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Medical Terminology for Health Professions, © 2017, 2013 Cengage Learning
Eigth Edition
WCN: 02-200-203
Ann Ehrlich, Carol L. Schroeder,
Laura Ehrlich, and Katrina A. Schroeder ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced, transmitted, stored, or used in any form or by
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CONTENTS
Preface xii
v
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vi CONTENTS
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CONTENTS vii
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viii CONTENTS
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CONTENTS ix
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x CONTENTS
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CONTENTS xi
Centesis / 472
Imaging Techniques / 473
Barium / 473
Nuclear Medicine / 477
Pharmacology / 480
Complementary and Alternative Medicine / 483
Abbreviations Related to Diagnostic Procedures, Nuclear Medicine, and
Pharmacology / 485
Learning Exercises / 487
The Human Touch: Critical Thinking Exercise / 498
Index / 597
Flash Cards / 646
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PREFACE
TO THE LEARNER
Welcome to the world of medical terminology! Learning this special language is an important
step in preparing for your career as a health care professional. Here’s good news: learning med-
ical terms is much easier than learning a foreign language because you are already familiar with
quite a few of the words, such as appendicitis and tonsillectomy. Understanding new words
becomes easier with the discovery that many of these terms are made up of interchangeable
word parts that are used in different combinations. Once you understand this, you’ll be well on
your way to translating even the most difficult medical terms, including words you have never
seen before. You’ll be amazed to see how quickly your vocabulary will grow!
This book and the accompanying learning materials are designed to make the process as
simple as possible. Review the “How to Use This Book” section so you can find your way around
easily. Once you become comfortable with the format, you’ll discover you are learning faster
than you ever imagined possible.
CHAPTER ORGANIZATION
The text is designed to help you master medical terminology. It is organized into 15 chapters,
the Word Part Review, the Comprehensive Medical Terminology Review, three appendices, an
index, and removable flashcards. To gain the most benefit from your use of this text, take
advantage of the many features, including the “Learning Exercises” plus the “Human Touch”
stories and discussion questions that are included at the end of each chapter.
Primary terms are the most important terms in a chapter. When first introduced, the term
appears in boldface and, if appropriate, is followed by the “sounds-like” pronunciation. Only
primary terms are used as correct answers in the exercises and tests.
Secondary terms appear in cyan italics. These terms, which are included to clarify the
meaning of a primary term, are sometimes used as distracters, but not as correct answers, in
exercises or tests.
Each chapter begins with a vocabulary list consisting of 15 word parts and 60 medical
terms selected from among the primary terms in the chapter. Note: If your instructor is using the
Simplified Syllabus version of this course, these are the terms that you will be expected to learn
for all quizzes, tests, and exams.
xii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xiii
rtant
prim
CD-R
OM an
d Au
dio □
□
(F
TERM
INO
LOG
which
appe hout
the ch ary te
□
gastra IS-tyou-la
lgia (g
Y
prim ar in rms ar h)
Because each body system stands alone, you can study these Word
ary te
rms.
oran ap
ge ita ter. Second e shown
lics, cl
arify
the m
ar y term
s,
in
□
□
ga
ge
ga stritis
strosi
rontol
s (gas
as-T
(gas-T RAL-jee-
RY-ti
-TRO
s)
ah)
eaning □ H-sis)
Part of hem ogist
□ s (jer-
chapters in any sequence. Each chapter begins with an over- □
□
-algia
dys-
pain,
painfu
l cond □
□
□
hepa
hype
orrh
age
al
rtensi y (hep-a
on-T
tomeg (HEM-or- L-oh-jist)
O
idj)
-ectom ition hypo on (h h-toh-
□ y su □ tensio igh-pe MEG
-ah-le
view of the structures and functions of that system so you can □
□
hype
hypo
-itis
-
r- ex
rgical
cessiv removal,
e, incr
eased
cutti
ng ou
t
□
□
ile
infect
um (I
ilium LL-ee-um
(ILL-e
n
e-
(h igh-po
)
r-TE
h-TE
N-shu
N-shu
n)
n)
e)
□ □ path y-eh-L
-rrhap rge myo y (m
y-OP- OP-ah-th
□
Chapter 15 introduces basic diagnostic procedures, □
□
-rrhea
-rrhex
hy su
is ru
rgical
suturin
g
□
□
□
neon
neur
rrhe
atolog
xis (m
y
itis (n (nee-oh-
y-oh
ah
-R
-thee
ECK
)
-sis)
ee)
GOL-
yn
otorhi gology (o oh-plas-
nola
ryng
EW-r
h-toh-
lar-in
tee)
-jee)
angi
TEE-
acro
nym
sis)
(ACK
-r
sis (a
b-do
m-ih
-noh
-sen- □
□
□
perina
ation
ta
postna l (pehr-ih
tal (p
(p al-PAY
-N
-shun)
h-lar-
in-
□ ogra
phy (a oh-nim) prog ohst-N AY-tal)
appe n-jee- □ nosis AY-ta
□ ndec
section on alternative and complementary medicines. This □
□
appe
arteri
ndic
on
tomy
itis (a
(ap-en
h-pe
OG-ra
-DEC
n-dih- K-toh-m
h-fee)
□
□
pros
pr ostrat
pyeliti e (PROS- )
(p
tate (P rog-NOH
RO S-tayt
-s is)
l)
diagno
lg
omy
(k oh-L
r-
colost ia (ar-TH tee-ree-oh eh-KROH
RAL-
je e-ah
-n
-skleh
-ROH
-sis)
□
□
□
subc
su pi
erma
ostal
natio
(pye
(sub-K
-oh-D )
O
E-tis
ER-m
ah)
□ sis (d AHS- ) -sis) su n (soo S-tal)
edem ye-ag- to h-mee □ pp uratio -pih
□ a (eh-
D
NOH
-sis) ) supr n (sup -NAY-shu
enda □ acos
□ rteria EE-mah) sympt tal (s -you
-RAY
n)
□
endo
scop
l (end
-ar-TE □ om (S ue-prah- -shun)
y (en- E-ree- synd IMP- KOS-
you prepare for your final examination. It includes study tips, CHAPTER 1
practice exercises, and a simulated final test; however, be aware LEARNING EXERCISES
that none of these questions are from the actual final test.
MATCHING WORD PARTS 1
Appendices
Write the correct answer in the middle column.
________________________________________ -algia
1.3.
excessive, increased
liver
________________________________________
________________________________________
dys-
-ectomy
convenient alphabetic reference for the medical word parts. ________________________________________ hepat/o
When you don’t recognize a word part, you can look it up here.
MATCHING WORD PARTS 2
Appendix B: Abbreviations and Their Meanings is an Write the correct answer in the middle column.
meanings. Abbreviations are important in medicine, and 1.7. abnormal softening ________________________________________ -itis
________________________________________ -malacia
________________________________________
Possible Answers
-ostomy
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xiv PREFACE
Student Resources
The following resources are included with your textbook to provide even more
help as you study.
n Flashcards. Improve your knowledge and test your mastery by using the
flashcards provided in the last section of the book. Remove these perfo-
rated pages carefully and then separate the cards. Flashcards are an effec-
tive study aid for use even when you have only a small amount of time.
n Online Resources. A student companion website is available to
accompany a new textbook that includes slide presentations created
®
in PowerPoint and animations.
1. Go To: http://www.CengageBrain.com.
2. Register as a new user or log in as an existing user if you already have
an account with Cengage Learning or CengageBrain.com
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
ACKNOWLEDGEMENTS
It is a pleasure to introduce Katrina A. Schroeder, RD, and Laura Ehrlich, RN, as our new co-
authors of Medical Terminology for Health Professions. They bring a fresh and professional per-
spective to this textbook as it enters its third decade. As always, we are very grateful for the input
of the many reviewers, and instructors who volunteer feedback, who are an invaluable resource
in guiding this book as it evolves. Their insights, comments, suggestions, and attention to detail
are very important in making the text, and its many resources, up-to-date and accurate.
Thanks also to the editorial and production staff of Cengage Learning for their very profes-
sional and extremely helpful assistance in making this revision possible, especially our editors,
Deb Myette-Flis and Laura Stewart. Deb Myette-Flis deserves special recognition for her stead-
fast support for this project throughout the past five editions.
Please note that a portion of the royalties for this textbook provide scholarships for lymph-
edema therapists, helping to address a nation-wide shortage in this field.
Ann Ehrlich and
Carol L. Schroeder
REVIEWERS
Diane R. Benson, CMA (AAMA), BSHCA, MSA, David Pintado, MD, CCMA,
CDE, ASE, CFP, MRS, CPC, CBCS, AHA BCLS/ Health Care Program Practicum Coordinator
First Aid-Instructor Karan A. Serowik, M.Ed, RMA, CCMA,
Professor Nationally Certified Phlebotomist,
Carol J. Kirkner Ed.D., MT, ASCP, Program Director, Healthcare
Dean—Division of Health Sciences David Stump-Foughty, M.Ed., CPC, MIBC
Program Director
xv
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HOW TO USE THIS BOOK
VOCABULARY LIST
The second page of each chapter is a 75-item vocabulary
list. This list includes 15 key word parts with their meanings
and 60 important terms for the chapter with their pronun-
ciations. This immediately alerts you to the key terms in the
chapter and acts as a review guide. Next to each term is a
box so you can check off each term when you’ve learned it.
LEARNING OBJECTIVES
The beginning of each chapter lists learning objectives to
help you understand what is expected of you as you read
the text and complete the exercises. These objectives are set
off with a colored bar for easy identification.
ART PROGRAM
Our art program includes hundreds of photos and full-color illus-
trations that help clarify the text and contain important additional
information. Review each illustration and read its caption carefully
for easy and effective learning.
xvi
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HOW TO USE THIS BOOK xvii
“SOUNDS-LIKE” PRONUNCIATION
SYSTEM
The sounds-like pronunciation system makes pronunciation easy by
respelling the word with syllables you can understand—and say—at a
glance. Simply pronounce the term just as it appears in parentheses,
accenting the syllables as follows:
WORD PARTS
Because word parts are so important to learning medical terminology,
whenever a term made up of word parts is introduced, the definition is
followed (in parentheses) by the word parts highlighted in magenta
and defined.
LEARNING EXERCISES
Each chapter includes 100 Learning Exercises in a variety of formats
that require a one- or two-word written answer. Writing terms,
rather than just circling a multiple-choice option, reinforces learning
and provides practice in writing and spelling the terms.
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xviii HOW TO USE THIS BOOK
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 1
INTRODUCTION
TO MEDICAL
TERMINOLOGY
Overview of
INTRODUCTION TO MEDICAL TERMINOLOGY
Primary Medical Terms Primary terms enable you to give priority to the most important
words in your study of medical terminology. These terms are
shown in black boldface.
Word Parts Are the Key An introduction to word parts and how they are used to create
complex medical terms.
Word Roots The word parts that usually, but not always, indicate the part of
the body involved.
Combining Form A word root that has a vowel, usually the letter “o,” put on the
end before the addition of another word root or a suffix.
Suffixes The word part attached at the end of a word that usually, but not
always, indicates the procedure, condition, disorder, or disease.
Prefixes The word part attached at the beginning of a word that usually,
but not always, indicates location, time, number, or status.
Determining Meanings on Knowledge of word parts helps decipher medical terms.
the Basis of Word Parts
Medical Dictionary Use Guidelines to make looking up a term easier.
Pronunciation Learn how to pronounce words correctly using the “sounds-like”
pronunciation system and audio files.
Spelling Is Always Important A single spelling error can change the entire meaning of a term.
Singular and Plural Endings Unusual singular and plural endings used in medical terms.
Basic Medical Terms Terms used to describe disease conditions.
Look-Alike, Sound-Alike Clarification of confusing terms and word parts that look or
Terms and Word Parts sound similar.
Using Abbreviations Caution is always important when using abbreviations.
1
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2 CHAPTER 1
This list contains essential word parts and medical & erythrocyte (eh-RITH-roh-sight)
terms for this chapter. These and the other & fissure (FISH-ur)
important primary terms are shown in boldface & fistula (FIS-chuh-lah)
& gastralgia (gas-TRAL-jee-ah)
throughout the chapter. Secondary terms, which
& gastritis (gas-TRY-tis)
appear in cyan italics, clarify the meaning of primary
& gastroenteritis (gas-troh-en-ter-EYE-tis)
terms.
& gastrosis (gas-TROH-sis)
& hemorrhage (HEM-or-idj)
Word Parts & hepatomegaly (hep-ah-toh-MEG-ah-lee)
& hypertension (high-per-TEN-shun)
& -algia pain, suffering
& hypotension (high-poh-TEN-shun)
& dys- bad, difficult, or painful
& infection (in-FECK-shun)
& -ectomy surgical removal, cutting out
& inflammation (in-flah-MAY-shun)
& hyper- excessive, increased
& interstitial (in-ter-STISH-al)
& hypo- deficient, decreased
& intramuscular (in-trah-MUS-kyou-lar)
& -itis inflammation
& laceration (lass-er-AY-shun)
& -osis abnormal condition, disease
& lesion (LEE-zhun)
& -ostomy the surgical creation of an artificial
& malaise (mah-LAYZ)
opening to the body surface & mycosis (my-KOH-sis)
& -otomy cutting, surgical incision & myelopathy (my-eh-LOP-ah-thee)
& -plasty surgical repair & myopathy (my-OP-ah-thee)
& -rrhage bleeding, abnormal excessive fluid & myorrhexis (my-oh-RECK-sis)
discharge & natal (NAY-tal)
& -rrhaphy surgical suturing & neonatology (nee-oh-nay-TOL-oh-jee)
& -rrhea flow or discharge & neurorrhaphy (new-ROR-ah-fee)
& -rrhexis rupture & otorhinolaryngology (oh-toh-rye-noh-lar-in-
& -sclerosis abnormal hardening
GOL-oh-jee)
& palpation (pal-PAY-shun)
& palpitation (pal-pih-TAY-shun)
Medical Terms & pathology (pah-THOL-oh-jee)
& abdominocentesis (ab-dom-ih-noh- & phalanges (fah-LAN-jeez)
sen-TEE-sis) & poliomyelitis (poh-lee-oh-my-eh-LYE-tis)
& acronym (ACK-roh-nim) & prognosis (prog-NOH-sis)
& acute & pyoderma (pye-oh-DER-mah)
& angiography (an-jee-OG-rah-fee) & pyrosis (pye-ROH-sis)
& appendectomy (ap-en-DECK-toh-mee) & remission
& arteriosclerosis (ar-tee-ree-oh-skleh-ROH-sis) & sign
& arthralgia (ar-THRAL-jee-ah) & supination (soo-pih-NAY-shun)
& colostomy (koh-LAHS-toh-mee) & suppuration (sup-you-RAY-shun)
& cyanosis (sigh-ah-NOH-sis) & supracostal (sue-prah-KOS-tal)
& dermatologist (der-mah-TOL-oh-jist) & symptom (SIMP-tum)
& diagnosis (dye-ag-NOH-sis) & syndrome (SIN-drohm)
& diarrhea (dye-ah-REE-ah) & tonsillitis (ton-sih-LYE-tis)
& edema (eh-DEE-mah) & trauma (TRAW-mah)
& endarterial (end-ar-TEE-ree-al) & triage (tree-AHZH)
& eponym (EP-oh-nim) & viral (VYE-ral)
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
INTRODUCTION TO MEDICAL TERMINOLOGY 3
LEARNING OBJECTIVES
-ology
ia
-os
-alg ab-
is
-itis
leu
rhin
k/o
-
pre-
/o-
neu
r/o-
gastr
/o - b-
su
hypo-
FIGURE 1.1 Word parts (word roots, combining forms, suffixes, and prefixes) make up most medical terms.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
4 CHAPTER 1
n The types of word parts and the rules for their use are 3. A suffix usually, but not always, indicates the proce-
explained in this chapter. Learn these rules and follow dure, condition, disorder, or disease.
them. n A suffix always comes at the end of the word.
n When a term is made up of recognizable word parts, these n You’ll know a word part is a suffix when it is shown
word parts and their meanings are included with the def- with a hyphen (-) preceding it. For example, the
inition of that term. These word parts appear in magenta. suffix -itis means inflammation.
n The majority of the word parts used in medical 4. A prefix usually, but not always, indicates location,
terminology are of Latin origin, some are derived time, number, or status.
from Greek, and a few are from other languages.
n A prefix always comes at the beginning of a word.
n The Learning Exercises for each chapter include a
n You’ll know a word part is a prefix when it is shown
“Challenge Word Building” section to help develop
followed by a hyphen (-). For example, hyper-
your skills in working with word parts.
means excessive or increased.
n A Word Part Review follows Chapter 2. This section
provides additional word part practice and enables
you to evaluate your progress toward mastering the
meaning of these word parts. WORD ROOTS
Word roots act as the foundation for most medical terms.
The Four Types of Word Parts They usually, but not always, describe the part of the body
The four types of word parts used to create many medical that is involved (Figure 1.2). As shown in Table 1.2, some
terms are word roots, combining forms, suffixes, and pre- word roots indicate color.
fixes. Guidelines for their use are shown in Table 1.1.
Nerve (neur/o)
TABLE 1.1
Word Part Guidelines Joint (arthr/o)
1. A word root cannot stand alone. A suffix must
always be added at the end of the word to com-
plete the term.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
INTRODUCTION TO MEDICAL TERMINOLOGY 5
TABLE 1.2
Word Roots and Combining Forms Indicating Color
cyan/o means blue Cyanosis (sigh-ah-NOH-sis) is blue discoloration of the skin caused by a lack of ade-
quate oxygen in the blood (cyan means blue, and -osis means abnormal condition or
disease).
erythr/o means red An erythrocyte (eh-RITH-roh-sight) is a mature red blood cell (erythr/o means red,
and -cyte means cell).
leuk/o means white A leukocyte (LOO-koh-sight) is a white blood cell (leuk/o means white, and -cyte
means cell).
melan/o means black Melanosis (mel-ah-NOH-sis) is any condition of unusual deposits of black pigment in
body tissues or organs (melan means black, and -osis means abnormal condition or
disease).
poli/o means gray Poliomyelitis (poh-lee-oh-my-eh-LYE-tis) is a viral infection of the gray nerve tissue of
the spinal cord (poli/o means gray, myel means spinal cord, and -itis means
inflammation).
Combining Forms Vowels A combining vowel is used when the suffix begins with
a consonant. For example, when neur/o (nerve) is joined
A combining form includes a vowel, usually the letter
with the suffix -plasty (surgical repair) or -rrhaphy (surgi-
o, added to the end of a word root. It is usually added
cal suturing), the combining vowel o is used because
to make the resulting medical term easier to pro-
-plasty and -rrhaphy both begin with a consonant.
nounce. The rules for the use of a combining vowel
are as follows: n Neuroplasty (NEW-roh-plas-tee) is the surgical repair
of a nerve.
n When two word roots are joined, a combining vowel is
always added to the first word root. A combining vowel n Neurorrhaphy (new-ROR-ah-fee) is suturing together
is used at the end of the second word root only if the the ends of a severed nerve.
suffix begins with a consonant. A combining vowel is not used when the suffix begins
n For example, the term gastroenteritis combines with a vowel. For example, the word root tonsill means
two word roots with a suffix: when gastr (stomach) tonsils. No combining vowel is needed when adding either
is joined with the word root enter (small intestine), -itis (inflammation) or -ectomy (surgical removal) to ton-
a vowel is used to make the combining form sill, because they both start with a vowel (Figure 1.3).
gastr/o. These suffixes complete the term and tell us what is hap-
n The word root enter is joined to -itis without a com- pening to the tonsils.
bining vowel because this suffix begins with a vowel. n Tonsillitis (ton-sih-LYE-tis) is an inflammation of the
Gastroenteritis (gas-troh-en-ter-EYE-tis) is an inflam- tonsils.
mation of the stomach and small intestine. n A tonsillectomy (ton-sih-LECK-toh-mee) is the surgi-
cal removal of the tonsils.
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6 CHAPTER 1
FIGURE 1.3 The term tonsillitis is created by adding the suffix -itis to the word root tonsill.
(crani means skull, and -um is a noun ending). Suffixes Suffixes Meaning “Abnormal
that are commonly used as noun endings are shown in
Condition or Disease”
Table 1.3.
In medical terminology, many suffixes, such as -osis,
mean “abnormal condition or disease.” For example,
Suffixes Meaning “Pertaining To” gastrosis (gas-TROH-sis) means any disease of the stom-
An adjective is a word that defines or describes. In medi- ach (gastr means stomach, and -osis means abnormal
cal terminology, many suffixes meaning “pertaining to” condition or disease). Commonly used suffixes meaning
are used to change the meaning of a word root into an abnormal condition or disease are shown in Table 1.5.
adjective. For example, the word root cardi means heart,
and the suffix -ac means pertaining to. Once combined,
Suffixes Related to Pathology
they form the term cardiac (KAR-dee-ack), an adjective
that means pertaining to the heart. Commonly used suf- Pathology (pah-THOL-oh-jee) is the study of all aspects
fixes meaning pertaining to are shown in Table 1.4. of diseases (path means disease, and -ology means study
of). Suffixes related to pathology describe specific disease
conditions.
n -algia means pain and suffering. Gastralgia (gas-TRAL
-jee-ah), also known as a stomachache, means pain in
TABLE 1.3 the stomach (gastr means stomach, and -algia means
Suffixes as Noun Endings pain).
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INTRODUCTION TO MEDICAL TERMINOLOGY 7
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8 CHAPTER 1
FIGURE 1.5 The term prenatal is created by joining the suffix -al to the word root nat and then adding the prefix pre-.
PREFIXES
A prefix is sometimes added to the beginning of a word to
iStockphoto/Chris Downie
influence the meaning of that term. Prefixes usually, but not
always, indicate location, time, or number. See Table 1.6 for
a list of prefixes describing direction, quantity, size, and
amount. The term natal (NAY-tal) means pertaining to
birth (nat means birth, and -al means pertaining to). The
following examples show how prefixes change the meaning FIGURE 1.6 The prenatal development of a fetus (baby).
of this term (Figures 1.5–1.8).
n Prenatal (pre-NAY-tal) means the time and events
before birth (pre- means before, nat means birth, and
-al means pertaining to).
Jozsef Szasz-Fabian/www.Shutterstock.com
n Perinatal (pehr-ih-NAY-tal) refers to the time and
events surrounding birth (peri- means surrounding,
TABLE 1.6
Prefixes Describing Direction, Quantity, Size,
and Amount FIGURE 1.7 A perinatal event of the umbilical cord being
cut immediately after the baby is born.
ab- away from, negative, ad- toward, to, in the
absent direction of
ex- out of, outside, away in- in, into, not, without
from
pre- before post- after, behind FIGURE 1.8 A happy postnatal moment as the parents
bond with their new baby.
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INTRODUCTION TO MEDICAL TERMINOLOGY 9
nat means birth, and -al means pertaining to). This n As you separate the word parts, identify the meaning
is the time just before, during, and just after birth. of each. Identifying the meaning of each part should
n Postnatal (pohst-NAY-tal) refers to the time and give you a definition of the term.
events after birth (post- means after, nat means birth, n Because some word parts have more than one meaning,
and -al means pertaining to). it also is necessary to determine the context in which the
term is being used. As used here, context means to
Contrasting and Confusing Prefixes determine which body system this term is referring to.
Some prefixes are confusing because they are similar in n If you have any doubt, use your medical dictionary or a
spelling but opposite in meaning. The more common trusted online source to double-check your definition.
prefixes of this type are summarized in Table 1.7. n Be aware that not all medical terms are made up of
word parts.
Media Link
Watch an animation on How Word Parts Work
An Example to Take Apart
Together on the Online Resources.
Look at the term otorhinolaryngology (oh-toh-rye-noh-
lar-in-GOL-oh-jee) as shown in Figure 1.9. It is made up
of two combining forms, a word root, and a suffix. This is
DETERMINING MEANINGS ON how it looks when the word parts have been separated by
working from the end to the beginning.
THE BASIS OF WORD PARTS n The suffix -ology means the study of.
Knowing the meaning of the word parts often makes it n The word root laryng means larynx or throat.
possible to figure out the definition of an unfamiliar med- The combining vowel is not used here because the
ical term. word root is joining a suffix that begins with a vowel.
n The combining form rhin/o means nose. The combin-
Taking Terms Apart ing vowel is used here because the word root rhin is
To determine a word’s meaning by looking at the compo- joining another word root beginning with a consonant.
nent pieces, you must first separate it into word parts. n The combining form ot/o means ear. The combining
n Always start at the end of the word, with the suffix, and vowel is used here because the word root ot is joining
work toward the beginning. another word root beginning with a consonant.
TABLE 1.7
Contrasting Prefixes: Opposites
ab- means away from. ad- means toward or in the direction of.
Abnormal means not normal or away from normal. Addiction means being drawn toward or having a
strong dependence on a drug or substance.
dys- means bad, difficult, or painful. eu- means good, normal, well, or easy.
Dysfunctional means an organ or body part that is not Eupnea means easy or normal breathing.
working properly.
sub- means under, less, or below. super-, supra- mean above or excessive.
Subcostal means below a rib or ribs. Supracostal means above or outside the ribs.
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10 CHAPTER 1
OTORHINOLARYNGOLOGY
OT/O RHIN/O LARYNG -OLOGY
(study of the ears, = + + +
(ear) (nose) (throat) (study of)
nose, and throat)
FIGURE 1.9 To determine the meaning of a medical term, the word parts are separated working from the end of the word
toward the beginning.
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INTRODUCTION TO MEDICAL TERMINOLOGY 11
TABLE 1.8
Guidelines to Looking Up the Spelling of Unfamiliar Terms
If it sounds like It may begin with Example
Look Under Categories terms; however, it is important that you rely on a site,
such as the National Institutes of Health (NIH) website
Most printed dictionaries use categories such as Diseases
(http://www.nih.gov), which is known to be a reputable
and Syndromes to group disorders with these terms in
information source.
their titles. For example:
n For better results, an Internet search should include
n Sexually transmitted disease would be found under
visits to at least two reputable sites. If there is a major
Disease, sexually transmitted.
difference in the definitions, go on to a third site.
n Fetal alcohol syndrome would be found under Syn- Sometimes search engine results will include a site
drome, fetal alcohol. that is not necessarily trustworthy but has paid for
n When you come across such a term and cannot find it good placement.
listed by the first word, the next step is to look under n Beware of suggested search terms. If you do not spell a
the appropriate category. term correctly, a website may guess what you were
searching for. Make sure to double-check that the term
Multiple-Word Terms you are defining is the intended term.
When you are looking for a term that includes more than The same caution applies to medical dictionary
one word, begin your search with the last term. If you do applications on handheld devices. Make sure that the
not find it there, move forward to the next word. application comes from a reputable source, and always
double-check that this definition is for the term that you
n For example, congestive heart failure is sometimes
intended to look up.
listed under Heart failure, congestive.
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12 CHAPTER 1
accepted pronunciation of that word appears in parenthe- spellings used in other English-speaking countries
ses next to the term. such as England, Australia, and Canada.
The sounds-like pronunciation system is used in
this textbook. Here the word is respelled using normal
English letters to create sounds that are familiar. To pro- SINGULAR AND PLURAL
nounce a new word, just say it as it is spelled in the ENDINGS
parentheses.
n The part of the word that receives the primary Many medical terms have Greek or Latin origins. As a
(most) emphasis when you say it is shown in result of these different origins, there are unusual rules
uppercase boldface letters. For example, edema for changing a singular word into a plural form. In addi-
(eh-DEE-mah) is swelling caused by an abnormal tion, English endings have been adopted for some com-
accumulation of fluid in cells, tissues, or cavities of monly used terms.
the body. n Table 1.9 provides guidelines to help you better
n A part of the word that receives secondary (less) understand how these plurals are formed.
emphasis when you say it is shown in boldface n Also, throughout the text, when a term with an
lowercase letters. For example, appendicitis (ah- unusual singular or plural form is introduced, both
pen-dih-SIGH-tis) means an inflammation of the forms are included. For example, the phalanges
appendix (appendic means appendix, and -itis means (fah-LAN-jeez) are the bones of the fingers and toes
inflammation). (singular, phalanx) (Figure 1.10).
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INTRODUCTION TO MEDICAL TERMINOLOGY 13
TABLE 1.9
Guidelines to Unusual Plural Forms
Guideline Singular Plural
If the singular term ends in the suffix -a, the plural is usually bursa bursae
formed by changing the ending to -ae. vertebra vertebrae
If the singular term ends in the suffix -ex or -ix, the plural is appendix appendices
usually formed by changing these endings to -ices. index indices
If the singular term ends in the suffix -is, the plural is usually diagnosis diagnoses
formed by changing the ending to -es. metastasis metastases
If the singular term ends in the suffix -itis, the plural is usually arthritis arthritides
formed by changing the -is ending to -ides. meningitis meningitides
If the singular term ends in the suffix -nx, the plural is usually phalanx phalanges
formed by changing the -x ending to -ges. meninx meninges
If the singular term ends in the suffix -on, the plural is usually criterion criteria
formed by changing the ending to -a. ganglion ganglia
If the singular term ends in the suffix -um, the plural usually is diverticulum diverticula
formed by changing the ending to -a. ovum ova
If the singular term ends in the suffix -us, the plural is usually alveolus alveoli
formed by changing the ending to -i. malleolus malleoli
Phalanx
(singular) -ectomy, -ostomy, and -otomy
n -ectomy means surgical removal. An appendectomy
(ap-en-DECK-toh-mee) is the surgical removal of the
appendix (append means appendix, and -ectomy
means surgical removal).
n -ostomy means the surgical creation of an
artificial opening to the body surface. A colostomy
(koh-LAHS-toh-mee) is the surgical creation of
an artificial excretory opening between the colon
and the body surface (col means colon, and
-ostomy means the surgical creation of an artificial
opening).
n -otomy means cutting or a surgical incision. A colot-
omy (koh-LOT-oh-mee) is a surgical incision into the
FIGURE 1.10 Singular and plural endings. A phalanx is
one finger or toe bone. Phalanges are more than one colon (col means colon, and -otomy means a surgical
finger or toe bones. incision).
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14 CHAPTER 1
TABLE 1.10
Basic Medical Terms to Describe Disease Conditions
A sign is objective evidence of dis- A symptom (SIMP-tum) is subjec- A syndrome (SIN-drohm) is a set of
ease, such as a fever. Objective tive evidence of a disease, such as signs and symptoms that occur
means the sign can be evaluated pain or a headache. Subjective together as part of a specific dis-
or measured by the patient or means that it can be evaluated or ease process.
others. measured only by the patient.
An acute condition has a rapid A chronic condition is of long A remission is the temporary,
onset, a severe course, and a duration. Although such diseases partial, or complete disappear-
relatively short duration. can be controlled, they are rarely ance of the symptoms of a disease
cured. without having achieved a cure.
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INTRODUCTION TO MEDICAL TERMINOLOGY 15
Ilium
a part of the
hip bone
Ileum
a portion of the
small intestine
FIGURE 1.11 There is only one letter difference between ileum and ilium, but they are very different parts of the body.
n Malaise (mah-LAYZ) is a word of French origin refer- myc/o, myel/o, and my/o
ring to a feeling of general discomfort or uneasiness
n myc/o means fungus. Mycosis (my-KOH-sis)
that is often the first indication of an infection or other
describes any abnormal condition or disease caused
disease.
by a fungus (myc means fungus, and -osis means
n An exudate (ECKS-you-dayt) is a fluid, such as pus, abnormal condition or disease).
that leaks out of an infected wound.
n myel/o means bone marrow or spinal cord. The term
n Inflammation (in-flah-MAY-shun) is a localized myelopathy (my-eh-LOP-ah-thee) describes any
response to an injury or to the destruction of tissues. pathologic change or disease in the spinal cord (myel/o
The key indicators of inflammation are (1) erythema means spinal cord or bone marrow, and -pathy
(redness), (2) hyperthermia (heat), (3) edema means disease).
(swelling), and (4) pain. These are caused by extra
n my/o means muscle. The term myopathy (my-OP-
blood flowing into the area as part of the healing
ah-thee) describes any pathologic change or disease of
process.
muscle tissue (my/o means muscle, and -pathy means
disease).
Laceration and Lesion
n A laceration (lass-er-AY-shun) is a torn or jagged
wound or an accidental cut. -ologist and -ology
n A lesion (LEE-zhun) is a pathologic change of the tis- n -ologist means specialist. A dermatologist (der-
sues due to disease or injury. mah-TOL-oh-jist) is a physician who specializes
in diagnosing and treating disorders of the skin
(dermat means skin, and -ologist means
Mucous and Mucus specialist).
n The adjective mucous (MYOU-kus) describes the spe- n -ology means the study of. Neonatology (nee-oh-nay-
cialized membranes that line the body cavities. TOL-oh-jee) is the study of disorders of the newborn
n The noun mucus (MYOU-kus) is the name of the fluid (neo- means new, nat means birth, and -ology means
secreted by these mucous membranes. study of).
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16 CHAPTER 1
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INTRODUCTION TO MEDICAL TERMINOLOGY 17
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R1
CHAPTER
CHAPTER
LEARNING EXERCISES
18
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INTRODUCTION TO MEDICAL TERMINOLOGY 19
DEFINITIONS
1.21. The term describes any pathologic change or disease in the spinal cord.
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20 CHAPTER 1 LEARNING EXERCISES
WHICH WORD?
Select the correct answer, and write it on the line provided.
gastritis gastrosis
supination suppuration
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INTRODUCTION TO MEDICAL TERMINOLOGY 21
trauma triage
viral virile
appendectomy appendicitis
SPELLING COUNTS
Find the misspelled word in each sentence. Then write that word, spelled correctly, on the line
provided.
1.41. A disease named for the person who discovered it is known as an enaponym
1.44. The medical term meaning suturing together the ends of a severed nerve is neurorraphy
MATCHING TERMS
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22 CHAPTER 1 LEARNING EXERCISES
TERM SELECTION
SENTENCE COMPLETION
1.57. The process of recording a radiographic study of the blood vessels after the injection of a contrast
medium is known as .
TRUE/FALSE
If the statement is true, write True on the line. If the statement is false, write False on the line.
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INTRODUCTION TO MEDICAL TERMINOLOGY 23
1.63. A colostomy is the surgical creation of an artificial opening between the colon and the body
surface.
WORD SURGERY
Divide each term into its component word parts. Write these word parts, in sequence, on the lines provided.
When necessary, use a slash (/) to indicate a combining vowel. (You may not need all of the lines provided.)
1.67. The term mycosis means any abnormal condition or disease caused by a fungus.
1.68. Poliomyelitis is a viral infection of the gray matter of the spinal cord.
1.70. The term endarterial means pertaining to the interior or lining of an artery.
CLINICAL CONDITIONS
1.71. Miguel required a/an injection. This term means that the medica-
1.72. Mrs. Tillson underwent to remove excess fluid from her abdomen.
1.73. The term laser is a/an . This means that it is a word formed from
1.74. In an accident, Felipe Valladares broke several bones in his fingers. The medical term for these injuries is
fractured .
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24 CHAPTER 1 LEARNING EXERCISES
1.75. In case of a major disaster Cheng Lee, who is a trained paramedic, helps perform
1.76. Gina’s physician ordered laboratory tests that would enable him to establish a differential
1.78. John Randolph’s cancer went into . Although this is not a cure, his
1.79. Mr. Jankowski describes that uncomfortable feeling as heartburn. The medical term for this condition is
1.80. Phyllis was having great fun traveling until she ate some contaminated food and developed
. She felt miserable and needed to stay in her hotel because of the
1.82. The term means loss of a large amount of blood in a short time.
1.84. The term means between, but not within, the parts of a tissue.
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INTRODUCTION TO MEDICAL TERMINOLOGY 25
These terms are not primary terms in the chapter; however, they are made up of the following familiar word
parts. If you need help in creating the term, refer to your medical dictionary.
1.86. A medical specialist concerned with the diagnosis and treatment of heart disease is
a/an .
1.94. The term meaning a surgical incision into the heart is a/an .
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Another random document with
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questionable as it was in every respect, was sure to meet with general
approbation.
Before Captain Green and the others had been many days in
custody, strange hints were heard amongst them of a piratical attack
they had committed in the preceding year upon a vessel off the coast
of Malabar. The African Company had three years ago sent out a
vessel, called the Speedy Return, to India, with one Drummond as its
master, and it had never since been heard of. It was concluded that
the people of the Worcester had captured the Speedy Return, and
murdered its crew, and that Providence had arranged for their
punishment, by sending them for shelter from a storm to the
neighbourhood of Edinburgh. Vainly might it have been pointed out
that there was no right evidence for even the fact of the piracy, still
less for the Speedy Return being the subject of the offence. Truth and
justice were wholly lost sight of in the universal thirst for vengeance
against England and its selfish mercantile companies.
Green, the captain of the Worcester, Mather, the chief-mate,
Reynolds, the second-mate, and fifteen others, were tried at this date
before the Court of Admiralty, for the alleged crime of attacking a
ship, having English or Scotch aboard, off 1705.
the coast of Malabar, and subsequently
murdering the crew—no specific vessel or person being mentioned as
the subjects of the crime, and no nearer date being cited than the
months of February, March, April, or May 1703. The jury had no
difficulty in bringing them in guilty, and they were all condemned to
be hanged on the sands of Leith, the usual place for the execution of
pirates.
The English government was thrown into great anxiety by this
violent proceeding, but they could make no effectual resistance to the
current of public feeling in Scotland. There the general belief in the
guilt of Green and his associates was corroborated after the trial by
three several confessions, admitting the piratical seizing of
Drummond’s vessel, and the subsequent murder of himself and his
crew—confessions which can now only be accounted for, like those of
witches, on the theory of a desire to conciliate favour, and perhaps
win pardon, by conceding so far to the popular prejudices. The queen
sent down affidavits shewing that Drummond’s ship had in reality
been taken by pirates at Madagascar, while himself was on shore—a
view of the fact which there is now ample reason to believe to have
been true. She also sent to the Privy Council the expression of her
desire that the men should be respited for a time. But, beyond
postponement for a week, all was in vain. The royal will was treated
respectfully, but set aside on some technical irregularity. When the
day approached for the execution of the first batch of the
condemned, it became evident that there was no power in Scotland
which could have saved these innocent men. The Council, we may
well believe, would have gladly conceded to the royal will, but, placed
as it was amidst an infuriated people, it had no freedom to act. On
the fatal morning (11th April), its movements were jealously watched
by a vast multitude, composed of something more than the ordinary
citizens of Edinburgh, for on the previous day all the more ardent
and determined persons living within many miles round had poured
into the city to see that justice was done. No doubt can now be
entertained that, if the authorities had attempted to save the
condemned from punishment, the mob would have torn them from
the Tolbooth, and hung every one of them up in the street. What
actually took place is described in a letter from Mr Alexander
Wodrow to his father, the minister of Eastwood: ‘I wrote last night,’
he says, ‘of the uncertainty anent the condemned persons, and this
morning things were yet at a greater uncertainty, for the current
report was that ane express was come for a reprieve. How this was, I
have not yet learned; but the councillors 1705.
went down to the Abbey [Palace of
Holyrood] about eight, and came up to the Council-house about
nine, against which time there was a strange gathering in the streets.
The town continued in great confusion for two hours, while the
Council was sitting, and a great rabble at the Netherbow port. All the
guards in the Canongate were in readiness if any mob had arisen.
About eleven, word came out of the Council [sitting in the Parliament
Square] that three were to be hanged—namely, Captain Green,
Mather, and Simson. This appeased the mob, and made many post
away to Leith, where many thousands had been [assembled], and
were on the point of coming up in a great rage. When the chancellor
came out, he got many huzzas at first; but at the Tron Kirk, some
surmised to the mob that all this was but a sham; upon which they
assaulted his coach, and broke the glasses, and forced him to come
out and go into Mylne’s Square, and stay for a considerable time.
‘The three prisoners were brought with the Town-guards,
accompanied with a vast mob. They went through all the Canongate,
and out at the Water-port to Leith. There was a battalion of foot-
guards, and also some of the horse-guards, drawn up at some
distance from the place of execution. There was the greatest
confluence of people there that ever I saw in my life, for they cared
not how far they were off, so be it they saw. Green was first execute,
then Simson, and last of all Mather. They every one of them, when
the rope was about their necks, denied they were guilty of that for
which they were to die. This indeed put all people to a strange
demur. There’s only this to alleviate it, that they confessed no other
particular sins more than that, even though they were posed anent
their swearing and drunkenness, which was weel known.’[375]
Total, £411,117 : 10 : 00
‘This sum, no doubt, made up by far the greatest part of the silver
coined money current in Scotland at that time; but it was not to be
expected that the whole money of that kind could be brought into the
bank; for the folly of a few misers, or the fear that people might have
of losing their money, or various other dangers and accidents,
prevented very many of the old Scots coins from being brought in. A
great part of these the goldsmiths, in aftertimes, consumed by
melting them down; some of them have been exported to foreign
countries; a few are yet [1738] in private hands.’[390]
Ruddiman, finding that, during the time 1707.
between December 1602 and April 1613,
there was rather more estimated value of gold than of silver coined in
the Scottish mint, arrived at the conclusion (though not without
great hesitation), that there was more value of gold coin in Scotland
in 1707 than of silver, and that the sum-total of gold and silver
money together, at the time of the Union, was consequently ‘not less
than nine hundred thousand pounds sterling.’ We are told, however,
in the History of the Bank of Scotland, under 1699, that ‘nothing
answers among the common people but silver-money, even gold
being little known amongst them;’ and Defoe more explicitly says,
‘there was at this time no Scots gold coin current, or to be seen,
except a few preserved for antiquity.’[391] It therefore seems quite
inadmissible that the Scottish gold coin in 1707 amounted to nearly
so much as Ruddiman conjectures. More probably, it was not
£30,000.
It would appear that the Scottish copper-money was not called in
at the Union, and Ruddiman speaks of it in 1738 as nearly worn out
of existence, ‘so that the scarcity of copper-money does now occasion
frequent complaints.’
If the outstanding silver-money be reckoned at £60,000, the gold
at £30,000, and the copper at £60,000, the entire metallic money in
use in Scotland in 1707 would be under six hundred thousand
pounds sterling in value. It is not unworthy of observation, as an
illustration of the advance of wealth in the country since that time,
that a private gentlewoman died in 1841, with a nearly equal sum at
her account in the banks, besides other property to at least an equal
amount.
In March 1708, while the renovation of the coinage was going on,
the French fleet, with the Chevalier de St George on board, appeared
at the mouth of the Firth of Forth, designing to invade the country.
The Bank got a great alarm, for it ‘had a very large sum lying in the
mint in ingots,’ and a considerable sum of the old coin in its own
coffers, ‘besides a large sum in current species; all of which could not
have easily been carried off and concealed.’[392] The danger, however,
soon blew over. ‘Those in power at the time, fearing lest, all our
silver-money having been brought into our treasury, or into the
Bank, a little before, there should be a want of money for the
expenses of the war, ordered the forty- 1707.
shilling pieces to be again issued out of the
banks; of which sort of coin there was great plenty at that time in
Scotland, and commanded these to be distributed for pay to the
soldiers and other exigencies of the public; but when that
disturbance was settled, they ordered that kind of money also to be
brought into the bank; and on a computation being made, it was
found that the quantity of that kind, brought in the second time,
exceeded that which was brought in the first time [by] at least four
thousand pounds sterling.’[393]
We are told by the historian of the Bank, that ‘the whole nation
was most sensible of the great benefit that did redound from the
Bank’s undertaking and effectuating the recoinage, and in the
meantime keeping up an uninterrupted circulation of money.’ Its
good service was represented to the queen, considered by the Lords
of the Treasury and Barons of Exchequer, and reported on
favourably. ‘But her majesty’s death intervening, and a variety of
public affairs on that occasion and since occurring, the directors have
not found a convenient opportunity for prosecuting their just claim
on the government’s favour and reward for that seasonable and very
useful service.’