smell, touch, etc Consider the following applications: GRBQ206-2892G-FM.qxd 22/10/2009 05:08 PM Page ix Aptara PREFACE TO THE STUDENT • Make up rhymes or stories that help to differentiate between meanings For example: peri-, the prefix meaning “around,” is often confused with para-, the prefix meaning “along side of.” Use the two components in a sentence to compare their meanings; for example, I sat para (alongside of) Sarah on the merryperi-go-around Often the most absurd associations can help you to remember It doesn’t matter if they don’t make sense to anyone but you! • Make up songs and rhythms to help remember facts Take a song you are familiar with like “Row, row, row, your boat ” and insert words with definitions that are in tune with the song • Draw pictures depicting term components for reinforcement Memory Drill Give yourself a memory drill by listing word components, symbols, or terms on one side of a paper and then filling in the definitions from memory Write corrections in red ink Make a list of the incorrectly defined components on a separate paper, and complete the drill again Repeat this process until you have identified which terms you most frequently get incorrect Spend additional time studying those troublesome terms ix ADDITIONAL RESOURCES Take advantage of the many fun and interactive learning activities provided on the CD-ROM included with this text You’ll find a variety of exercises to help you remember medical terminology and to reinforce what you’ve learned in the text, including: • Exercises by Chapter – unscored exercises allow you to choose the types of activities that best suit your learning style, including: ᭺ multiple choice, fill-in-the-blank, and true/ false questions to support learning ᭺ figure-labeling exercises to reinforce your knowledge of both medical terms and basic anatomy ᭺ matching games in which you match combining forms or terms with definitions ᭺ spelling bee to help you recognize and correctly spell medical terms ᭺ case studies that use actual medical records so you can apply your learning to real-world examples • Review or Test Mode – study a single chapter or multiple chapters in a Review or Test environment to test your knowledge; question types are randomized and include multiple choice, fill-in-the-blank, true/false, and spelling bee GRBQ206-2892G-FM.qxd x 22/10/2009 05:08 PM Page x Aptara PREFACE TO THE STUDENT • Pronunciation Drill – audio pronunciations organized both A-to-Z and by chapter; select individual terms to hear the pronunciation, or “play all” terms from a chapter sequentially • Dictionary – electronic glossary of all key terms from the book organized both A-toZ and by chapter; definitions provided by Stedman’s • Flash Cards – interactive flash cards that can be reviewed electronically • Answers to Medical Records For Additional Study questions READY, SET, GO! Everything is laid out for you to proceed with your study The techniques employed here have proven beneficial in learning and are geared toward efficient memorization Be creative and enjoy the learning process! GRBQ206-2892G-FM.qxd 22/10/2009 05:08 PM Page xi Aptara Preface to the Instructor The second edition of Medical Terminology: A Programmed Learning Approach to the Language of Health Care provides a sequential, programmed process for learning medical language that is intended to meet the needs of students working independently or within a classroom The approach is self-directed Learning segments are presented in self-study increments followed by programmed review frames for immediate feedback and reinforcement Diagrams, illustrations, and term tips support learning segments, and practice exercises at the end of each chapter provide additional reinforcement Learning builds from an understanding of the origin of medical terms and basic term construction, to the comprehension of more difficult terms and concepts encountered in relation to the body systems and medical specialty areas The process culminates in applying the knowledge to understanding selected medical records TEXT OVERVIEW The first two chapters deliver the basics for understanding the language of health care Chapter introduces basic term components (prefixes, suffixes, and a selected number of combining forms) and shows how these structures are combined to form medical terms Rules of pronunciation, spelling, and formation of singular and plural forms are included Medical word components introduced in this chapter are used repeatedly throughout the text They are included in the starter set of flash cards for medical term components in the back of the text Chapter explains how medical terms will be learned and reinforced throughout the text using health records Common forms, formats, abbreviations, symbols, and methods of documenting patient care are introduced This helps students understand basic communication between professionals, including physician/provider orders and prescriptions This chapter prepares students for medical record analyses in succeeding chapters Chapters through 15 cover terms related to body systems Additional combining forms are introduced along with terms related to symptoms, diagnoses, tests, procedures, surgeries, and therapies After mastering the programmed portions and review exercises, completion of medical record analyses provides further reinforcement of learning through application of knowledge The Student CD-ROM included with the text contains additional activities to reinforce learning The Exercises by Chapter module presents a variety of activities, including multiple choice, true/false, figure-labeling, fill-inthe-blank questions, spelling bees, and matching games, so the student may choose those that that best match his or her learning style The Review or Test Modes option allows the student to simulate a true testing environment, and allows them to study a single chapter at a time or to study content from multiple chapters Other activities include a pronunciation drill with 2,000 terms (organized both alphabetically and by chapter), a glossary of terms from Stedman’s Medical Dictionary, electronic flash cards, and answers to the Medical Record Analyses: For Additional Study included in the text NEW TO THIS EDITION • Chapter Checklists at the beginning of each chapter outline learning tasks related to the text and accompanying CD xi GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 16 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) discharge amenorrhea rhinorrhea surgical repair or reconstruction rhinoplasty rupture formation cardiorrhexis hemopoiesis instrument for examination endoscope process of examination endoscopy falling or downward displacement nephroptosis to burst forth involuntary contraction vasospasm hemorrhage menorrhagia stop or stand suture hemostasis osteorrhaphy GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 17 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) S-40 -stomy S-41 -tomy S-42 -y GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 18 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) creation of an opening colostomy incision laparotomy condition or process of adenopathy GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 19 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) CF-1 CF-6 abdomin/o lapar/o CF-2 arthr/o CF-7 acr/o CF-3 carcin/o CF-8 aden/o CF-4 cardi/o CF-9 aer/o CF-5 cephal/o CF-10 angi/o vas/o vascul/o col/o colon/o GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 20 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) abdomen joint arthrodesis abdominal laparoscopy extremity or topmost cancer carcinogenic acrodynia acrophobia heart gland cardiologist adenoma head air or gas cephalic aerobic colon (large intestine) colostomy colonoscopy vessel angioplasty vasectomy vascular GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 21 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) CF-11 CF-16 crin/o CF-12 erythr/o CF-17 cyan/o CF-13 esophag/o CF-18 cyt/o CF-14 esthesi/o CF-19 derm/o dermat/o cutane/o CF-15 fibr/o CF-20 enter/o gastr/o GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 22 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) red to secrete erythrocyte endocrinology esophagus blue esophagitis cyanotic sensation cell anesthesia cytology skin fiber fibroma hypodermic dermatologist cutaneous stomach small intestine gastric enterospasm GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 23 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) CF-21 CF-26 gen/o CF-22 hydr/o CF-27 gynec/o CF-23 leuk/o CF-28 hem/o hemat/o CF-24 lip/o CF-29 hepat/o CF-25 lith/o CF-30 hist/o melan/o GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 24 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) water origin or production hydrophobia carcinogenic white woman leukocyte gynecology blood fat lipoid hemolysis hematoma stone liver lithiasis hepatomegaly black tissue melanoma histogenesis GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 25 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) CF-31 CF-36 morph/o CF-32 neur/o CF-37 my/o muscul/o CF-33 onc/o CF-38 nas/o rhin/o CF-34 or/o CF-39 necr/o CF-35 orth/o CF-40 nephr/o ren/o oste/o GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 26 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) nerve form neuritis morphology muscle tumor or mass oncology mouth oral straight, normal, or correct orthopedic myoma muscular nose nasal rhinitis death necrosis kidney bone osteogenic nephrectomy renal GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 27 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) CF-41 CF-46 path/o CF-42 plas/o CF-47 pneum/o pneumon/o ped/o CF-43 CF-48 phag/o CF-44 psych/o CF-49 phas/o CF-45 py/o CF-50 phob/o scler/o GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 28 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) formation disease dysplasia pathology air or lung child or foot pneumogram pneumonitis pediatrics pedal mind eat or swallow psychiatry phagocyte pus speech pyorrhea dysphasia hard sclerosis exaggerated fear or sensitivity hydrophobia photophobia GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 29 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) CF-51 CF-54 tox/o toxic/o son/o CF-52 CF-55 sten/o CF-53 troph/o CF-56 therm/o ur/o urin/o GRBQ206-2892G-FC.qxd 24/01/2007 13:36 Page 30 P-MAC232 27A:GRBQ206:Chapters:Flash Card: Teckbooks (PPG-Quark) poison toxemia toxicology nourishment or development hypertrophy sound sonic narrow stenosis urine urology urinary heat thermometer ... correctly say something ? ?medical? ?? and no one flinches! Your confidence will build with every word you use Use these helpful shortcuts to master the pronunciation of medical terminology: SHORTCUTS... many fun and interactive learning activities provided on the CD-ROM included with this text You’ll find a variety of exercises to help you remember medical terminology and to reinforce what you’ve... both alphabetically and by chapter), a glossary of terms from Stedman’s Medical Dictionary, electronic flash cards, and answers to the Medical Record Analyses: For Additional Study included in the