Dictionaries Chapter 2 Question Four What You Help Students Who

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MEDICAL FORMS 641

Otolaryngology Associates

642 MEDICAL FORMS

GYN Women’s Health

Encounter Form

Injections

Breast

Cervix

MEDICAL FORMS 643

644 MEDICAL FORMS

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646 MEDICAL FORMS

MEDICAL FORMS 647

TEACHER TO TEACHER

This section contains selected responses of medical terminology teachers to a questionnaire about

methods and activities they use in their classrooms. I hope that this will be a springboard for

you to communicate with each other and share ideas about teaching. The questions are listed

below, and following is an alphabetical list of teachers who responded and included their name

and address. I want to thank all of you who took the time to share. Hopefully, you will continue to

send comments and suggestions to me via my e-mail (Daviellenchabner@gmail.com) or our new

website for teachers and students (http://evolve.elsevier.com/chabner/language).

Questionnaire

1. What activities or teaching aids have you developed to use in your classroom to make the

subject come alive?

2. Have you developed any interesting quiz formats that your students find helpful?

3. Have you developed any supplemental handouts that are helpful to students?

4. What do you do to help students who have poor English skills?

650 TEACHER TO TEACHER

Mary Lu Albee

Biology Department

Lewis & Clark Community College

Godfrey, Illinois

Jeanne Christen

Phoenix College

Phoenix, Arizona

Carol Conti

School of Nursing

Elizabeth General Medical Center

Elizabeth, New Jersey

Brenda Erickson

John A. Logon College

Carterville, Illinois

Thomas W. Owen

Billings Business College

Billings, Montana

Lu Ann Reicks

Iowa Central Community College

Fort Dodge, Iowa

Joy Renfro

Eastern Kentucky University

Richmond, Kentucky

Connie M. Schoon

Alpena Community College

Alpena, Michigan

Mary Schrader

Southwest Wisconsin Technical College

Teachers

TEACHER TO TEACHER 651

QUESTION ONE

What activities or teaching aids have you developed to use in your classroom to make the

subject come alive?

Albee: I require students to find one article/week with at least 20 medical terms that they

define and then summarize the article in common language.

Erickson: (1) Transparencies (color) for some sections; (2) made our own cassette tapes

dictating words at the end of each chapter; (3) flash cards.

Fuller: I have included speakers: oncologist, ophthalmologist, physical therapist, x-ray

technician, ER physician, and others.

Haueisen: When I teach body planes, positions, and cavities, I use E.L. Fudge cookies and

colored toothpicks to help the students see each body area. Each student gets

two cookies and one each of red, blue, yellow, and green toothpicks. After using

Howe: I use A&P films with each unit and play Jeopardy! or Family Feud as a review.

Leitheiser: Do some lab – microscope work; anatomical models, crossword puzzles, short

worksheets to do at the end of each lecture.

Owen: Videotapes of operations. Check with doctors’ offices for this type of material.

Schoon: Students are required to make their own flash cards and then with a partner, they

flash the cards and test each other. I photocopied the diagram of the heart with

the identified parts omitted. This was used to make a transparency, reduced to

fit their flash cards, and then became a question on the test. Having the diagram

without answers is an excellent study aid for students.

Schrader: I have prepared a telecourse based on The Language of Medicine. I also teach

a medical terminology course over ITV for students in our district and have

652 TEACHER TO TEACHER

the pathologist and MT. Each segment requires the student to understand the

abbreviation and terminology before moving to the next segment. This helps in

that they must explain to me what the tests are asking for. We have fun and

results then indicate quality of patient care.

Taylor: Students must make their own flash cards—especially for word parts.

Tolson: I use personal experiences as well as those that have been shared with me by

others.

Webb: I encourage students to study with a friend and it works! I also encourage the use

of flashcards and tapes, and bring in guest speakers.

Anonymous: Guest speakers, physician speakers, videos, illustrations of procedures (found in

physician’s library at local hospital).

QUESTION TWO

Have you developed any interesting quiz formats that your students ﬁnd helpful?

Albee: I select two or three paragraphs containing medical terminology and highlight

10 to 20 terms which the students define. If time permits, they summarize the

articles in common language.

James-Parks: My final exam is comprehensive, but it is done by the student outside the classroom.

Students are asked to select an article from a medical journal and rewrite a

portion of it by changing the medical terms into lay terms. This has proven to

be an interesting exercise that takes some thought and skill at interpretation of

terms.

TEACHER TO TEACHER 653

Webb: Each class begins with 10 minutes to do a crossword puzzle regarding the exam for

that night. We then do a 25-word spelling test. Then they do the exam for that night.

I use the flow charts and diagrams on the exam if there is one in the chapter.

Anonymous: I tell my students that I feel that their quiz grades are a grade for me and my

abilities as a teacher. Seems to relax them when I stress this.

Anonymous: The students grade one another in oral quizzes, listening to see if the term is

spelled correctly.

QUESTION THREE

Have you developed any supplemental handouts that are helpful to students?

Albee: I use crosswords or word searches for classroom and homework activities.

Erickson: (1) Supplemental drug (including new and unusual) and abbreviations handouts,

QUESTION FOUR

What do you do to help students who have poor English skills?

Christen: One-on-one tutoring-referral to learning center. It should be noted that medical

terminology is approached like learning any second language.

Erickson: I have prepared cassette tapes in which I dictate the terms at the end of the

chapter, pause so students can write the word, then spell the word so students can

immediately check their spelling. Some of our adult learners who have difficulty

spelling have found this to be very helpful.

654 TEACHER TO TEACHER

Anonymous: Individual tutoring if needed. Place in group with students who can assist them.

Anonymous: One-to-one tutoring is offered; all students participate in test reviews and read

the questions and answers (reading aloud helps everyone).

QUESTION FIVE

What is your method of grading and evaluating students’ work, and how do you encourage

and praise their efforts?

Anonymous: Any word misspelled is wrong; every term they get wrong I have them write

5 times correctly and then I give them half of the points they miss.

Albee: 20% of grade is weekly chapter quiz

20% of grade is based on the articles they bring in

40% of grade is 4 unit exams (4 to 6 chapters each)

69–74 D.

Fuller: 75% of grade comprises chapter examinations, 25% is comprehensive final.

Lowest grade is dropped. Final comprehensive exam is not dropped.

James-Parks: Unit exams equal two thirds3 of the final grade, and the final is third of the grade.

Owen: Always put number correct over total number/never use red to correct/believe it

or not, hand-drawn comical smiley faces for perfect papers work well.

Schoon: Personal talks and short notes on quizzes. First quiz is a no-brainer—everyone

gets 100%—a real morale booster at the beginning of semester.

Schrader: You might enjoy reading “The Teaching Professor.” There are often methods

shared by other faculty. I try very hard to give feedback. I use a system of name

cards to encourage students. As I call on a student with a question, I check the

student name card in my hand. If the student had difficulty with several questions

TEACHER TO TEACHER 655

Tolson: I give a test on each chapter and a separate spelling test on each chapter.

A comprehensive exam is also given.

Anonymous: I always mark a half point off for spelling and one1 point off for wrong answer.

Anonymous: Much verbal and written praise.

QUESTION SIX

What do you do to help students with pronunciation and spelling of medical terms?

Albee: We go over the word parts and examples together. Students take turns pronouncing

and defining the terms to get practice. I point out spelling difficulties with certain

terms as they come up.

Christen: Tapes are used, along with verbal sharing in class. Spelling is incorporated in

quizzes.

Fuller: Have them listen to tapes and pronounce words in class.

Schoon: Pronounce each term and they repeat after me. Then, divide into groups, have

them practice as groups while I stroll among them to make corrections and

QUESTION SEVEN

Do you have any special hints to teach medical terminology to handicapped (visually- or

hearing-impaired) students?

Chabner: One of my students has multiple sclerosis. I found that if I designed the exams for

all matching and multiple choice questions, she could easily circle items or put

numbers in answer spaces.

656 TEACHER TO TEACHER

Christen: Taped lectures for review. I tape quizzes and exams. We have a learning center

with special equipment for enlarging type.

Erickson: Hearing-impaired individuals can easily be accommodated with written materials.

If they can read lips, we dictate every term every class. Also, we provide a signer

for the hearing-impaired.

Schrader: I had a visually impaired student in the class and have used single-word audio

cards to spell and pronounce the term.

Sechrist: I allowed the one visually impaired student I had to sit closer to me and to the

board.

QUESTION EIGHT

What lessons have you developed to teach various sections in The Language of Medicine?

Albee: I also teach A and P and bring in models and transparencies to illustrate.

Schoon: We do most of this sort of thing with games, crosswords, word searches, regular

classroom drill, use of skeletons and models, group work, etc.

QUESTION NINE

Can you suggest ways of teaching terminology to a heterogeneous group of students (various

backgrounds and abilities)?

Albee: I use group work in class—having students work on defining terms in the practical

applications section in pairs or in small groups.

Christen: Utilization of increased student interaction. Increased use of humor and relation

to real-life situations.

Howe: I teach on at least three levels. I reinforce using personal experience or equate to

things they know. Also, they work together on teams.

James-Parks: I have developed a method of teaching medical terminology based on a method

called PSI (Personalized System of Instruction). It is a method of mastery

TEACHER TO TEACHER 657

Anonymous: I have students with less background as leaders in group sessions. Pride makes

them try harder!

Anonymous: The more advanced students help the slower ones. Study groups.

Anonymous: I bring the backgrounds of different types of students into the discussion in class.

Anonymous: Give examples of lay terms where the word parts are used. Common words can be

identified with and the background of the student doesn’t matter.

QUESTION TEN

Do you have any humorous handouts to share with other teachers?

(I have put together some of these handouts and included them in the next sections, Common

Usage Terms and Medical Terminology Bloopers and Jokes.)

Erickson: Besides a few assorted cartoons, I have a collection of Frank & Ernest cartoons