Instructor’s Resource Manual
Davi-Ellen Chabner, ba, mat
ELEVENTH EDITION
The Language
of Medicine
3251 Riverport Lane
Maryland Heights, Missouri 63043
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Notices
Knowledge and best practice in this field are constantly changing. As new research and experience
broaden our understanding, changes in research methods, professional practices, or medical
treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in
ISBN: 978-0-3233-7092-9
Senior Content Strategist: Linda Woodard
Content Development Manager: Luke Held
Senior Content Development Specialist: Diane Chatman
Publishing Services Manager: Julie Eddy
Project Manager: Janish Ashwin Paul
COntentS
introduction ……………………………………………………………………………….. v
Chapter One—basic Word Structure ………………………………………………. 1
Chapter two—terms Pertaining to the body as a Whole ………………….. 17
Chapter three—Suffixes …………………………………………………………….. 37
Chapter Four—Prefixes ………………………………………………………………. 53
Chapter Five—Digestive System …………………………………………………… 69
Chapter Six—additional Suffixes and Digestive System terminology …… 99
Chapter Seven—Urinary System …………………………………………………. 121
Chapter eight—Female reproductive System ……………………………….. 149
Chapter nine—male reproductive System …………………………………… 183
Chapter ten—nervous System …………………………………………………… 207
Chapter eleven—Cardiovascular System ………………………………………. 241
Chapter twelve—respiratory System …………………………………………… 279
Chapter thirteen—blood System ……………………………………………….. 315
Chapter Fourteen—lymphatic and immune Systems ……………………… 349
Chapter Fifteen—musculoskeletal System ……………………………………. 379
iv CONTENTS
Chapter Sixteen—Skin ……………………………………………………………… 423
Chapter Seventeen—Sense Organs: the eye and the ear ……………….. 453
Chapter eighteen—endocrine System …………………………………………. 493
Chapter nineteen—Cancer medicine (Oncology) ………………………….. 521
Chapter twenty—radiology and nuclear medicine ……………………….. 551
Chapter twenty-One—Pharmacology ………………………………………….. 573
Chapter twenty-two—Psychiatry ……………………………………………….. 597
more Practical applications ……………………………………………………….. 623
medical Forms ………………………………………………………………………… 637
teacher to teacher …………………………………………………………………… 649
intrODUCtiOn
how to Use the textbook and instructor’s manual
I have prepared this teaching manual for instructors who will be using The Language of Medicine,
11th edition, with their medical terminology classes. The manual includes information about the
organization of the textbook, sample course plans, classroom methods with practical suggestions
for use of the text, quizzes and other materials pertinent to teaching each chapter, description
of ancillary products (electronic resources on Evolve, instant translator, and online testbank),
examples of practical applications (medical language in context) for use in class, suggestions for
classroom activities and methods of other teachers. The organization of the textbook is as follows:
Chapters 1–4
Introductory chapters:
1. Basic Word Structure
2. Terms Pertaining to the Body as a Whole
3. Suffixes
4. Prefixes
These introductory chapters provide a foundation for the study of medical terminology. They
teach students to divide words into component parts, recognize basic combining forms, suffixes, and
prefixes, and know their meanings. In addition, students gain an understanding of the organization and
complexity of the body and become familiar with the location and function of major body organs.
Chapter 1 should be taught first because it is a basic introduction to medical terminology and
word analysis. I teach Chapters 2, 3, and 4 in that sequence, but other teachers have commented
that they prefer to teach 3 and 4 and then follow with Chapter 2. The text is designed to be flexible
so that you can experiment and teach the chapters in your own style.
vi INTRODUCTION
it will be for them to learn the material. This is a workbook and students should be encouraged
to use it in that manner. Don’t forget to tell your students about a portable audio companion I
have created called iTerms. Each term from the Pronunciation of Terms list in each chapter is
pronounced and defined in the Audio Glossary on the Student Evolve site.
Chapters 5–18
These chapters explore the terminology of body systems. Once the chapters 1-4 have been
completed, the body systems chapters can be presented in any order. The format of these chapters
follows a specific pattern that you may find useful to follow in teaching:
Introduction: gives an overview of the function of the system.
Anatomy: presents the organs of the system and their locations and functions. Students label
simple anatomical diagrams following the directions in the text, and in class, I teach the anatomical
terms directly from the diagrams. Students tell me that the flow diagrams are especially helpful in
study as they review and illustrate the relationship between individual organs within a body system.
Vocabulary: You may use this section as a review of terms previously taught in the anatomy
section or as reference for anatomical terms. I ask students to cover the side of the page with the
meanings and see if they can explain, in their own words, each term as we examine the list in class.
Terminology: This includes pertinent combining forms and illustrations of their use in medical
words. I do this list in class with students by asking them to say the word and give its meaning. I
arranged alphabetically, often anatomically, and by category for easy study and reference.
Clinical Procedures, Laboratory Tests, and Abbreviations: This section can be taught in class
or used as a reference for students, depending on the amount of time available. Often, clinical
procedures are divided into diagnostic and treatment sections.
Practical Applications: These are short examples of how the medical language is used in context.
They include actual medical reports, x-ray reports, autopsies, drug descriptions, case studies, and
laboratory records. Use these as short exercises in oral reading or as an interesting supplement
to the study of the terms in the chapter. Additional Practical Applications are included for every
chapter in this manual with questions for material in the text and manual. These questions should
help you engage students in dialogue and understanding terms in context. Use these short cases
INTRODUCTION vii
and paragraphs with the Medical Forms section as examples of how medical terms are used in the
“real world.” I hope that you will communicate any interesting way you use these forms via my
e-mail address, daviellenchabner@gmail.com.
Chapters 19–22
These chapters on specialized areas of medicine (Cancer Medicine, Radiology and Nuclear
Medicine, Pharmacology, and Psychiatry) continue the basic format of the systems chapters. Many
students who do not study these chapters in class find that they can study them on their own and
use them as reference for questions that may arise in their work situations.
Glossary and appendices
The Glossary contains a full listing of abbreviations, which should be of practical use, and a
Medical Word Parts—English list of all combining forms, suffixes, and prefixes used in the text.
An English—Medical Word Parts list follows and includes each English term with its medical
counterpart. In this section, I have added when to use a combining form when there are two or more
for a particular organ (i.e., nephr/o and ren/o). Again: let me know (daviellenchabner@gmail.com) if
this helps and communicate your own suggestions as well.
There are four Appendices.
Proposals for Courses
The design of The Language of Medicine is flexible so that it can be used in courses of varying
lengths. An example of a typical two-semester syllabus follows:
Outline for First-Semester Course (16 weeks, 3 hours a week, 48 hours)
Week 1 Basic Word Structure Chapter 1
Week 2 Terms Pertaining to the Body as a Whole Chapter 2
viii INTRODUCTION
MIDTERM EXAMINATION
Week 7 Urinary System Chapter 7
Week 8 Female Reproductive System Chapter 8
Week 9 Male Reproductive System Chapter 9
Week 10 Nervous System Chapter 10
Week 11 Nervous System
Week 12 Cardiovascular System Chapter 11
Week 13 Cardiovascular System
Week 14 Respiratory System Chapter 12
Week 15 Respiratory System
Week 16 Review
FINAL EXAMINATION
Outline for Second-Semester Course (16 weeks, 3 hours a week, 48 hours)
Week 1 Blood System Chapter 13
Week 2 Lymphatic and Immune Systems Chapter 14
Week 3 Musculoskeletal System Chapter 15
Week 4 Musculoskeletal System
Week 5 Skin Chapter 16
Week 6 Sense Organs: The Eye and the Ear Chapter 17
Week 7 Endocrine System Chapter 18
Week 8 Endocrine System
FINAL EXAMINATION
Another example of a course structure was suggested to me by Susan Webb, a medical
terminology instructor on Vancouver Island, British Columbia. She teaches a 12-week, 5-hours-a-
week (two 2½ hour sessions), 60-hour course. Here is the syllabus for her course:
Week 1 Basic Word Structure Chapter 1
Week 1 Terms Pertaining to the Body as a Whole Chapter 2
Week 2 Suffixes Chapter 3
Week 2 Prefixes Chapter 4
INTRODUCTION ix
Week 3 Additional Suffixes and Digestive System
Terminology
Chapters 5 and 6
Week 3 Urinary System Chapter 7
Week 4 Female Reproductive System Chapter 8
Week 4 Male Reproductive System Chapter 9
Week 5 Nervous System Chapter 10
Week 5 Cardiovascular System Chapter 11
Week 6 Respiratory System Chapter 12
It may not be possible to cover all the material in your proposed time frame. You must gauge
your pace to the ability of the students to absorb the material. My philosophy is to teach less and
do it well, rather than rush through the material. You and your students are the best judges of how
much of the book you will be able to cover. Students can always study chapters on their own and
use as reference the chapters that are not taught.
Classroom methods
While your teaching style will be characteristically your own, you may find the following ideas
helpful:
• Use the method of inquiry and discussion, in conjunction with lecture. Encourage student
participation by asking why and how questions. The goal is to relate medical terms to the
functioning and structure of the body, thereby putting the terms in their proper context.
What is an erythrocyte? How does it function? What enables it to carry oxygen? Why do body
cells need oxygen? What is anemia? Why is supplemental iron necessary in some forms of the
condition?
x INTRODUCTION
For instance, you might compare the pericardium and peritoneum to sheets of polyethylene
wrap, enveloping important organs such as the heart and abdominal viscera. Or neutrophils,
monocytes, and lymphocytes can be described as the combat forces in your body, fighting
against bacterial invasion. The relationship between air sacs (alveoli) and lung capillaries
resembles balloons surrounded by fishnetting. Relating the numerous prefixes to familiar
words is also helpful. Sub-and exo-, for example, can be associated with words like subma-
rine, subway, exit, and exile. I have included such memory tips in the Answers to Combining
Forms and Terminology sections in this manual.
• Use of a medical dictionary and/or dental dictionary is essential. This will enable students to
see how many different terms can be made using a single combining form with several dif-
ferent suffixes. Encyclopedic dictionaries give more than simple definitions of terms. They
explain disease processes and give information about symptoms and treatments. Students
should also be encouraged to use a dictionary when exploring the meanings of terms in the
Combining Forms and Terminology sections of the text. Personally, I like Mosby’s Diction-
ary of Medicine, Nursing & Health Professions for good images to illustrate terminology and
Miller-Keane Encyclopedia & Dictionary of Medicine, Nursing, & Allied Health for excellent
explanations of terms.
prints that are interesting to students as well.
• Give quizzes often. The tests motivate students to study and give the student, as well as the
teacher, an indication as to how learning is proceeding. Often I will allow a student to retake
his or her test in order to encourage mastery of the material. In addition to quizzes, I give
frequent spelling tests. Students write words that I pronounce aloud. On other occasions I
ask students to spell terms that are dictated and then we go over the terms and their meanings
as a review of the -vocabulary or combining forms and terminology lists. In the chapter
INTRODUCTION xi
sections of this manual, I have provided several different types of quizzes for use in classes.
These quizzes are:
1. Multiple Choice Quiz. These are easy to grade, but may not be as comprehensive as
other types of tests with more and different types of questions.
2. Exercise Quiz. These are taken from exercises at the end of each chapter; my
students find this helpful in knowing exactly what to study.
3. Dictation and Comprehension Quiz. I use this type of quiz often to quickly test
spelling and understanding of terms after each chapter. I may also add short answer
questions depending on what I have covered in each chapter.
7. Vocabulary Quiz. These are based on the terms in the vocabulary section in each chapter.
8. Review Sheet Quiz. These quizzes are based on the terms presented in the Review
Sheets throughout the text.
9. Abbreviations Quiz. These ask students to spell out each abbreviation and match it
with an associated sentence that helps the student understand the meaning of the
abbreviation.
10. Crossword Puzzle Quiz. These were created by Susan Webb of Vancouver Island, who
designed them for her medical terminology classes. Her students complete them in
class as a review before their regular quiz.
11. Practical Applications Quiz. These are short paragraphs with multiple choice
questions. You may use them for extra credit or for discussion in class after
completing each chapter.
xii INTRODUCTION
ancillary Products: evolve resources, instant translator, instructor’s
resource manual
Student evolve resources
Complimentary access to the online student resources on the Evolve website is included with
purchase of each new copy of The Language of Medicine, 11th edition. These resources contain
activities and information that will reinforce the medical terminology taught in each chapter of the
book. The purpose of the student resources is to allow students to use their newly acquired knowledge
of terminology in a way that is both fun and informative. A wide array of features—full-color images
instant translator
The Medical Language Instant Translator, 6th edition (for sale separately), will help students
while learning medical terminology and provide quick access to useful medically related information
as a professional resource. It is a convenient, pocket-sized book containing the following features:
• Instructions on how to analyze medical terms
• Word parts glossary (medical terms to English and English to medical terms)
• Commonly used abbreviations and symbols
• Frequently encountered acronyms and their meanings
• Section on eponyms
• Professional designations and their meanings
INTRODUCTION xiii
testbank and image Collection
An Instructor’s Electronic Resource is available to complement this tenth edition. The test
bank is accessible from the Instructor-secured EVOLVE site, with questions to use in creating
exams for your students. This electronic test bank will allow you to create your own quizzes, tests,
Please note:
You will notice the continued practice in The Language of Medicine, 11th edition, that the
possessive form with eponyms is dropped throughout. While the possessive form with eponyms
still remains acceptable, this text responds to a growing trend in medicine (i.e., Down syndrome,
Tourette syndrome, Apgar score) as well as to a need for clarity and consistency.* Since medical
dictionaries, wordbooks, and style manuals vary, the situation is often confusing for students and
professionals. If you are uncomfortable with this change in tradition, you may advise your students
to continue to be guided by sources such as Dorland’s Dictionary or an appropriate medical or
hospital reference.