STIC - Health Care: Workplace (Module 1)

Introduction to Medical Terminology and Pronunciation (Topic 1)

Content

Knowledge of common prefixes, suffixes, and root words of medical terminology is required. This lesson is different from the others in that it focuses exclusively on strategies for analyzing and understanding terminology. As a result, there is no real-world task; however, strategies learned in this lesson will be applied to pre-tasks and tasks in subsequent lessons. The task in this topic is a game, for which the instructor needs to create flash cards. The game also functions as an ice-breaker for the workshop.

Delivery

Make as many copies as necessary of the following handouts :

• Introductory Handout 1
• Introductory Handout 2
• Handout 1 Basic Definitions
• Handout 2 Forming and Spelling Medical Terms
• Handout 3 Singular and Plural Forms
• Handout 4 Spelling of Singular and Plural Medical Terms
• Handout 5 Chart - Suffixes, Prefixes and Roots
• Handout 6 Defining Medical Terms
• Handout 7 Body Parts
• Handout 8 Definitions
• Handout 9 Pronunciation

Write out the spelling rules of pre-task #1 on chart paper and prepare terminology in pre-task #6 on chart paper (see Methodology).

Materials needed: Two overhead transparencies of Handout 7 , access to a board or flip chart, overhead projector, flash cards (see Task in Methodology).

Methodology

Course Introduction

(15 minutes)

1. Because this is the first class of the terminology workshop, participants may have some pre-conceived ideas and expectations about learning new vocabulary. Explain that there are ways to determine the meaning of medical terms. These strategies will be the focus of the first lesson, but the focus of the workshop as a whole will be on using terminology in different health care situations. It is important that participants get a clear idea of the way the course will be delivered and about the role of terminology within a task-based curriculum. For this reason, a Workshop Outline and Introductory Handouts 1 and 2 are provided. Before distributing the handouts, summarize the information for the participants. Ask what they think it means to know a word and give them our definition, perhaps using an example. Also, make sure participants understand that their participation and involvement are critical to the success of the workshop. After all, they are the experts. Distribute the handouts and go over the outline as a whole class. Have the participants read the introduction. Check for understanding and answer any questions.

Introduction

(10 minutes)

1. Explain that the key to understanding medical terminology is to break it down into its component parts. A medical term is made up of common prefixes, suffixes, and roots. Most medical terms can be learned by analyzing each component. Write on the board or on chart paper the following words:

• PREFIX
• ROOT
• SUFFIX

Most medical terms have at least a root and either a suffix or prefix. Many terms have all three components. Elicit from the class the meaning of the above three words and ask for examples.

Answers: A prefix is a structure at the beginning of a word that modifies the root or roots. Not all medical terms have a prefix.

i.e.:

• sub/hepat/ic
• sub (which means under) is the prefix

A root is the foundation of the word. Each medical term is formed by combining at least one root with a suffix and/or a prefix.

i.e.:

• artr/itis
• artr (which means joint ) is the word root.

A suffix is an ending that modifies the root. Not all medical terms have a suffix.

i.e.:

• hepat/ic
• ic (meaning pertaining to) is the suffix.

An example of all three is intra/ven/ous.

i.e.:

• intra (which means inside) is the prefix.
• ven (which means vein ) is the root.
• ous (which means pertaining to) is the suffix.

The word intravenous means pertaining to inside of the veins.

2. Explain that when a medical term has more than one root, the roots are joined by a vowel, usually an o but sometimes an i.

i.e.:

• (i) bil / i / uria (bile + urine)
• (o) gastr / o / pylorus (stomach + pylorus)

The vowels "i" and "o" are used to join root to root or root to suffix. This is done so often that the vowel is usually attached to the root. This is called a combining form. Write an example on the board to illustrate.

i.e.:

• hydr o phobia (fear of the water)
• ur o logy (study of the urinary system)

Ask participants to match the definition with the correct word in Handout 1. Take up as a whole class.

Answers to Handout 1:

• 1) D
• 2) E
• 3) A
• 4)C
• 5) B

Pre-Tasks

(10 minutes) 1.

Rules for forming and spelling medical terms. Explain the five basic spelling rules and give examples on the board. The rules are as follows:

• A combining vowel is used to join root to root as well as root to any suffix beginning with a consonant.
• i.e.:
  • oste/o/arthr/o/pathy
  • (disease of the bone and joint)
• A combining vowel is not used before a suffix that begins with a vowel.
• i.e.:
  • ped/iatrics (treatment of children)
• If the root ends in a vowel and the suffix begins with the same vowel, drop the final vowel from the root and do not use a combining vowel.
• i.e.:
  • cardi/itis
  • carditis (heart inflammation)
• Usually a combining vowel is put between two roots even when the second root begins with a vowel.
• i.e.:
  • cardi/o/esophageal (pertaining to the heart and esophagus)
• Sometimes when a prefix ends in a vowel and the root begins with a vowel the final vowel is dropped from the prefix.
• i.e.:
  • para/enter/al
  • parenteral (outside of or not through the alimentary canal)

Have the rules prepared on chart paper so that participants can refer back to them. To check for comprehension ask participants to complete Handout 2. Take up with the whole class.

Answers to Handout 2

• 1)D
• 2)E, B
• 3)B
• 4)C
• 5)E, B
• 6)A
• 7)A
• 8)A
• 9)B
• 10)D, A

2. (15 minutes) (optional)

Explain how singular and plural forms of medical terms are formed. Most often plurals are formed by adding s or es to the end of the singular form. There are some exceptions. Distribute Handout 3 and read together with the whole class.

3. (30 minutes) (optional)

Ask students to complete Handout 4 on singular and plural medical terms and take it up with the whole class.

4. (25 minutes)

Defining Medical Terms. Explain that the meaning of the individual components combine to form the meaning of a medical term. As a general rule, begin by defining the suffix, then move to the root to complete the definition. Note that this does not apply to every medical term. Write a few examples on the board:

• Oste/o/arthr/o/pathy
• root/cv/root/cv/suffix

Begin by defining the word pathy then move to the beginning of the term. Answer - disease of bone (osteo) and joint (arthr).

• Cardi/o/pulmon/ary
• root/cv / root /suffix

Answer - pertaining to the heart and lungs.

• Epi/gastr/ic
• prefix/root/suffix

Answer - pertaining to the stomach.

5. (20 minutes)

Ask participants to read the chart (Handout 5) on word parts and their definitions. Have them work with a partner and use the chart to define the medical terms in Handout 6. Take up the answers with the whole class.

6. (25 minutes)

Ask participants to look at the diagram of the body (Handout 7) and to label the body parts using common everyday terms, i.e., heart, lung, bone. Using a transparency of Handout 7 with an overhead projector, take up the answers with the whole class. Have the following root words written on chart paper (see below). Elicit the medical root words for body parts from the whole class and write the correct medical term on the overhead transparency. (You may want to use a second transparency of Handout 7.) Read the medical terms together to practise pronunciation.

Root Words :

• cerebr/o
• colon/o
• pulmon/o
• tonsill/o
• pneum/o
• phren/o
• phleb/o
• ovari/o
• hepat/o
• gastr/o
• arteri/o
• cholecyst/o
• muscul/o
• thyr/o
• sinus/o
• oste/o
• cardi/o
• laryng/o
• appendic/o
• enter/o
• bronchi/o
• vagin/o
• balan/o
• test/o

7. (20 minutes)

To reinforce the medical vocabulary on body parts ask participants to complete Handout 8. Take up with the whole class. Read the medical terms together to practise pronunciation.

8. (20 minutes)

Go over some of the general pronunciation rules with the class using Handout 9. Repeat the words (in Handout 8) as many times as it is necessary to help the participants pronounce them properly.

Task

1. The instructor needs to create flash cards to play the following game. The object of this game is to produce as many medical terms as possible using a selection of the roots, suffixes, and prefixes written on the flash cards. Divide the participants into teams of three to four. Each participant in the team draws ten cards: five roots, three suffixes, and two prefixes. Each participant should try to create one term using their cards. If this is not possible, members should exchange cards within their team. If the team fails to produce at least three terms they must exchange cards with another team. Team members should make as many terms as possible within a time limit determined by the facilitator.

Afterwards, a representative from each team writes their list of terms on the board. Different colors indicating the components of the terms can be used. The teams get points for each term that they list. The class decides if a term is "real" and if a team gets a point. The team with the most terms wins. Additional points can be scored if the team members can explain the term in lay person's language.

Post-Task

• To be determined by facilitator

Downloads

All downloads are in Adobe Acrobat PDF.

Download a print version of the above lesson plan and related materials.

Workplace: Topic 1 [220 KB, 26 pages]

Download the complete Facilitator's Guide and Participant's Workbook.

• Full Facilitator's Guide - Occupational Terminology [1.5 MB, 253 pages]