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THIRD EDITION
ACQUIRING
MEDICAL
LANGUAGE
Steven L. Jones, PhD

Andrew Cavanagh, MD
ISTUDY
Acquiring Medical
Language
Third Edition

Rice University
Andrew Cavanagh, MD
Texas A&M College of Medicine
ISTUDY
ACQUIRING MEDICAL LANGUAGE
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New York, NY 10019. Copyright ©2023 by
McGraw Hill LLC. All rights reserved. Printed in the United States of America. No part of this publication
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1 2 3 4 5 6 7 8 9 LWI 27 26 25 24 23 22
ISBN 978-1-265-24613-6
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Cover Image: oxygen/Moment/Getty Images
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mheducation.com/highered
ISTUDY
brief contents
Preface xiv
1. Introduction to Medical Language 1
2. Introduction to Health Records 55
3. The Integumentary System—Dermatology 125
4. The Musculoskeletal System—Orthopedics 182
5. The Nervous System—Neurology and Psychiatry 247
6. The Sensory System—Ophthalmology and Otolaryngology 314
7. The Endocrine System—Endocrinology 389
8. The Blood and Lymphatic Systems—Hematology and Immunology 446
9. The Cardiovascular System—Cardiology 508
10. The Respiratory System—Pulmonology 579
11. The Gastrointestinal System—Gastroenterology 630
12. The Urinary and Male Reproductive Systems—Urology 712
13. The Female Reproductive System—Gynecology, Obstetrics, and Neonatology 802
Appendices
Appendix A: Prefixes 883
Appendix B: Suffixes 885
Appendix C: Roots Only Mentioned in Word Analysis 887
Glossary 890
Index 924
iii • Acquiring Medical Language • BRIEF CONTENTS
ISTUDY
Table of Contents
Preface xiv
CHAPTER 1 Introduction to Medical Language 1

Introduction 1
1.1 THE PURPOSE OF MEDICAL LANGUAGE 2
Why Is Medical Language Necessary? 2
1.2 THE ORIGINS OF MEDICAL LANGUAGE 4

Where Does It Come From? 4
Why Greek and Latin? 4
1.3 THE PRINCIPLES OF MEDICAL LANGUAGE 7

How Does It Work? 7
1.4 HOW TO PRONOUNCE TERMS ASSOCIATED

AbleStock.com/360/Getty Images
WITH MEDICAL LANGUAGE 8
Syllable Emphasis 8
1.5 PARTS USED TO BUILD MEDICAL LANGUAGE 12

Common Roots 12
Common Suffixes 15
Common Prefixes 20
1.6 HOW TO PUT TOGETHER MEDICAL TERMS 45

Putting It All Together 45
Do Use a Combining Vowel 45
Don’t Use a Combining Vowel 46
1.7 HOW MEDICAL TERMS ARE TRANSLATED 48

Think of Medical Terms as Sentences 48
CHAPTER 2 Introduction to Health Records 55

Introduction 55
2.1 THE SOAP METHOD 56
2.2 COMMON TERMS IN MEDICINE 59
Your Future Second-Nature Words 59
Subjective 60
Objective 62
Assessment 64
Plan 67
JGI/Daniel Grill/Getty Images
Body Planes and Orientation 69
Health Professionals 76
iv • Acquiring Medical Language • CONTENTS
ISTUDY
2.3 TYPES OF HEALTH RECORDS 80
Example Note #1: Clinic Note 81
Example Note #2: Consult Note 82
Example Note #3: Emergency Department Note 83
Example Note #4: Admission Summary 84
Example Note #5: Discharge Summary 85
Example Note #6: Operative Report 86
Example Note #7: Daily Hospital Note/Progress Note 87
Example Note #8: Radiology Report 88
Example Note #9: Pathology Report 88
Example Note #10: Prescription 88
2.4 ABBREVIATIONS 97
Abbreviations Associated with Health Care Facilities 97
Abbreviations Associated with Patient Care 99
Timing- and Frequency-Based Abbreviations 104
2.5 ELECTRONIC HEALTH RECORDS 106

Clinic Note 106
Consult Note 108
Emergency Department Note 109
Admission Note 111
Discharge Summary 114
Operative Report 118
Daily Hospital Note/Progress Note 119
Radiology Report 121
Pathology Report 122
Prescription 123
CHAPTER 3 The Integumentary System—Dermatology 125
Introduction and Overview of Dermatology 125

3.1 WORD PARTS OF THE INTEGUMENTARY SYSTEM 126
Word Parts Associated with the Anatomy of the Integumentary System 126
Word Parts Associated with Pathology—Change 127
Word Parts Associated with Pathology—Skin Conditions Involving
Color 128
3.2 PATIENT HISTORY, PROBLEMS, COMPLAINTS 132

3.3 OBSERVATION AND DISCOVERY 139
3.4 DIAGNOSIS AND PATHOLOGY 150
3.5 TREATMENTS AND THERAPIES 158
Larry Williams/Blend Images/Corbis 3.6 ABBREVIATIONS OF THE INTEGUMENTARY SYSTEM 164
v • Acquiring Medical Language • CONTENTS
ISTUDY
Consult Note 166
Dermatology Clinic Note 169
Dermatology Consult Note 172
Quick Reference 174
CHAPTER 4 The Musculoskeletal System—Orthopedics 182
Introduction and Overview of the Musculoskeletal System 182

4.1 WORD PARTS OF THE MUSCULOSKELETAL SYSTEM 183
Bones 183
The Skeleton 184
Joints 186
Muscles 187
Motion 188

Adrian Green/Photographer’s Choice/Getty

Images
4.6 ABBREVIATIONS OF THE MUSCULOSKELETAL SYSTEM 228

Orthopedic Clinic Note 231
Orthopedic Consult Note 236
Quick Reference 238
CHAPTER 5 The Nervous System—Neurology and Psychiatry 247
Introduction and Overview of the Nervous System 247

5.1 WORD PARTS OF THE NERVOUS SYSTEM 248
Word Parts Associated with the Structure of the Nervous System 248
Word Parts Associated with the Function of the Nervous System 251

vi • Acquiring Medical Language • CONTENTS
ISTUDY
Emergency Department Visit 300
Brief Admission Summary Letter 303
Quick Reference 305
CHAPTER 6 The Sensory System—Ophthalmology and Otolaryngology 314
Introduction and Overview of Sensory Organs 314

6.1 WORD PARTS OF THE SENSORY SYSTEM 315
Word Roots Associated with the Eye 315
Word Roots Associated with the Ear 317

The Eye 326
The Ear 327

The Eye 335
Fotosearch/Getty Images The Ear 335

The Eye 347
The Ear 347

The Eye 358
The Ear 358

Eye Consult 374
Ear Consult 376
Quick Reference 379
CHAPTER 7 The Endocrine System—Endocrinology 389

Introduction and Overview of the Endocrine System 389
7.1 WORD PARTS OF THE ENDOCRINE SYSTEM 390
Word Roots for Endocrine Glands 390
Word Roots for Secretions, Chemicals, and Blood Work 395
Suffixes for Secretions, Chemicals, and Blood Work 397
vii • Acquiring Medical Language • CONTENTS
ISTUDY
Steve Gschmeissner/Science Photo Library/ Endocrinology Clinic Note 433
Alamy Stock Photo
Surgery Follow-Up Note 438
Quick Reference 440
CHAPTER 8 The Blood and Lymphatic Systems—Hematology

and Immunology 446
Introduction and Overview of Hematology and Immunology 446

8.1 WORD PARTS ASSOCIATED WITH THE HEMATOLOGICAL/
IMMUNOLOGICAL SYSTEMS 447
Word Roots of the Hematological System 447
Word Roots of the Immunological System 450

Eye of Science/Science Source

Heme/Onc Clinic 492
Hospital Progress Note 495
Hospital Consult 498
Quick Reference 501
CHAPTER 9 The Cardiovascular System—Cardiology 508
Introduction and Overview of the Cardiovascular System 508

9.1 WORD PARTS OF THE CARDIOVASCULAR SYSTEM 509
Heart 509
Circulation 511
viii • Acquiring Medical Language • CONTENTS
ISTUDY
CO2 O2
Pulmonary circuit
O2-poor,
CO2-rich O2-rich,
blood CO2-poor
blood
Systemic circuit 9.7 ELECTRONIC HEALTH RECORDS 562
Cardiology Admission Note 562
CO2 O2
Cardiology Consult Note 565
Cardiothoracic Surgery Clinic Note 568
Quick Reference 571
CHAPTER 10 The Respiratory System—Pulmonology 579
Introduction and Overview of the Respiratory System 579

10.1 WORD PARTS OF THE RESPIRATORY SYSTEM 580
Upper Respiratory System 580
Lower Respiratory System 582
Process of Respiration 583

B2M Productions/Getty Images
Primary Care Visit 618
Pulmonology Consult 622
Quick Reference 624
CHAPTER 11 The Gastrointestinal System—Gastroenterology 630
Introduction and Overview of the Gastrointestinal System 630

11.1 WORD PARTS OF THE GASTROINTESTINAL SYSTEM 631
Upper Gastrointestinal Tract 631
Lower Gastrointestinal Tract 633
Supporting Structures/Digestive Organs 635
ix • Acquiring Medical Language • CONTENTS
ISTUDY
Clinic Note 693
GI Consult 695
Visage/Getty Images
Quick Reference 701
CHAPTER 12 The Urinary and Male Reproductive Systems—Urology 712
Introduction and Overview of the Urinary and Male

Reproductive Systems 712
12.1 WORD PARTS OF THE URINARY SYSTEM 713
12.2 WORD PARTS OF THE MALE REPRODUCTIVE SYSTEM 720
Asiaselects/Getty Images
Consult Note 777
Urology Clinic Note 780
Urology Consult 787
Quick Reference 790
x • Acquiring Medical Language • CONTENTS
ISTUDY
CHAPTER 13 The Female Reproductive System—Gynecology, Obstetrics,
and Neonatology 802
Introduction and Overview of the Female Reproductive

System 802
13.1 WORD PARTS OF THE FEMALE REPRODUCTIVE SYSTEM 803
Gynecology, External 803
Gynecology, Internal 805
Obstetrics 807

Larry Williams/Corbis/Getty Images
Postoperative Note 862
Emergency Department Note 866
Gynecology Clinic Note 869
Quick Reference 872
Appendices
Appendix A: Prefixes 883
Appendix B: Suffixes 885
Appendix C: Roots Only Mentioned in Word Analysis 887
Glossary 890
Index 924
xi • Acquiring Medical Language • CONTENTS
ISTUDY
dedication
To our wives:
Tamber Jones
and
Ashley Cavanagh.
Your devotion, support, encouragement,

and assistance made this book possible.
xii • Acquiring Medical Language • DEDICATION
ISTUDY
about the authors

Steve holds a BA in Greek and Latin from Baylor University,
an MA in Greek, Latin, and Classical Studies from Bryn Mawr
College, and a PhD in Classics from the University of Texas at
Austin. Steve currently teaches Medical Terminology at Rice
University in Houston, Texas. He has held previous faculty
appointments at Trinity University, the University of Texas
at Austin, Baylor University, and Houston Baptist University.
In addition to Medical Terminology, he teaches courses on
Latin, Greek, Mythology, Classical Civilization, and Early
Christianity.
When not breaking down medical words, Steve enjoys taking
road trips with his wife and six children, watching baseball,
eating tacos, drinking ice-cold Dr. Pepper, and showing off his
parallel-parking skills.
(top left): Steve L. Jones; (top right): Tamber Jones; (bottom): Tamber Jones
Andrew Cavanagh, MD
Andy holds a BS in Genetics from Texas A&M University and
an MD from Texas A&M College of Medicine. After completing
his residency at Palmetto Health Children’s Hospital, he moved
to the Austin area. He is currently owner and Chief Medical
Officer of Chisholm Trail Pediatrics in Georgetown, Texas. In
addition to being board-certified in pediatrics, Andy has served
as the pediatric specialty chief for Dell Children’s Medical
Center and on the board of Dell Children’s Medical Center
Executive Committee. He is currently clinical assistant professor
of pediatrics at the Texas A&M College of Medicine.
When not comforting sick children at work or wrestling
with his own three kids at home, Andy enjoys powerlifting,
hiking, and making his wife laugh.
(top left): Shane Littleton; (top right): Andy Cavanagh; (bottom): Andy Cavanagh
xiii • Acquiring Medical Language • ABOUT THE AUTHORS
ISTUDY
preface
A Note from the Authors on

Why They Wrote This Book
This book has its beginning in the friendship that Andy and Steve
developed while they both lived in Austin, Texas. Andy was beginning
his pediatric practice. Steve was completing his doctorate at UT. They
had kids the same age and attended the same church. One evening
after dinner, while sitting on Andy’s back porch, Steve mentioned
a new course he had been assigned to teach: Medical Terminology.
What started as Steve complaining ended in a game where Andy tried
to stump Steve by asking him what various medical words meant. Courtesy of Steve L. Jones & Andy Cavanagh
Andy was amazed at how much Steve could figure out just by breaking down words. Steve was astonished to realize
that most people—from medical assistants to medical doctors—weren’t taught medical language this way. Through this
conversation and others like it, Steve and Andy realized three things:
1. Understanding how to break down medical language is an essential skill in the medical field.
2. Having a basic knowledge of the Greek and Latin roots make medical language radically transparent.
3. The current market is lacking a textbook that teaches medical language this way.
This book is their attempt to meet those needs.
New to the Third Edition

1. Standardized Pronunciations: Like any language, Medical Language has dialects which vary regionally. Health care
workers across America and around the World all speak the language of medicine in their own unique accent. This
sometimes makes teaching and learning pronunciations difficult. We frequently receive emails from users of our
books who point out that our books said to pronounce a word one way, but they actually said it a different way.
To address this, we have done two things. First, we discuss the nature of dialects and encourage health professionals
to speak the language as spoken around them. But more importantly, we have standardized all pronunciations in
conformity to Taber’s Cyclopedic Medical Dictionary. That way, we can ensure that our own Texan dialect of medical
terminology doesn’t creep into the text.
2. Emphasis on Epidemiology/Public Health: The COVID-19 pandemic has underscored the importance of understanding
Epidemiology and Public Health. We thought it appropriate in this new edition to highlight and emphasize terms that
relate to Public Health in order to further equip students with the terminology they will need to understand and speak
the language of medicine as it relates to this significant dimension of both our health care and our shared public life.
How to Use the Book

The Approach
Acquiring Medical Language, 3e, approaches medical terminology not as words to be memorized but as a language to be
learned. If you treat medical terminology as a language and learn how to read terms like sentences, you will be able to
communicate clearly as a health care professional and will be a full participant in the culture of medicine. Memorizing
definitions is equal to a traveler memorizing a few phrases in another language to help during a brief vacation: it will
help a traveler survive for a few days. But if one is going to live in another culture for an extended period of time, learn-
ing to speak and understand the language becomes essential.
Acquiring Medical Language, 3e, teaches students to break down words into their composite word parts. Instead
of only using a dictionary full of terms that need to be memorized, a student equipped with groups of roots, prefixes,
and suffixes can easily understand a vast amount of medical terminology.
xiv • Acquiring Medical Language • PREFACE
ISTUDY
Acquiring Medical Language, 3e, bridges the gap between the two somewhat disparate fields that make up medical
terminology—medicine and second-language acquisition—by providing assistance in language skills to equip health care
professionals with the ability to learn and apply a useful skill and not lists of words. It will also equip language profession-
als with real-world examples that make their knowledge of languages applicable to working in the world of health care.
The process is best illustrated by considering the following word: pneumonoultramicroscopicsilicovolcanoconiosis. Mem-
orizing the definition to words like this would seem like an intimidating task. If you break it into its composite parts,
you get:
pneumono / ultra / micro / scopic / silico / volcano / coni / osis

lung extremely small looking sand volcanic dust condition
Through knowledge of roots and word formation, the meaning becomes transparent: “a condition of the lungs caused
by extremely small bits of volcanic sand.” Instead of having to memorize a long list of even longer words, a student
equipped with the knowledge of roots and how to break apart words can tackle—and not be intimidated by—the most
complicated sounding medical terms.
Organization and Key Features

Acquiring Medical Language, 3e, begins with two introductory chapters: Chapter 1, Introduction to Medical Language;
and Chapter 2, Introduction to Health Records. Chapters 3 through 13 are dedicated to individual systems of the body
and review common roots, words, and abbreviations for each system.
1. “Card-Based” Approach: Each body system chapter opens with a section head, skull
root: crani/o
arm
root: brachi/o
on word parts for that particular body system. Students are introduced to
examples: craniometer, craniomalacia examples: brachiocephalic, brachialgia
notes: The term migraine comes from the word notes: The term brace, which comes from this word,
hemicrania, meaning “half the head.” The originally referred to armor used to cover
term reflects the fact that most migraines a knight’s upper arm. This root can also be
are localized in half the patient’s head. seen in the word embrace, which literally
roots via “cards” with illustrations of body systems that contain the names
means “to put someone in your arms.”
finger
of body parts, specific word roots related to those parts, a few examples
root: dactyl/o
examples: adactyly, dactylalgia
notes: The flying dinosaur called the pterodactyl
gets its name from ptero (winged) + dactly
(fingers), which obviously literally means
containing the roots, as well as some interesting facts to make the information
“winged fingers.”
neck wrist
more memorable. The student is introduced to all relevant information (the root: cervic/o
examples: cervical spine, cervicitis
notes: remember: When a c is followed by a, o, or u,
it is pronounced hard like a k. When followed
root: carp/o
examples: carpectomy, metacarpal
notes: The carpal tunnel is the
area in the wrist where
by e or i, it is pronounced soft like an s. the nerves enter the
root, its meaning, its use) and sees how each root relates to the other roots Therefore, the two example words above are
pronounced sir-vih-kal and sir-vih-sAi-tis.
hand. repetitive motions
using the wrist can cause
the nerve to swell, press
against the walls of the
carpal tunnel, and result in
in the context of the body system, without ever needing to turn the page. numbness in the hand; this
condition is called carpal
tunnel syndrome.
2. SOAP Note Organization: After the student is introduced to the rib

root: cost/o
examples: costectomy, intercostal
notes: The english word coast
important roots for the chapter using cards, the medical terms relevant to
comes from this word.
vertebra Think of a country’s
root: spondyl/o coasts as its ribs or
examples: invertebrate, spondylitis
sides. Also, the word
accost, which means
notes: Vertebra comes from Latin, for to “turn.” it
the body system are presented using the SOAP note as an organizational
“to come alongside
is called this because the spine was once
someone,” comes from
thought of as the hinge or center around
this word.
which all other bones turned.
framework. SOAP is an acronym used by many health care professionals loin, lower back
root: lumb/o
examples: lumbar, lumbodynia
femur (thighbone)
root: femor/o
example: femoral artery
notes: The root lumbo comes from the Latin lumbo, notes: The femur is the strongest bone in the human
to help organize the diagnostic process (SOAP is explained more fully in for “loin.” it refers to the region between the
rib cage and the pelvis, but, frankly, it makes
us think about steak.
body (nonetheless, a hyena can bite right
through it—ouch). The femur makes up about
a fourth of a person’s overall height.
Chapter 2). The terms will be divided under the following headings:
185 • Acquiring Medical Language • 4.1 Word pArTs of The MusCuLoskeLeTAL sysTeM
Subjective This section contains medical terms built from the

Patient History, Problems, Complaints roots presented in the previous section. The purpose
Bones of this section is to expose you to words used in the
Joints musculoskeletal system that are built from the word jon18571_ch04_182-246.indd 185 16/09/21 9:39 AM
Subjective: Patient History, Problems, Complaints

Muscles roots presented earlier. The focus of this book is to
teach you the process of learning roots and translating
Objective them in context. each term is presented with the correct
Observation and Discovery pronunciation, followed by a word analysis that breaks
Diagnostic procedures down the word into its component parts, a definition
Spinal curvatures
Objective: Observation and Discovery

that provides a literal translation of the word, as well
Bones as supplemental information if the literal translation
Joints deviates from its medical use.
Muscles The terms are organized using a health care
Assessment professional’s soAp note (first introduced in Chapter 2)
as a model.
Assessment: Diagnosis and Pathology

Diagnosis and Pathology
Bones
Joints
Muscles
Plan
Plan: Treatments and Therapies Treatments and Therapies

Drugs
Bones
Joints
Muscles
UBJECTIVE BJECTIVE
4.2 Patient History, Problems, Complaints 4.3 Observation and Discovery

pain is the most common musculoskeletal medical com- Much evaluation of bone issues is performed with
plaint. A patient could have pain in a bone (ostalgia/ imaging. The bread-and-butter imaging method for
ostealgia), joint (arthralgia/arthrodynia), tendon (tenalgia), bones is the simple x-ray. An x-ray can reveal frac-
or a muscle (myalgia/myodynia). A patient may also notice tures, bone destruction (osteolysis), and even extra
a change in a muscle’s appearance—a muscle may be bone growth (exostosis). More involved imaging
wasting away (atrophy) or abnormally large (hypertrophy). methods include computed tomography (CT),
parents may notice that their child is either bow-legged computed axial tomography (CAT), or magnetic
(genu varum) or knock-kneed (genu valgum). Most of the resonance imaging (Mri).
other problems people experience relate to a change examining a patient’s joint is usually more involved.
in how their muscles or joints are working. for instance, While the health care provider also checks for the same
they may notice that their joints don’t work as well as signs of inflammation, the joint’s ability to move also
normal. The joint may be stiff/bent (ankylosis) or it may needs to be checked. This is called the joint’s range of
make crackling sounds when moved (crepitus). patients motion. The provider also checks to make sure the joint
may also notice changes in their muscle function. They is not moving in a direction that it’s not supposed to
may experience a decrease in muscle tone (hypotonia) or Pain is the most common musculoskeletal medical complaint. move in. This extra movement is called joint laxity. The
muscle tone that is exaggerated (hypertonia). diseases of Feliz Aggelos/Photodisc/Getty Images provider also checks for fluid around the joint (effusion).
the nervous system can lead to problems with coordina- While the fluid is usually the result of inflammation, it
tion (dystaxia or ataxia), movements (dykinesia or brady- may be pus from an infection (pyarthrosis) or blood from
kinesia), or twitches (myospasms). an injury (hemarthrosis). There are several diagnostic
procedures specific to the joints. To get a better view,
192 • Acquiring Medical Language • Chapter 4 • The MusCuLoskeLeTAL sysTeM—orThopediCs the health care provider can inject dye into the joint
and perform an Mri. This specialized Mri is called an
Evaluation of bone issues is commonly performed with
MR angiogram. other means of investigating a joint
imaging, including MRI (magnetic resonance imaging).
Martin Barraud/Getty Images
include injecting a needle and collecting fluid to send
to the lab (arthrocentesis) or even using a camera-like
jon18571_ch04_182-246.indd 192 16/09/21 9:41 AM When a patient with musculoskeletal problems is eval- device to look inside the joint (arthroscope).
uated, the physical exam is very important. The exam
of the muscles and bones focuses mainly on typical
signs of inflammation: redness, swelling, heat, and pain.
xv • Acquiring Medical Language • PREFACE

Any of these symptoms can indicate that an infection or
inflammation is present.
There are not many skills that are specific to
evaluating bones. patients with fractured bones may
present with a limp or pain upon touching or pressure.
A newborn may have extra fingers (polydactyly) or
ISTUDY fused fingers (syndactyly).

SSESSMENT LAN
4.4 Diagnosis and Pathology 4.5 Treatments and Therapies

stretch in order to heal injuries, or wearing a device used
can advance to problems with a narrowing of the space to relieve tension on a joint (orthotics). shoe inserts are a
for the spinal cord (spinal stenosis). very common type of orthotic.
you move your joints all the time. They act as shock When nonsurgical treatment fails, surgery may be
absorbers for your body, and they take a lot of abuse. it necessary. Orthopedic surgery deals with joints and
should come as no surprise, then, that joint problems bones. Many of the tools used in orthopedic surgery
are a very common medical concern. A swollen, painful look like they came from a home improvement store—
joint (arthritis) can have many causes—the most com- including drills, saws, and hammers. These tools are
mon being excessive wear and tear. This type is called used to cut into bone (osteotomy), joints (arthrotomy), or
osteoarthritis. As the cartilage between the bones in a muscle (myotomy). sometimes they remove part or all of
joint breaks down, the bones eventually rub together these structures (osteectomy, arthrectomy, myectomy).
and the joint becomes painful to move. This is a very When defective areas or cancer are present in a
common reason for a joint replacement surgery. bone, the diseased area of bone must be removed
other causes for arthritis include infection (septic before new bone (graft) or artificial hardware (prosthesis)
arthritis) and a disease of joint inflammation (rheumatoid can be installed. This reconstruction of bone procedure
arthritis). other parts of the joint area that can cause is called osteoplasty.
Image Source/Getty Images problems are the bursa (bursitis) and tendon (tendonitis). similar procedures exist for joints. sometimes,
These are not usually caused by an injury; instead, they removal of a diseased joint (arthrectomy) is necessary,
As mentioned earlier, fractures are a common reason why are a result of normal wear and tear over time. Common procedures for the musculoskeletal system followed by a reconstruction of the joint with a prosthe-
patients see health care providers. fractures are more unusual inflammatory conditions also affect the mus- include knee and hip replacements. sis (arthroplasty). These are common treatments for dis-
common in people with weaker bones. Bone loss (osteo- cles. Muscles can become inflamed individually (myosi- Dr. P. Marazzi/Science Photo Library/Brand X Pictures/Getty Images
eased knees and hips. A less aggressive surgery for
penia) can be related to age or to a diet that is deficient in tis) or in groups (polymyositis). sometimes this can fixing diseased joints, chondroplasty, involves fixing the
calcium. osteopenia leads to soft bones in children (osteo- involve the skin as well (dermatomyositis). General bad cartilage of a joint. it is very common in athletes
malacia) or weak, frail bones in adults (osteoporosis). some problems with all the muscles are called myopathies. and older patients with chronic osteoarthritis.
patients may develop infections of the bone (osteomyelitis), Myasthenia gravis and muscular dystrophy are two of Not all orthopedic surgery involves complete recon-
a serious illness that often requires hospitalization. the most common types of myopathy.
The SOAP note method is a fundamental way of thinking about the language of health care. By building this
struction of a bone or joint. sometimes something that
The vertebral column of bones is susceptible to Like any system in the body, the musculoskeletal has snapped must be repaired, as in a tendon repair
injury. Gymnasts, football players, or weight lifters who system can develop tumors. Tumors can develop in the (tenorrhaphy) or a muscle repair (myorrhaphy). other
bend their backs too far can suffer small stress fractures bones (osteosarcoma, osteocarcinoma, osteochon- times, new attachments must be made. This can involve
approach into the framework of the pedagogy, Acquiring Medical Language, 3e, prepares future health care
of their vertebrae (spondylolysis). if the fracture is
severe, the vertebrae can slip onto one another (spon-
dylolisthesis). A very serious version of this condition
droma) or they can spread to the bones from other
parts of the body. your muscles can get tumors
(myoma) as well—one example is a myosarcoma.
attaching leftover muscle to bone (myodesis) after an
amputation or fixing two bones surrounding a joint
(arthrodesis). While the latter procedure results in immo-
bility of the joint, it may be necessary to relieve pain.
professionals tobones
speak the language of medicine. Correcting fractures are among the most common
problems encountered when working with bones.
sometimes, the fractured bones end up out of place. put-
Term Word Analysis ting them back in place is known as reduction. often, a
3. Realistic Medical Histories: Acquiring Medical Language, fracture can be reduced without surgery (closed
4.7 Electronic Health Records

ankylosing spondylitis ankylos / ing spondyl / itis
ANG-kih-LOH-sing spawn-dih-LAI-tis stiffen / causing vertebra / inflammation Mehau Kulyk/Science Source reduction), but sometimes the problem must be corrected
Definition a stiffening inflammation of the vertebrae The medicines used to treat musculoskeletal problems surgically (open reduction). once a fracture is corrected, it
3e, incorporates realistic medical histories in reviewing

chondro-osteodystrophy
KAWN-droh-AWS-tee-oh-DIS-troh-fee
chondro / osteo / dys / trophy
cartilage / bone / bad / nourishment
are designed to decrease pain (analgesic) or inflammation
(anti-inflammatory). The most commonly used medicines
for both are known as nonsteroidal anti-inflammatory
may need to be held in place with hardware (fixation).
When hardware is installed inside the body, the proce-
dure is referred to as internal fixation. often, this involves
Definition poor development of bones and cartilage
Orthopedic Clinic Note
drugs (NsAids). ibuprofen is a common example of this drilling a metal plate into bones and affixing it to the
each chapter’s material to expose students to what they can type of medicine. other nonsurgical treatments include
Subjective
doing physical therapy, in which patients exercise and
bones with screws. When hardware is installed outside
the body, the procedure is referred to as external fixation.
History of Present Illness:
218 • Acquiring Medical Language • Chapter 4 • Mrs. Maureen Goldman presented to the orthopedic clinic with a chronic
expect in the real world. The student is given an example
208 • Acquiring Medical Language • Chapter 4 • The MusCuLoskeLeTAL sysTeM—orThopediCs The MusCuLoskeLeTAL sysTeM—orThopediCs
history of arthralgia. She has been previously diagnosed with osteoarthritis.

She was initially treated with NSAIDs and an orthotic that helped for a
time; however, Mrs. Goldman’s condition worsened and was eventually
of an electronic health care record and is asked a series of
jon18571_ch04_182-246.indd 208 16/09/21 9:43 AMjon18571_ch04_182-246.indd 218 treated with an intraarticular steroid injection. She reported improved pain
16/09/21 9:45 AM
and range of motion. The knee pain returned last year, however, and she was
treated in our clinic with arthroscopic surgery. While it helped some, she
questions. Though it is not expected that everything in the reports it didn’t completely get rid of her symptoms, and she returns today
for evaluation.
record will be intelligible to them, the goal is to expose PMHx: Septic arthritis requiring hospitalization and IV antibiotics
4 years ago.
students to the context in which they will see medical Objective Physical Exam:
RR: 16; HR: 70; Temp: 98.6; BP: 110/60
Gen: Alert, oriented.
terminology. This process will encourage students not to CV: RRR, no murmurs.
Resp: CTA.
feel intimidated by the prospect of seeing words they are Musculoskeletal: Crepitation in right
knee, decreased ROM. Mild effusion.
Mild muscular atrophy of right
unfamiliar with. We have seen this help students glean quadriceps muscle compared to left.
Labs: ESR normal, arthrocentesis:
joint fluid normal.
information from the chart by using the skills they are X-ray: Subchondral cysts, subchon-
dral sclerosis, joint space narrowing.
acquiring in translating medical terminology. Assessment DDx: Includes osteoarthritis,

rheumatoid arthritis, and
bursitis. Given her history of
osteoarthritis on exam and the
4. Practice Exercises: Each section ends with an abundance results of the x-ray and joint aspi-
ration, I believe Mrs. Goldman has
of practice exercises, giving students the opportunity to OA that has failed to respond to
previous treatments.
Plan I have discussed treatment
practice and apply what they have just learned. Exercises options, and the patient prefers
surgery. I have explained the
risks and benefits of a total knee
are 4.5grouped into categories: Pronunciation, Translation, and
Treatments and Therapies
arthroplasty and she under-
stands. I have scheduled her for
surgery next month.
Generation. This progression and repetition allows students —Electronically signed by
Ricchelle Mitchell, MD
procedures for muscles
to gradually build their skills—and their 4.5 confidence—as they
continued 01/26/2015 11:22 AM Yok_onepiece/Shutterstock
Treatments and Therapies

Term Word Analysis
tenorrhaphy teno / rrhaphy
learn to apply their medical language
ten-OR-ah-fee skills.
procedures for muscles
Abundant tendon / suture
continued
231 • Acquiring Medical Language • 4.7 eLeCTroNiC heALTh reCords
Definition suture of a tendon
Chapter Review exercises, as well as additional labeling and

Term Word Analysis
tenotomy teno / tomy
tenorrhaphy teno / rrhaphy
teh-NAWT-oh-mee tendon / incision ten-OR-ah-fee tendon / suture jon18571_ch04_182-246.indd 231 16/09/21 9:46 AM
audio exercises, are available through McGraw Hill Connect®.

Definition incision into a tendon Definition suture of a tendon
tenotomy teno / tomy
teh-NAWT-oh-mee tendon / incision
Definition incision into a tendon
Learning Outcome 4.5 Exercises
Learning Outcome 4.5 Exercises

PRONUNCIATION
EXERCISE 1 Indicate which syllable is emphasized when pronounced. PRONUNCIATION
example: bronchitis bronchitis EXERCISE 1 Indicate which syllable is emphasized when pronounced.
example: bronchitis bronchitis

1. orthotics 11. myectomy
2. prosthesis 12. tendectomy 1. orthotics 11. myectomy
2. prosthesis 12. tendectomy
3. myotomy 13. costectomy
3. myotomy 13. costectomy
4. tenotomy 14. ostectomy 4. tenotomy 14. ostectomy
5. bursotomy 15. tarsectomy 5. bursotomy 15. tarsectomy
6. sternotomy 16. arthrectomy 6. sternotomy 16. arthrectomy
7. arthrotomy 17. arthrolysis 7. arthrotomy 17. arthrolysis
8. carpectomy 18. tenolysis
8. carpectomy 18. tenolysis
9. chondrectomy 19. fasciorrhaphy
9. chondrectomy 19. fasciorrhaphy Learning Outcome 4.5 Exercises
10. bursectomy
10. bursectomy
TRANSLATION
GENERATION
TRANSLATION EXERCISE 2 Break down the following words into their component parts.
EXERCISE 7 Build a medical term from the information provided.
EXERCISE 2 Break down the following words into their component parts. example: nasopharyngoscope naso | pharyngo | scope
example: inflammation of the sinuses sinusitis
example: nasopharyngoscope naso | pharyngo | scope 1. analgesic 8. myoplasty
2. anti-inflammatory 9. myorrhaphy
1. reconstruction of a bone
1. analgesic 8. myoplasty 3. osteectomy 10. tenodesis
4. osteoplasty 11. tenoplasty 2. reconstruction of a joint
2. anti-inflammatory 9. myorrhaphy
3. osteectomy 10. tenodesis
5. arthrolysis 12. tenorrhaphy 3. reconstruction of a muscle
6. fascioplasty 13. carpectomy
4. osteoplasty 11. tenoplasty 4. reconstruction of a tendon
7. fasciodesis
5. arthrolysis 12. tenorrhaphy 224 • Acquiring Medical Language • Chapter 4 •
5. reconstruction of fascia
The MusCuLoskeLeTAL sysTeM—orThopediCs
6. fascioplasty 13. carpectomy 6. reconstruction of cartilage
7. fasciodesis 7. removal of a bursa
224 • Acquiring Medical Language • Chapter 4 • The MusCuLoskeLeTAL sysTeM—orThopediCs
jon18571_ch04_182-246.indd 224 8. removal of a tendon 16/09/21 9:46 AM
9. removal of fascia
10. removal of a rib
jon18571_ch04_182-246.indd 224
xvi • Acquiring Medical Language • PREFACE
11. removal of all or part of the ankle
16/09/21 9:46 AM
12. removal of all or part of the wrist

13. removal of cartilage
ISTUDY 14. breaking of a bone
15. breaking of a joint
To the Instructor
To teach medical terminology as a language, we adopt techniques employed in second-language acquisition. This helps
students not just learn the roots, but also adopt a way of thinking and speaking that enables them to communicate using
the language of medicine. Cognitive and educational psychologists divide language instruction techniques into two
primary categories: contextualized (real-world exercises) and decontextualized (academic/grammar exercises).
Using this framework, some of the techniques employed in Acquiring Medical Language include:
1. Contextualized language techniques (real-world exercises)
a. Link new language to old language. Pointing out instances of medical terms or roots in everyday use enables
the students to connect new information they are studying with information they already possess.
b. Use new language in context. Using the card system to introduce the root words enables students to understand
word parts in the context of larger body systems and in relation to other word parts. Using realistic medical
charts enables students to see the terms they use not as lists but as parts of a system of communication.
2. Decontextualized language techniques (academic/grammar exercises)
a. Use repetition. The students are exposed to roots, prefixes, and suffixes multiple times and in multiple ways.
Roots are changed by the addition of prefixes or suffixes. Familiar prefixes and suffixes are applied to new
roots. This way, the word components are continuously reinforced.
b. Use translation. Students are asked to provide literal definitions of medical terms, which provides practice in
breaking down words into their component parts and determining their meaning.
c. Use generation. Students are asked to produce medical terms based on the literal definition provided. Though
this is only an academic exercise, such practice reinforces material learned by reversing the cognitive process
of translation.
d. Challenge. Students will be exposed to a handful of longer-than-average terms and asked to break them down
into component parts and translate them. A key part of teaching any language is helping students feel
comfortable with—not intimidated by—new material. One method is by periodically challenging them to
tackle situations that may at first appear overwhelming.
As you use this text, here are some things to keep in mind:
1. B
reakdown Is the Key—the goals of this approach to medical terminology are to help students internalize the
word parts (roots, prefixes, suffixes) and to reinforce the concept that medical terms are not to be memorized
but to be translated.
2. W
ords Are Practice—the words in each chapter are a chance to practice breaking down terms into their
component parts, identifying the roots, and learning to define the terms using this translation method. Because
of that, each chapter contains four classes of words.
a. Essential words that break down—each chapter contains words that are essential for students to know AND that
also break down easily using this method. The core of each chapter is words like this. The goal is to show
students that the vast majority of medical terms are translatable using the method taught by this book.
b. Nonessential words that break down—each chapter also contains words that are not necessarily essential for
students to know or common in the medical field, but break down clearly and are easily translatable using
the method taught by this book. We include them as chances to practice the concept of translating medical
terms and to show how easy the method is to apply.
c. Essential words that it doesn’t help to break down—there are terms that can be broken down but the breakdown
doesn’t help you understand what the word means. This can happen for a variety of reasons, such as the term
describes a symptom rather than the disease, or reflects an outdated way of understanding the disease, or
is an ancient term that just means what it means, or is a very recent and technical term and so there are no
other words to compare it to. In these cases, even though the method taught by this book may not be ideal
in helping to learn these terms, we still provide breakdowns and other notes to help make the information
stick in the student’s memory.
xvii • Acquiring Medical Language • PREFACE
ISTUDY
d. Essential words that don’t break down—We admit it. This method doesn’t work for every word. Some words
essential for students to know do not break into word components. They must be memorized. We include
those words because they are crucial words for medical professionals to know. Our hope is that the inclusion
of these words in the real-life health records and other contextualized learning environments in this book
will support students in internalizing these essential terms.
3. The Use of Roots in Place of Combining Forms—we understand that it’s common practice in medical
terminology courses to teach students the difference between roots and combining forms. This is not a part of
our approach and you will see that in this book the term combining form is absent and the term root has been
used in its place. Here are the reasons why we decided to do this.
a. In the real world of medical language, the classifications of root and combining form are nonexistent. The
reason for this is that they mean virtually the same exact thing to health care professions in practice. The
part of the term that is defined as a combining form can be used interchangeably with root without confu-
sion. Also, word roots are more commonly used outside the world of medical terminology instruction. For
our approach, using root instead of combining form prepares students better by presenting terminology as it
is commonly used in broader health professions. If you were to hit Ctrl+F, to find and replace all instances
of the word root with combining form in our text, nothing . . . NOTHING . . . is changed, lost, or unclear to
the student.
b. The importance of combining vowels and forms deals with how they impact pronunciation of terms, not
definitions. Some instructors will argue but there is only a minimal difference in meaning, if any. We feel
that great confusion is created by insisting on and highlighting the difference, as once a student completes
the medical term class, being able to identify a component part as root or combining form is no longer
practical. We do recognize this difference between a root and a combining form in Chapter 1 as follows:
“When we say that a word part like cardi/o is a root, we aren’t speaking precisely. Technically, cardi/o is
called a combing form. A combining form is a combination of a root with a combining vowel.”
c. The word root is shorter than combining form by more than a third of letters (4 letters versus 13 letters). It
may sound silly, but to us the purpose of teaching medical terminology is to streamline communication. The
use of combining form is an unnecessary complication that doesn’t bring value to the learner but may add
potential confusion.
4. Pronunciations Are Challenging for Students.
a. We All Speak Differently—English is an incredibly diverse language with numerous dialects and accents
from all over the globe. One consequence of this is that we all speak in slightly different ways. Some of us
break words into syllables at slightly different places or pronounce certain syllables differently. With that
in mind, the pronunciation guides given in the book should be viewed as guidelines or directions, not
universal laws.
b. Phonetic Versus Nonphonetic Syllable Breakdowns—In the exercises, we frequently ask students to break
words into syllables. When that happens, students might ask for guidance in doing this. Though we didn’t
explicitly break words into syllables, the syllable breakdown can be determined by looking at the phonetic
pronunciation guide provided for each word. Encourage students to use critical thinking skills to align
letters in the term with syllables in the guides.
c. For Example: Consider the Word Salpingoscope. The phonetic pronunciation guide describes it as: sal-
PING-goh-skohp. But how does that translate to syllable breakdown? Why is the g used in two syllables?
Shouldn’t it be either sal-pin-go-scope or sal-pingo-scope? Well, a case can be made for either of those
two choices. The truth of the matter is that we all say the word slightly differently. The word is most
accurately pronounced by leaving a little bit of the g in both syllables. Admit it, when you drop the g from
PIN, you end up saying PIN a little bit differently. We say this not to complicate things but to encourage
you to be flexible. We acknowledge that our pronunciation guides aren’t etched in stone . . . more like
etched in silly putty.
xviii • Acquiring Medical Language • PREFACE
ISTUDY
A Note from the Authors: To the Student
The purpose of this program is to equip you with foundational skills as you prepare for a career in health and medicine.
As you enter the culture of medicine, you will need to speak the language to understand what is going on around you
and to be understood by your colleagues and patients. Though learning medical language can seem a daunting task, it
is our hope that this program reduces some of the anxiety that accompanies learning any new language. We hope this
program shows you how clear the language of medicine is to understand as you begin to master some key concepts. As
you get started, here are some helpful words of advice:
1. D
on’t panic. Immersing yourself in any new language can be intimidating. On occasion you will probably feel
overwhelmed, like you are being bombarded with information you don’t understand and don’t know how to
make sense of. Start by trying not to panic. Things always look intimidating when you begin. The water is
always coldest when you first jump in. You will get used to it. Be patient. Follow the steps.
2. E
at the elephant. Do you know how to eat an elephant? One bite at a time. One of the easiest ways to keep from
panicking is to break down things into easily digestible chunks. Don’t focus on the total amount of information
you have to learn; rather, focus on the bite in front of you.
3. Practice makes permanent. The easiest way to master medical language is to practice. You readily absorb what
you are repeatedly exposed to. So practice. Repeat. Do it again. The more you do it, the more you will be able
to do it, and the more you will enjoy doing it.
4. Build bridges. Medical language is everywhere: on TV shows, in the news, in your own life. Look for it. See if you
can figure out the meaning of words you hear. Build connections between what you are learning and the world
you live in. See how often you encounter these words. The more you practice it, the more it will be burned into
your memory.
In addition to providing innovative approaches to learning medical terminology, McGraw Hill Education wants to
provide the materials you need in order to be successful. We are committed to providing you with high-quality, accu-
rate resources.
xix • Acquiring Medical Language • PREFACE
ISTUDY
Instructors: Student Success Starts with You
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Acknowledgments
Suggestions have been received from faculty and students throughout the country. This is vital feedback that is relied
on for product development. Each person who has offered comments and suggestions has our thanks. The efforts of
many people are needed to develop and improve a product. Among these people are the reviewers who point out areas
of concern, cite areas of strength, and make recommendations for change. In this regard, the following instructors
provided feedback that was enormously helpful in preparing the book and related products.
Survey Respondents
The following instructors participated in surveys to help guide the development of this product.
Michele Fishback Cathy Hess Jim Hutchins
Ivy Tech Community College Texas State University Weber State University
Terri Fleming Dori L. Hess Nicole Wright

Ivy Tech Community College Stark State College Tyler Junior College
Susan Grant
Harper College
Digital Tool Development

Special thanks to the instructors who helped with the development of Connect and SmartBook.
Dan Peterson
Herzing University
Acknowledgments from the Authors

We would like to thank the following individuals who helped develop, critique, and shape our textbook, our digital
materials, and our other ancillaries. We are grateful for the efforts of our team at McGraw Hill Education who made all
of this come together. We would especially like to thank Michelle Hentz, director of health professions; Marah Bellegard,
portfolio manager; Susan Culbertson, buyer; Tamara Hodge, marketing manager; Beth Baugh, product developer; Maria
McGreal and Brent dela Cruz, content project managers; and Beth Cray, content licensing specialist.
Acknowledgments from Steven L. Jones

Above all, I am grateful for the love and support of my family: my wife, Tamber, and our six children, Bethany, Rachel,
Hannah, Madelyn, Asa, and Ezra. I am also grateful for the support of the colleagues and friends at the universities I have
taught at while completing this project. At the University of Texas: Karl Galinsky, my academic mentor; Lesley Dean-Jones,
who first introduced me to medical terminology pedagogy; and Stephen White, who first gave me the opportunity to
teach Medical Terminology. At Baylor University: Alden Smith for encouraging me to pursue this unusual academic
project. At Houston Baptist University: Robert Sloan, president; Christopher Hammons, Micah Mattix, Timothy A. Brookins,
Evan J. Getz, Gary Hartenburg, Jerry Walls, and Randy Hatchett. At Rice: Nicholas K. Iammarino, who first gave me the
opportunity to teach at Rice; Heidi Perkins, the current Chair of the Department of Kinesiology; and Jennifer Zinn-
Winkler, the program administrator. In addition, I am deeply indebted to my friends for their encouragement: Daniel
Benton, Michael Bordelon, Michael Czapla, Nathan Cook, Russell Thompson, Dan Euhus, Claire Mummert, Soren and
Bonnie Veis, Todd Pendergrass, Mark Berry, Pam Warmack, and Dennis Jones.
xxii • Acquiring Medical Language • PREFACE
ISTUDY
Acknowledgments from Andrew Cavanagh
I am most thankful for the loving support of my wife, Ashley, and children, Katie, Nathaniel, and Jack. I owe a great debt
of gratitude to my mother, Katherine Cavanagh, who worked tirelessly to provide for me as I grew up and passed on to
me her admirable work ethic. I would also like to thank John Blevins for fostering my love of medicine and pediatrics
and for being a great role model. I would like to thank Caughman Taylor and the entire residency training program at
Palmetto Health Richland, University of South Carolina, for their amazing teaching and dedication to the lives of the
residents. I am grateful for Chisholm Trail Pediatrics. It is a true joy to practice medicine in such a positive environment.
xxiii • Acquiring Medical Language • PREFACE
ISTUDY
Introduction to
Medical Language 1
Introduction
You’ve probably had conversations with people who like
to use big words. Maybe you’ve responded with a blank
expression and a sarcastic phrase—something like, “Say it
in plain language, please!” This happens all the time in
health care practices. Communication is frequently com-
plicated when people use “big words” or jargon.
When a patient comes in for treatment, he or she is
often bombarded with unfamiliar words. The patient
leaves bewildered, wondering what the health care pro-
fessional just said. Sometimes patients do get up the
courage to ask what it all means and health care profes-
sionals explain in simpler terms. And patients wonder,
“Well, why couldn’t you have just said that in the first
place? Why did you have to use all those big words?”
AbleStock.com/360/Getty Images
learning outcomes
Upon completion of this c hapter, you will
be able to:
1.1 Summarize the purpose of medical language.
1.2 Summarize the origins of medical language.
Talking with a doctor, nurse, or other health care professional
1.3 Summarize the principles of medical language.
can sometimes be bewildering or confusing.
1.4 Summarize how to pronounce terms Adie Bush/Cultura/Getty Images
associated with medical language.

1.5 Identify the parts used to build medical
language.
1.6 Summarize how to put together medical terms.
1.7 Describe how medical terms are translated.
1 • Acquiring Medical Language • Chapter 1 •
ISTUDY
1.1 The Purpose of Medical Language
Why Is Medical Language Necessary?
“Why did you have to use all those big words?” is a health care facility, they often don’t feel well and are a
good question. Why is medical language necessary? little confused and worried about what is going on.
Following are a few reasons why medical language is Using medical language reassures patients that the
both necessary and useful. health care professionals know what is going on and are
First, medical language allows health care professionals in control. Sometimes a patient can be calmed and reas-
to be clear. Ours is a multicultural society. Many languages sured that everything is OK by a health care profes-
are spoken, each with their own words for illnesses and sional repeating the same symptoms the patient
body parts. By using medical language, health care pro- reported—in medical language.
fessionals are able to communicate and understand one For example, one of us once saw a doctor about a
another clearly, no matter what their first language is. rapid heart rate. The doctor was very reassuring—it was
Second, medical language allows health care profes- just “tachycardia.” The doctor, however, didn’t know he
sionals to communicate quickly. Think about how this was talking to someone who was familiar with medical
works in English. Instead of saying “a tall thing in the language. Tachycardia breaks down to tachy (fast, as in
yard with green leaves,” we just use the word “tree.” a car’s tachometer reports the engine’s revolutions per
Instead of saying “a meal made up of a few slices of minute) + card (heart) + ia (condition). It literally means
meat and cheese, topped with lettuce, mustard, and “fast heart condition.” The doctor was just repeating
mayonnaise, and placed between two slices of bread,” what he had heard.
we just say “sandwich.” Instead of having to use valu- Here’s another example. Once, a young boy was sick
able time describing the symptoms of a disease or the and his doctors performed a series of tests to find out
findings of an examination, a health care professional what was wrong. After receiving the test reports, the
uses medical language in order to be clear and easily boy’s parents were reassured. The doctors had diag-
understandable to other health care professionals. nosed their child with an “idiopathic blood disorder.” The
Third, medical language allows health care profes- diagnosis was enough for them.
sionals to comfort patients. This reason might seem Because the doctor had attached a fancy medical
kind of odd, but it is true. When patients first enter a term to their son’s condition, the parents figured the
doctors knew what was wrong and how to treat it. In
truth, the doctor hadn’t told them anything. Idiopathic
breaks down to idio (private or alone) + pathic (disease
or suffering). It literally means “suffering alone.” The
boy’s condition was something the doctors had never
seen before.
Medical language enables health care professionals to

communicate quickly and easily no matter what their specific Medical language is able to reassure patients that health care
speciality or native language. professionals know what is going on and are in control.
Jupiterimages/Comstock Images/Getty Images Adam Gault/Science Photo Library/Alamy Stock Photo
2 • Acquiring Medical Language • Chapter 1 • Introduction to Medical
ISTUDY
Learning Outcome 1.1 Exercises Additional exercises available in
EXERCISE 1 Multiple-choice questions. Select the correct answer.
1. Which of the following is NOT a reason why 3. Medical language allows health care profes-
medical language is necessary and useful? sionals to communicate quickly because:
a. Medical language allows health care a. it is a quick way to speak to other health
professionals to be clear. care professionals without taking the time
b. Medical language allows health care to describe symptoms or examine findings
professionals to comfort patients. b. the patients are usually baffled by the
c. Medical language allows health care terminology and do not ask additional
professionals to communicate quickly. questions
d. Medical language allows health care c. words with many syllables always
professionals to intimidate their patients. communicate more information than words
with few syllables
2. Medical language allows health care profes-
d. none of these
sionals to be clear because:
a. few people really understand medical 4. Medical language allows health care profes-
terminology, so at least everyone is sionals to comfort patients because:
speaking the same way a. it communicates a sense that the health
b. health care professionals are in control of care professionals are in control of the
the situation and don’t want to scare situation
patients with a language that they could b. it lets the patients know that the health
understand care professionals are not caught off guard
c. we live in a multicultural society with a by the symptoms at hand
variety of languages, and medical language c. it lets the patients know that the health
is a way of speaking the same way about care professionals know what is going on
the same thing despite your native d. all of these
language
d. none of these
3 • Acquiring Medical Language • 1.1 The Purpose of Medical L
ISTUDY
1.2 The Origins of Medical Language
Where Does It Come From?
Medical language is made up primarily (but not exclu-
sively) of words taken from two ancient languages:
Greek and Latin. Other words creep in from other
sources, but Greek and Latin serve as the foundation of
medical language.
Some of these other sources include:
Eponyms. The word eponym is derived from the
Greek words epi (upon) + onyma (name). It literally
means “to put your name on something.” Thus, an
eponym is a word formed by including the name of the
person who discovered or invented whatever is being
described. Sometimes, in the case of diseases, an
eponym is named after the disease’s first or most note-
worthy diagnosed victim.
One famous eponym is Lou Gehrig’s disease.
The neurological disease was named after the famous
New York Yankee first baseman who had this disease.
The disease’s scientific name is amyotrophic lateral
sclerosis.
Acronyms. The word acronym is derived from the
Greek words acro (high, end) + onyma (name). It literally
means “to make a name with the ends.” Thus, an
acronym is a word made up of the first letters of each
of the words that make up a phrase. One example is
the diagnostic imaging process called magnetic reso-
MRI, which stands for magnetic resonance imaging, is an
nance imaging, or MRI. Remember that acronyms are example of an acronym.
just shorthand—you still need to know what the words Martin Barraud/OJO Images/Getty Images
mean.
Modern languages. Frequently, words from modern
languages creep into the vocabulary of health care systematically study the human body and develop
professionals. These words tend to come from whatever theories about health and disease were the ancient
language happens to be most commonly spoken by the Greeks. The Hippocratic Oath, the foundation of modern
majority of health care professionals. In centuries past, medical ethical codes, is named after and was possibly
German or French were the most common languages, composed by a man named Hippocrates who lived in
so they were the foundation of many medical terms. Greece from about 460 BC to about 370 BC. Hippo-
Currently, the fastest-growing and most-used language crates is widely considered to be the father of Western
in the world is English. Thus, English has also contrib- medicine.
uted a fair number of medical terms. The development of the health care profession
began in ancient Greece and continued in ancient
Why Greek and Latin? Rome. There, Galen, who lived from AD 129 to about
Although the three previously mentioned categories AD 217, made some of the greatest advancements of
have contributed a significant number of words to the our understanding of the human body, how disease
language of medicine, Greek and Latin make up its affects it, and how drugs work.
foundation and backbone. Even eponym and acro- Medical advances began to occur with greater fre-
nym were derived from Greek! But why are Greek and quency during the scientific revolution, adding to an
Latin so prevalent? There are at least three reasons why. already existing body of knowledge based on ancient
Reason 1: The foundations of Western medicine were Greek and Latin. In fact, some of the oldest terms have
in ancient Greece and Rome. The first people to been in use for more than 2,000 years, such as terms
4 • Acquiring Medical Language • Chapter 1 • Introduction to Medical
ISTUDY
for the skin, because these body parts were more easily The reason we keep using Greek and Latin is
viewed and studied. exactly that—no one speaks them anymore. All spoken
Reason 2: Latin was the global language of the languages change over time. Take the English
scientific revolution. The scientific revolution took place word green, for instance, and its non-color-related
from the sixteenth through the eighteenth century. It was meaning. In the past 20 or so years, the word green has
a time of enormous discoveries in physics, biology, become understood to mean “environmentally responsi-
chemistry, and human anatomy. This period saw a rapid ble,” as in the phrase “green energy.” Before that, the
increase in human knowledge thanks to the scientific term was widely understood to mean something differ-
method, which is a set of techniques developed in this ent: “immature or inexperienced,” such as “I just started
period and still in use today using observation and this job, so I am still a little green.” Dead languages,
experimentation for developing, testing, and proving or which aren’t spoken anymore, have an advantage
disproving hypotheses. because they don’t change. There is no worry that
Medical research involving many different subjects, words will change their meaning over time.
people, and places occurred all over Europe. To allow
people from England, Italy, Spain, Poland, and else-
where to talk with one another, Latin became the lan-
guage of scholarly discussion. It was already the
common language of the Holy Roman Empire and
Catholic church, so many people already knew it well.
By using Latin to record and spread news of their dis-
coveries, scientists of this time were able to share their
new knowledge beyond the borders of their countries.
At the same time, the number of medical words that
sprang from Latin grew.
Reason 3: Dead languages don’t change. “Fine,” you
think. “The language of medicine is based on Greek and
Latin. But why do we keep using it? No one speaks The foundations of Western medicine were laid in Greece
either of these languages anymore. Why don’t we just and Rome.
use English?” Marco Simoni/Getty Images
5 • Acquiring Medical Language • 1.2 The Origins of Medical L
ISTUDY
Another random document with
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« On doit interdire même les approches de sa vie intime au
commun des gens ; les forts vivent sur un pied de guerre perpétuel,
bardés d’une cotte de mailles, et montrant seulement leur bras droit,
avec un bon glaive au bout. »
Ces aphorismes familiers, il s’en voulait de les démentir, et
d’avoir saboulé, humilié sa fille ; mais il répugnait à s’excuser de ses
violences. Il se contenta, au dessert, de lui offrir une promenade :
— Non, répondit-elle, je suis un peu souffrante ; je te laisserai
aller.
Il fit quelque pas, de long en large, selon son habitude, en fumant
sa cigarette. La sonnerie d’un cor arriva d’un jardin, puis se tut :
— Pourquoi cesse-t-il ? rêva M. Ardel à mi-voix. J’aime, comme
disait l’autre, le son du cor au fond des bois ou même hors des bois.
Je me souviens que ta mère et moi, les premiers temps de notre
mariage, nous écoutions avec délices, les soirs d’été, des cors qui
sonnaient le long des berges de la Saône…
Une fois de plus il dévoilait cette sentimentalité endolorie que
couvrait un calus de sécheresse. C’était une façon de faire entendre
à Pauline : Pardonne-moi et viens. Mais elle était trop bien sa fille
pour ne pas ressaisir une supériorité en lui tenant rigueur de son
algarade.
Il sortit donc seul à regret ; l’oncle Hippolyte se retira, et Pauline
resta dans la salle à manger. La tête lui brûlait, elle rouvrit la fenêtre
fermée pendant le repas et entrejoignit les contrevents. Elle se mit à
broder sous la lumière, essayant d’engourdir sa peine par un travail
appliqué. Au dehors, un homme passa, venant d’une lente allure, et
fit halte en face de la salle à manger. Pauline comprit qu’on la
regardait, elle crut avoir discerné la démarche par instants traînante
de Julien ; mais, soit timidité, soit caprice, elle ne se retourna point
pour s’en assurer.
Julien — elle l’avait bien reconnu — la contemplait de biais,
assise près du tapis rouge de la table ; il voyait sa main droite,
s’écartant d’une bande de festons que la gauche soutenait,
s’arrondir, tirant l’aiguille et la poussant avec tranquillité. Son visage
demeurait pour lui dans la pénombre ; autour de ses cheveux bruns
s’enflait une clarté rousse…
Il s’avança plus bas dans la rue, mais revint en arrière, et
repassa juste au moment où, s’étant levée pour clore les volets, elle
les attirait à elle. Il salua presque gauchement, et s’éloigna, baissant
le front, confus et transporté de savoir qu’elle l’avait vu.
Pauline eut une joie à défaillir, il lui sembla que son cœur
s’arrêtait. Si elle avait moins aimé Julien, elle aurait joui de le
surprendre en une posture de soupirant timide ; mais une seule idée
l’emporta :
« Cette fois, j’en suis sûre, il m’aime ; et moi aussi, je l’aime, oh !
oui, comme je l’aime ! »
Elle s’élança dans l’escalier, vola jusqu’à la fenêtre de sa
chambre ; peut-être le découvrirait-elle encore d’en haut, sans être
aperçue. La rue était vide ; au-dessus des toits pétillaient les feux
des étoiles, les œillets des pelouses embaumaient ; une cloche
limpide, la petite cloche de la cathédrale, battait à coups légers :
« Il est heureux, lui, de pouvoir bénir son Dieu ! »
Elle se souvint de l’unique obstacle qui les divisait ; cependant
elle ne s’en tourmentait plus, tant le bonheur amplifiait sa force
d’illusion : elle saurait assez comprendre Julien pour qu’il ne sentît
point leurs dissidences, et, généreux comme elle le connaissait, il la
chérirait pauvre en foi, mais non en amour.
« Quand on aime, les choses qui pèsent ne pèsent plus ; ce qui
est amer devient doux. »
Lorsque son effervescence fut tombée, elle se représenta
néanmoins une objection redoutable : la volonté de Julien ne
suffisait pas ; ses père et mère donneraient-ils leur assentiment ?
Alors surtout que la nouvelle serait cornée à leurs oreilles :
— La fille de M. Ardel, — croiriez-vous ? n’est pas baptisée.
Ses prévisions n’étaient que trop justes ; le colloque de Victorien
avec Galibert se colporta chez les Rude. Elle n’en put douter, le
dimanche suivant, à son entrée au milieu d’eux. Le charitable effort
qu’ils soutinrent de ne rien changer à leur accueil dénonçait leur
changement. Dans leur ton d’amitié se glissait une sollicitude
compatissante et grave. Edmée avait perdu son habituelle
exubérance. Pauline ne retrouvait plus en Julien l’amoureux
contemplatif de l’autre soir ; son attitude était empressée, mais
triste ; il avait dû s’ouvrir à son père de ses intentions, et recevoir
des conseils sévères. Entre M. Ardel et lui une discussion s’aiguisa
sur « la misère des temps modernes ». Julien ne pouvait la
contester, bien qu’il nourrît la certitude de magnifiques résurrections
futures ; toutefois il n’en admettait qu’une cause initiale :
l’indifférence religieuse.
— Alors, argua le professeur, si le monde va de mal en pis,
comme je le crois, mais après une Rédemption, comme vous le
croyez, que devient l’œuvre du Messie ? Où est-il ? Que fait-il ?
— Vous demandez, repartit Julien d’une voix incisive, ce que fait
à cette heure le Fils du charpentier ? Je vous répondrai : Il prépare le
cercueil de Julien.
Edmée, au même moment, montrait à Pauline une minuscule
statuette égyptienne en bronze verdi, figurant une femme, les
jambes serrées dans « une jupe-entrave ». Toutes deux ne saisirent
que les derniers mots proférés par le jeune homme ; une angoisse
inexplicable se mêla au coup d’œil qu’elles échangèrent.
— Que racontes-tu, s’écria Edmée, de cercueil et de Julien ?
— Votre frère, expliqua M. Ardel avec une ironique amertume,
me compare gentiment à l’empereur, son homonyme, et sans doute
comme le chrétien de la légende, il prophétise ma mort prochaine…
— Dieu m’en garde ! protesta en riant Julien. C’est moi qui
mourrai avant vous…
Inattentif à l’interruption, le professeur poursuivit :
— Un point cloche dans le rapprochement : Le Julien de l’histoire
fut chrétien quelque temps, au moins d’apparence, au lieu que, moi,
je ne l’ai jamais été. A l’âge de Marthe, j’apprenais du catéchisme
comme de la mythologie. Ça me laissait froid. Oncques n’ai pu
m’assimiler le surnaturel.
Marthe, à l’écart, habillait une poupée, et écoutait, de sa fine
oreille, ces propos qu’elle retenait sans démêler ce qu’ils voulaient
dire. M. Rude, pour couper net le débat, accorda son violon, et on
exécuta un paisible trio d’Haydn. Victorien jugea bon d’observer
ensuite :
— La musique rapproche autant que les dogmes séparent.
Rude remettait dans la boîte son instrument. Il répliqua, presque
irrité du lieu commun :
— Mon cher, une épée tranchante, séparant bien ce qu’il faut
séparer, est plus nécessaire qu’un violon ou des pinceaux. Mais je
veux une épée dont la garde soit une croix ; la Croix seule rallie les
âmes dans un amour indéfectible.
Au travers de ces disputes une cordialité se maintenait. Pauline,
cependant, s’en retourna, convaincue que cette famille ne pourrait
devenir sienne ; la phrase de M. Rude sur « l’épée qui sépare ce qu’il
faut séparer » sous-entendait une admonition pour elle-même et
pour Julien.
Dans l’inanité certaine de ses espérances elle retrouva une paix
morne, faite d’un renoncement stoïque au bonheur ; mais le non-
espoir, à dix-huit ans, excédait ses forces. Elle chercha quelqu’un,
autour d’elle, qui lui fît oublier Julien. Des jeunes gens qu’elle
rencontra dans une sauterie, chez le conservateur des hypothèques,
la rebutèrent par leur vulgarité ; tous rêvaient une vie de petit travail
et de petites jouissances aboutissant à ce port commode et plat, « la
retraite ». S’ils songeaient au mariage, ils ne cherchaient qu’un
« sac ». Auprès d’eux, la figure de Julien, absent, resplendissait
comme celle d’un saint sur un vitrail, et, plus que jamais, elle se
donna en désir à lui.
VI
Les vacances de la Pentecôte étaient proches ; M. Ardel, malgré

la mauvaise humeur de l’oncle Hippolyte, décida que Pauline
l’accompagnerait à Paris, où il comptait passer deux jours. Elle
n’avait traversé Paris qu’en hiver, sous le crachin, dans la boue ; elle
se défendait d’éprouver pour la grande ville l’attirance béate d’une
provinciale qui n’a rien vu. Pourtant, la promesse du voyage l’exalta
comme un philtre de joie qu’on eût versé dans ses veines ; elle
comprit ce pressentiment, lorsque, la veille du départ, son père
annonça :
— Rude et ses enfants y vont aussi, je les ai invités à déjeuner
pour mercredi, et nous reprendrons le train ensemble.
Un soleil dur de juin accueillit Pauline entrant, vers deux heures,
dans Paris. De la voiture découverte que prit M. Ardel, pour la
conduire à « son » hôtel, près de l’Odéon, elle se complut, quoique
étourdie par le tumulte, au spectacle des quais.
Sur le pont d’Austerlitz, des charrois s’engageaient, des attelages
suants, dont les forts chevaux arrachaient du feu des pavés
meurtris, et, glissant sur les rails, tendaient l’encolure, se
roidissaient. Les jurons des charretiers, les claquements des fouets,
la vapeur des tramways qui s’ébrouent, les trompes d’automobiles,
les sirènes des remorqueurs rompaient le bruit d’océan des rues
lointaines. Au milieu des fiacres et des piétons allant avec
l’automatisme hâtif des foules impatientes, elle remarqua un vieil
homme à cheveux blancs, tête nue, les rides du front gonflées et
luisantes de sueur, qui tirait seul une charrette craquant sous des
piles de chaises.
— J’aime, dit Victorien, voir peiner ce peuple autour de moi. Cet
ahan sauvage, sous un soleil d’été, c’est beau…
Mais, en aval du fleuve grisâtre, que le soleil faisait bouillir
comme de l’étain liquide, Pauline regardait les tours de Notre-Dame
alléger l’horizon. Songeuses immobiles, tournées vers l’ouest et la
mer, elles se haussaient en plein ciel, hors des haleines du sol et
des fumées.
Ils longeaient le Jardin des Plantes, où on entrevoyait des bêtes
dans leur parc, des gens assis dans les allées, des enfants qui
jouaient. Une douceur biblique semblait habiter ces ombrages.
— Si nous vivions à Paris, exprima Pauline, je viendrais souvent
là.
M. Ardel, au passage, lui indiqua une rue qui monte entre deux
murs bas, déserte, sans maisons, sans un pouce d’ombre, meublée
seulement, vers le haut, de quelques arbres poudreux.
— La rue Cuvier, fit-il ; quand j’étais étudiant, je la fréquentais
dans cette saison et à cette heure, pour me donner l’illusion d’un site
africain.
Pauline évoqua son père, à vingt ans, seul et lyrique, promenant
sa silhouette sur le pavé torride ; et elle partit d’un bon rire :
— Quel original tu étais !
De l’hôtel il la conduisit au musée du Luxembourg qu’il n’avait
pas revu depuis des années. Ils firent lentement le tour des salles ;
Victorien trouva surtout l’occasion d’en critiquer les toiles ; sauf des
portraits et des scènes de genre, que de choses misérables ! La
banalité des nus l’écœurait ; il s’étonnait qu’on délaissât la grande
peinture d’histoire.
— Rude déplorerait l’indigence de ce musée en fait d’art
religieux.
Il accorda néanmoins à Pauline que le Christ en croix de Carrière
« n’était pas mal ». Mais il ne pouvait souffrir la taie de brouillard que
ce peintre tissait sur toutes les formes. Pauline, au rebours,
acceptait le clair-obscur douloureux où Carrière rend palpable
l’énigme des visages humains. Elle comprenait la femme qui
sanglote dans son mouchoir, au pied de la croix.
— Celle-là, elle ne sait pas s’il est Dieu ; mais elle a pitié de lui,
pitié d’elle-même ; elle me fait envie, cette femme !
Elle se rappela son aversion, à Sens, devant le vieux Christ de la
cathédrale : comme son cœur et sa pensée, en quelques mois,
s’étaient élargis !…
Le soir, après deux visites assez ternes chez d’anciens
camarades du professeur, ils dînèrent, boulevard Saint-Michel, dans
un restaurant proche du quai. M. Ardel revenait volontiers à ses
gargotes de jadis. Le seul Paris qui existât pour son âge mûr restait
celui de sa jeunesse.
Dans le va-et-vient anonyme, indéfini des passants, Pauline se
demandait si elle ne reconnaîtrait pas Julien. Mais les figures
vagues, derrière la vitre, sous le jour faux des reverbères, et qui
s’effaçaient aussitôt, devenaient, en se multipliant, comme irréelles.
Semblables à des lampes folles et fantastiques courant sans guide
sur la chaussée, les phares des automobiles se croisaient. Elle
éprouvait, de son premier contact avec Paris, cette lassitude
qu’inflige la visite d’une énorme usine où le déchaînement de la vie
mécanique assourdit toute réflexion.
Sa fatigue se dissipa, lorsqu’ils s’en allèrent, au crépuscule, le
long de la Seine, par le quai des Grands-Augustins. Là, les bruits
s’apaisaient ; un ciel immense, d’un vert brun, se regardait dans
l’eau frissonnante où frémissaient les feux illimités des deux rives. Ils
traversèrent un pont, et Victorien mena sa fille jusqu’à l’Arc du
Carrousel. L’esplanade, par un tel soir, amplifiait sa majesté
triomphale. Le Louvre, derrière eux, érigeait ses corniches augustes
et noires. Devant, les lumières, en deux files parallèles qui
s’incurvaient au loin, puis se confondaient, développaient une voie
de splendeur jusqu’à l’Étoile, « jusqu’aux étoiles », s’écria Pauline
enthousiasmée. Le simplisme de cette magnificence l’éblouit ; Paris
semblait attendre un roi pour le fêter ; et le grondement des
véhicules, à distance, roulait comme la rumeur d’une armée qui
passe.
C’était tout près, dans la cour du Palais-Royal, que M. Ardel
devait rejoindre, le lendemain, les Rude. A travers l’orchestre confus
des bruits nocturnes, Pauline écoutait venir cette journée décisive
pour son amour ; autour d’elle et de Julien qu’elle savait présent,
toutes les voix de Paris n’étaient plus qu’un los d’hymen dans un
brasier…
Le lendemain matin, elle laissa sortir Victorien seul et fit une
toilette un peu plus étudiée qu’à l’ordinaire. Sa fenêtre donnait sur un
coin sommeillant du Luxembourg ; la fraîcheur des arrosages
éveillait les verdures vaporeuses ; des marchandes de fleurs
circulaient.
Quand elle fut prête, elle s’examina dans l’armoire à glace, se
concéda que sa robe gros bleu et son chapeau de paille relevé
cavalièrement avec un nœud sombre seyaient à la clarté de son
teint. Une décision rayonnante partait de ses yeux ; les lignes de ses
joues et de ses bandeaux nageaient dans une sorte de halo vibrant ;
elle s’en étonna, comme si la figure d’une autre se fût répétée en
face d’elle.
Un grand moment lui restait avant l’heure du rendez-vous. Elle
s’assit et tira de sa valise un petit livre qu’elle s’était imposé d’y
mettre, la traduction des Évangiles ; elle le reprit à l’endroit où elle
l’avait laissé, au Sermon sur la Montagne. L’accent d’une parole
surhumaine, irréfragable, tinta aux portes de son âme ; mais, arrivée
à la fin du chapitre, elle abandonna sa lecture :
— Où sont-ils, ceux qui suivent exactement ces préceptes, qui
arrachent leur œil droit, s’il les scandalise, et donnent encore leur
tunique, si on leur a pris leur manteau ? Je serais chrétienne, voilà
ce qu’il me faudrait pratiquer. Non, ce sera toujours trop fort pour
moi…
A midi sonnant, elle et son père arrivaient dans le jardin du
Palais-Royal. La quiétude voluptueuse de ce lieu mélancolique ravit
Pauline comme le présage d’une félicité romanesque. Elle aima ce
silence à trois pas du bruit, les grilles dorées entre les colonnades
grises, les boutiques d’orfèvres et de libraires où personne ne se
montrait, et, au milieu, le jet d’eau neigeux dont les gouttes se
brisaient dans la vasque brillante avec un murmure de soie froissée.
Mais, derrière les colonnes, elle cherchait avidement Julien ; il
surgit tout d’un coup et, à sa suite, Edmée devançant M. Rude. Était-
ce la stimulation de Paris qui l’émancipait de sa gravité ? Ou avait-il
fléchi selon son désir la volonté paternelle ? Pauline lui retrouva son
air dégagé, riant des premiers mois ; Edmée l’embrassa de toute sa
pétulance, et M. Rude, en lui prenant la main :
— Que je suis content de vous voir, tonna-t-il, ma chère enfant !
Victorien leur proposa d’aller déjeuner au frais, sous les arbres,
dans un restaurant des Champs-Élysées. Une voiture les y déposa ;
Pauline voguait en une allégresse dont elle avait peine à contenir
l’exubérance. Ils s’attablèrent sous une véranda, près d’un grand
platane. L’ombre des feuilles bougeait sur la nappe, les rayons
qu’elles distillaient semblaient couler dans les veines d’Edmée et de
Julien, et Pauline lisait au fond de leurs prunelles que sa propre
beauté s’avivait.
— Avez-vous remarqué ? disait M. Rude ; vers midi, l’Arc de
Triomphe se colore de gris argentés, analogues à ceux des rocs, en
Provence, le long des Alpilles. Les masses se volatilisent ; il n’y a
plus que du soleil et des angles pour l’arrêter !
M. Rude était en verve ; il parlait de la salle qu’il avait enfin résolu
de louer, rue Richepanse, à l’automne, où il exposerait ; et ce brave
homme, jusque-là insoucieux du succès, presque heureux d’être
obscur, insistait avec une candeur qui divertissait Victorien sur les
assurances d’articles qu’il avait reçues de critiques notoires.
Pour Victorien, le résultat positif de son voyage, c’était de savoir
que sa nomination à Versailles ne se ferait pas de sitôt. On le jugeait
décidément un excentrique et un esprit « frondeur ».
— Je m’en moque, concluait-il, je suis bien à Sens…
— Et moi donc ! souligna Pauline à mi-voix, se penchant vers
Edmée.
— Je tiens les éléments, poursuivait M. Ardel, d’un livre très
curieux, l’histoire d’un de vos archevêques, Pardaillan de Gondrin,
un des gaillards les plus originaux de la Fronde, pas édifiant par
exemple, mais un type de Français batailleur, aventurier,
indomptable.
— Comme j’eusse voulu l’être, dit brusquement Julien.
— Comme on ne peut plus l’être, coupa le professeur.
— Cependant, appuya Julien, quand je serai consul, si je puis me
faire envoyer dans le Levant ou en Extrême-Orient, dans quelque
poste scabreux, croyez-vous que je ne trouverai pas là de beaux
champs de bataille ?
Victorien sourit en douteur ; mais le front de Pauline se plissa
d’un désappointement ; si Julien partait au loin, et si elle le suivait,
que deviendrait son père isolé ?
La conception nette d’un sacrifice nécessaire balaya les mirages
où elle s’exaltait ; sa gaîté revint aussitôt, mais avec une teinte de
sérieux qui persista tout le repas.
En sortant de table, ils remontèrent à pied jusqu’à la place de la
Concorde. Pauline marchait devant, entre Edmée et son frère.
Edmée lui révéla que Mlle Total, cette envieuse, dénigrait sous le
manteau M. Ardel, à cause de ses relations avec la famille Rude.
— Alors, s’exclama Pauline, pourquoi nous fait-elle tant de
chatteries ? La vilaine bête !
— Il ne faut pas vous émouvoir, observa Julien. Quand vous
recevez un croc-en-jambe, c’est toujours des gens qui se disent vos
amis. Les femmes surtout se délectent aux petits jeux des férocités
sournoises. Rien n’est plus rare qu’une âme bien née. Quel trésor
d’en découvrir une !
Et, se tournant vers elle avec une soudaine effusion :
— Vous, au moins, vous êtes vraie, simple, jamais fardée ; c’est
ce qui fait qu’on vous aime.
Pauline, presque interdite, répondit seulement :
— Vous me jugez comme je vous juge ; c’est que vous êtes un
grand cœur.
Au coin de la rue Royale, ils se séparèrent. M. Rude avait
rendez-vous avec un marchand de tableaux ; il emmena Julien,
ayant peu de goût pour se faire valoir et se défendre lui-même ; M.
Ardel et Pauline gardèrent Edmée. Pauline méditait l’abrupte et
naïve profession d’amitié que Julien lui laissait : assurément, il l’avait
préméditée et jetée dans la conversation à l’improviste, par une
impatience d’amoureux. Sa phrase, tout un moment, chanta dans sa
tête folle ; elle ne vit plus rien des choses qu’elle traversait. Un
omnibus, rue de Rivoli, l’aurait écrasée, si son père ne lui eût à
temps saisi le bras. Il discutait avec Edmée sur la niaiserie des
Parisiens. A Paris, prétendait Edmée, la sottise commune s’atténue,
en apparence, sous la vivacité d’allure qu’exige le qui-vive incessant
et la défense de soi.
— Allons donc ! répliquait-il ; nulle part, l’esprit d’imitation,
autrement dit la suprême sottise, n’est poussé plus loin qu’ici. Sont-
ce des femmes ou des pastiches de femmes, ces créatures toutes
vêtues sur un patron identique, trottant à la file, avec la même
manière de balancer leur bras, de se déhancher ?
Ils entrèrent au Louvre, dans la galerie des peintres du dix-
huitième siècle, où le professeur voulait examiner quelques portraits.
Pauline retint Edmée devant l’Embarquement pour Cythère. Edmée
goûtait fort peu les scènes galantes, et n’admirait de cette toile que
la chaude féerie du paysage ; Pauline l’aimait plus qu’elle ne l’osait
dire ; elle trouvait surtout charmante la dame qui baisse les yeux en
écoutant les douceurs de son cavalier, et aussi l’autre, d’une grâce
paresseuse, qui, la dernière, se décide à suivre.
De salle en salle leur guide les entraîna, si bien que toutes deux
étaient lasses quand les portes du musée, à cinq heures, se
fermèrent. M. Ardel, infatigable, les mena, pour des emplettes,
jusqu’à la rue Saint-Denis. Au retour, ils traversèrent en voiture le
parvis Notre-Dame, le long des porches de l’église ; celui du milieu
restait ouvert ; dans la profondeur des nefs et du chœur tellement
sombre qu’il semblait tendu de noir, des cierges brûlaient, des
verrières violettes s’éclairaient. Ce fut l’image grave que Pauline
emporta de ce second soir à Paris.
Elle voyait, d’une attente heureuse, approcher le moment de
gagner la gare et de retrouver Julien. Elle et Edmée, lorsqu’elles
pénétrèrent sous le hall, y cherchèrent en vain M. Rude et lui.
Victorien rassura Edmée ; mais Pauline prit pour elle-même
l’inquiétude de son amie : qu’avait-il pu leur arriver ? Elle essayait de
réprimer, d’avance, sa déception, si le voyage se faisait sans Julien ;
son désir pourtant se crispait sur l’idée qu’il allait venir. Enfin, trois
minutes avant le départ du train les deux voyageurs apparurent,
essoufflés, en sueur : le cheval de leur fiacre s’était abattu, une série
d’encombrements les avait ensuite retardés.
— J’ai bien cru que nous le manquerions, fit M. Rude en
s’épongeant.
— Et moi, triompha Julien, qui regarda Pauline, je savais que
nous ne le manquerions pas !
Le soleil s’était couché sur Paris dans une vapeur d’un bleu
cendré, sans rayons, et rouge, dit Edmée, « comme un cachet de
cire sur une lettre ». On suffoquait encore à l’intérieur des wagons ;
Julien, visiblement fiévreux, sortit dans le couloir ; Edmée et Pauline
le suivirent. L’express avait dépassé Melun ; à droite et à gauche
dormaient des futaies pesantes, d’où sortait la respiration du soir,
l’odeur des écorces suintantes de sève, des fougères humides et
des sureaux en fleurs.
Il semblait étrange à Pauline de glisser au milieu de ce silence
crépusculaire, dans la trépidation orageuse des roues. Un instant,
elle perçut, à travers le vacarme, les coups de gorge stridents d’un
rossignol. Edmée, qu’un besoin de sommeil accablait, rentra
s’asseoir ; Pauline demeura, car Julien lui parlait.
Il lui confiait son penchant pour les longs exodes, mais, en même
temps, sa volonté de fixer sa vie autour d’un centre stable. Et il eut
une façon de la dévisager, passionnée, sérieuse, qu’elle comprit trop
bien. Elle laissa tomber ses paroles dans le silence et se disposait à
le quitter.
— Quelle journée splendide nous avons eue ! dit-elle en manière
de conclusion. Pourquoi faut-il qu’elle ait une fin ?
— Il y en aura une plus belle pour moi, celle où je pourrai vous
dire tout haut : « Pauline, je vous aime… » Si toutefois, je ne vous
suis pas indifférent…
Ils se tenaient appuyés contre la porte du compartiment et assez
près l’un de l’autre pour que Pauline ne perdît rien de ces mots
articulés d’une voix tremblante. Elle s’attendait à son aveu ;
cependant la commotion qu’elle en reçut contracta ses lèvres, serra
sa gorge ; elle regardait dans le vague et se taisait.
— Non, put-elle dire enfin, mais sans se retourner vers lui, vous
ne m’êtes pas indifférent…
Julien planta sur elle l’ardeur tendre et envahissante de ses yeux.
— Ah ! reprit-il plus ferme, je n’ai jamais douté que votre affection
répondrait à la mienne. Dès la première heure où nous nous
sommes vus, j’ai pensé : « La voici, l’élue de mes songes, celle qui
m’est prédestinée. » Je ne vous dirai pas que je vous aime
simplement parce que vous êtes belle, et pourtant votre voix seule
m’émeut comme le son d’une harpe qui aurait une âme ; de voir le
bout de vos doigts ou le balancement de votre robe, tout mon être
en frémit. Mais je sens au fond de vous des trésors d’amour et
d’intelligence qui me ravissent mille fois plus encore. Une seule
chose me désolerait, si je ne mettais mon espoir dans le Christ que
vous ignorez, et, cette chose, vous ne l’ignorez pas…
— Je la connais, répliqua-t-elle, dominant son trouble… Si vous
m’aimiez plus que tout au monde, vous la négligeriez ; mais je ne
peux pas vous en vouloir de mettre avant l’amour d’une femme celui
du Dieu en qui vous croyez. Seulement, qu’y puis-je ? La foi est un
don ; je l’ai désirée ; j’ai même prié ; elle n’est pas venue ; sans
doute, je ne la mérite guère, parce que, si je devenais maintenant
chrétienne, ce serait à cause de vous…
— Vous avez prié, dit Julien ; mais souvent ?
— Pas souvent ; une fois, le soir de notre course à Druzy.
— Eh bien ! promettez-moi désormais, chaque soir et chaque
matin, d’élever votre désir à Celui qui vous entend…
Elle fit un signe de promesse muette, mais où il devina trop peu
d’espérance.
— Il est écrit, poursuivait Julien : « Heurtez, et on vous ouvrira. »
Si vous grattez à la porte et vous en allez, est-ce étonnant qu’on ne
vous ait pas encore ouvert ? Il faut heurter fort et longtemps, y
meurtrir vos mains… En somme, êtes-vous heureuse de ne pas
croire ?
— Auparavant, je n’en souffrais point, je me croyais même
supérieure aux autres. A présent, je veux savoir, et je ne sais rien.
Un rideau opaque s’épaissit entre mes yeux et les mystères que je
voudrais atteindre. En pensant à vous, j’ai compris qu’on pût désirer
un amour sans lassitude et sans terme…
— Alors, pourquoi tardez-vous à sortir de cette anxiété qui n’est
pas un terme ?
— Pourquoi ? Si je vous demandais : Pourquoi n’êtes-vous pas
un saint ?… Pourquoi ? Parce que je suis une pauvre âme faible et
seule…
— Vous n’êtes jamais seule, protesta Julien ; vous oubliez, sans
parler de moi, tous les miens qui prient pour vous, et votre oncle, et
les Carmélites, et d’autres, qui, sans vous connaître, supplient la
Lumière de descendre en vous. Mais vous sentez votre faiblesse,
vous avez faim déjà du Viatique… Ah ! que vous serez heureuse —
et moi ! — le jour où vous croirez ! L’air sera léger sur vos épaules ;
ce sera comme ce soir d’été, s’il ne devait jamais finir.
Le train, maintenant, courait dans une plaine, près d’une rivière
entrevue parmi des peupliers. Des corbeilles de fleurs semblaient
dissoutes en ses eaux mordorées ; la rougeur hâlée du couchant
brunissait au fond de l’espace ; pourtant, le gazon des berges, les
blés jaunissants, les frondaisons des arbres, un clocher bleu sur un
coteau, tout conservait une empreinte de clarté, et on eût dit, non
que le jour s’éteignait, mais qu’une aurore allait naître.
L’arrêt de Montereau approchait ; Pauline rentra auprès
d’Edmée ; celle-ci, sous la lampe, continuait un somme paisible,
tandis que les deux professeurs s’égosillaient, mis aux prises par
une furieuse controverse. Pauline démêla que son père prétendait
prouver l’impuissance de l’Église à ressaisir une suprématie
périmée ; mais elle se recueillait dans l’intimité de sa joie. Julien,
songeur, s’était assis en face d’elle ; de temps à autre ils se
regardaient ; puis elle fermait les paupières et se disait :
« Fais silence, ô mon âme. Une heure pareille, peut-être, ne
reviendra plus. »
VII
La journée s’achève lourdement ; des nuages de plomb pendent

dans l’air exténué ; sur la petite cour où Pauline, en peignoir bleu,
arrose ses plantes, les branches des tilleuls voisins s’affaissent ; elle
aperçoit, par leurs éclaircies, les réflexions du couchant livide et
fumeux ; un crapaud, contre le mur d’un jardin, réitère sa plainte
sonore. Victorien médite, enfoncé au creux d’un fauteuil de toile ; et
le vieil oncle, promeneur abstrait, les deux mains dans ses poches
comme s’il grelottait, suit d’un œil soucieux les chauves-souris qui
décrivent de grands cercles autour de son crâne.
— Avez-vous vu quelquefois, dit soudain Pauline, s’ouvrir les
belles-de-nuit ?
Les deux hommes, tels que des dormeurs, ont sursauté ;
Victorien, « ignorant comme un maître d’école », étranger aux faits
simples de la nature, se lève, attiré par le curieux phénomène : les
fleurs jaunes, sur les tiges tendres, une à une, décollent leurs
pétales ; avec une nonchalance voluptueuse les corolles se
redressent ; c’est une léthargie dont elles s’éveillent ; une impulsion
mystérieuse propage leur frisson vibratile.
— Les fleurs ont donc une volonté ? interroge Pauline.
— Oh ! veut-il expliquer, ce sont des réflexes tout mécaniques…
Si nous sortions… Ici, j’étouffe.
Pauline est montée lestement s’habiller, et ils s’en vont au bord
de l’eau.
Sous les arches du pont l’Yonne glissait d’un mouvement
presque insensible ; la ligne oblique des coteaux l’arrêtait ainsi qu’un
étang ; les formes brunes des nuages, les ombres massées des toits
et des peupliers figeaient le courant opaque ; un canot descendait le
long du Clos-le-Roi, et, chaque fois que les rameurs levaient leurs
avirons, un peu de ciel blanc luisait dans l’intervalle de leurs bras ;
car le crépuscule s’attardait encore sur les collines, « un crépuscule
profond, aurait dit M. Rude, comme un chant grave de clarinette ».
Pauline distinguait, en aval, pressant le dos d’un tertre et
semblable à un manoir abandonné, la chapelle de Saint-Martin près
de laquelle Julien, pour la première fois, l’avait rencontrée. Elle
voulait entraîner son père à gauche, du côté de la maison des
Rude ; par esprit de contradiction, il se dirigea vers les hauteurs.
En passant au milieu du pont, contre la croix de fer surmontée
d’une ampoule électrique, elle se remémora la promesse faite à son
ami ; elle n’y avait pas manqué, depuis un mois, un seul jour, et, ce
soir après les autres, elle répéta intérieurement cette prière :
« O Dieu, si vous m’entendez, faites que je Vous connaisse ; si
vous êtes la Vérité, donnez-vous à moi. »
Mais nul indice extérieur, nul appel décisif ne lui révélait qu’elle
fût exaucée. Le christianisme excitait sa curiosité, elle désirait
s’initier aux dogmes ; toutefois cette sympathie restait fragile, comme
la coque d’un œuf mal formé qui s’effrite au moindre choc. Devant la
notion du surnaturel, ses habitudes de jugement se raidissaient :
« Si Dieu est, tout lui est possible ; mais pourquoi le miracle ?
Est-ce rationnel de concevoir qu’ayant fait le monde selon un ordre
bon, il y superpose à tout propos un ordre meilleur ? Un prêtre
profère une parole sur un peu de pain ; Julien croit que cette hostie
devient la chair et le sang du Verbe ; quelle preuve en a-t-il ?
D’autres avant lui l’ont cru : le Christ lui-même l’aurait dit ; où est le
signe authentique du prodige indéfiniment renouvelé ? »
La netteté des objections qu’elle se proposait ainsi répondait à un
long travail latent ; sa pensée avait beau vouloir s’échapper dans
des rêveries fantaisistes, elle revenait autour des problèmes
religieux, de même qu’une hirondelle, entrée sous la voûte d’une
église, bat des ailes autour des piliers, se cogne contre les vitraux.
Quand elle causait, tout autre propos manquait pour elle de saveur ;
en présence de son père, une contrainte la tenait, le poids de son
hostilité ; il fallut néanmoins qu’elle s’imposât avec lui un
éclaircissement : si, plus tard, elle embrassait une croyance, elle se
préoccupait de savoir quel accueil il ferait à sa conversion. Pendant
qu’ils gravissaient la côte déserte du Chemin-Neuf, un mot bref suffit
à provoquer l’éclat qu’elle appréhendait et souhaitait.
— Tu sais, dit-elle en rompant le silence, que mon oncle
Jacques, outre sa cure de Druzy, a maintenant un cours au grand
séminaire ?
— Tant mieux pour lui, répliqua-t-il d’un ton qui signifiait : La
nouvelle m’est fort égale. D’où tiens-tu ce détail ?
— Edmée l’a su de Julien. Il paraît que ton frère est toujours très
malheureux de ne pas nous voir. Je n’ai point de conseil à te
donner ; mais, un de ces dimanches, il me semble, nous aurions
bien pu aller le remercier de la miniature…
— Le remercier d’une restitution ? Allons donc ! Je connais
Jacques à fond ; la seule méthode pour vivre en termes corrects
avec lui, c’est de nous voir le moins possible. Je lui lâcherais des
vérités peu flatteuses, il me répliquerait. A quoi bon chercher des
scènes inutiles ? Et puis, non. Cela ne me dit rien. Il est prêtre ; je ne
puis pas avoir de plaisir à fréquenter un prêtre.
— C’est tant pis ; j’aimerais vous entendre vous disputer sur la
religion.
— Bah ! qu’en peut-il sortir ? Du vent. Si tu avais étudié, comme
je le fais pour mon Gondrin, les noises stupides des jansénistes et
des jésuites, tu sentirais combien ces théologies sont surannées,
finies, cadavéreuses.
— Alors, dans quelle intention les étudies-tu ?
— Comme on étudie les sarcophages d’Égypte ou comme on
cherche à lire l’étrusque. Parce que tout objet de découverte attire
un savant.
— Il y a pourtant des milliers d’âmes qui vivent des idées
chrétiennes, et moi, qui ne suis pas croyante, elles m’intéressent de
plus en plus.
Victorien dévisagea sa fille d’un air offusqué et soupçonneux :
— Décidément, tu as bien changé, et j’ai eu grand tort de ne pas
suivre mon intuition ; toutes ces billevesées te viennent des Rude ;
jamais je n’aurais dû me lier avec eux. Me crois-tu donc aveugle ?
Julien t’a tourné la tête, tu es folle de lui. Mais j’y vais mettre ordre
et, dès demain, faire sentir au père que je ne laisserai pas
circonvenir et capter ma fille.
Pauline blêmit à ce coup brutal, effrayée des suites que pouvait
avoir sa franchise. Cependant, son amour lui prêta la force de
répondre avec sang-froid :
— Je n’ai aucun motif de cacher mon amitié pour Julien ; et tu
n’en as aucun, non plus, de sauter, à ce propos, comme un baril de
poudre. Tu comprends, je suppose, qu’il n’épousera jamais une fille
non baptisée…
— Aussi espère-t-il t’amener au baptême…
— S’il l’espère, il se trompe ; libre à toi de me juger stupide ; je ne
le suis pas encore au point de suivre une croyance parce que
quelqu’un me l’aura soufflée. Je conçois qu’on en ait une, mais
seulement lorsqu’on cède à l’évidence d’une certitude acceptée par
la raison.
— Mais, ma pauvre enfant, s’exclama-t-il, la raison est ployable à
tout. Tu croiras tenir des preuves, quand tu seras le jouet de tes
sentiments.
— En ce cas, si tu nies la raison, quel principe t’autorise à
soutenir : Ceci est vrai, cela est faux ?
M. Ardel allait répondre ; mais, contre la grille d’un clos isolé, un
énorme chien, à leur passage, se dressa en aboyant avec furie. Le
professeur haussa les yeux vers le coteau ; sur l’échine d’un nuage
des éclairs couraient comme des frissons, et des bouffées de vent
qui se levaient rapprochaient les craquements sourds de la foudre.
Pauline regardait sans joie la ville étalée à leurs pieds, espaçant les
réverbères mélancoliques de ses quais ; dans le ciel, à droite, au-
dessus des terres vagues, montait un grand disque de cuivre ardent,
la lune pleine barrée d’une vapeur, et, derrière elle, une attente
morne, un silence s’approfondissait ; autour de l’astre étrange
comme un météore, des nuées fauves immobiles avaient l’air de
bêtes fascinées.
— Redescendons, dit M. Ardel ; nous aurons de l’orage tout à
l’heure.
Il prit, pour la mieux convaincre, le bras de Pauline et se remit à
discourir :
— Tâche donc de pénétrer mon point de vue. Si tu savais
combien c’est triste de penser que tu restes étrangère au plus intime
de ma vie, que je suis seul ! Moi, j’ai subi l’oppression tacite du
passé où mes père et mère furent pétris ; mais je me disais : Ma fille
au moins sera pleinement libre et heureuse, je n’aurai pas lutté en
vain. Comprends-moi : je ne suis pas incrédule pour l’unique et
grossier motif que l’absurdité des dogmes contredit les lois de
l’expérience — et l’expérience est la pierre de touche du vrai. —
Non, je pars d’un fait immédiat : l’Église, comme tout système
humain, a eu son commencement, sa croissance, son apogée ;
depuis la fin du moyen âge, elle résiste à la mort, mais elle décline,
elle s’en va d’une vieillesse lente et d’autant plus irrémédiable. De
ses cendres une autre religion surgira-t-elle ? Ou l’homme
comprendra-t-il enfin qu’en adorant des dieux il s’adorait lui-même ?
Pour le moment, tu m’avoueras qu’il est sage de ne pas lier nos
actes au joug étroit d’une discipline condamnée par le temps.
L’humanité qui marche regarde devant elle, non en arrière. Moi, et
plus encore toi, nous avons mieux à faire que de rêvasser devant
des tombeaux vides !
Pauline se tut d’abord, lui laissant l’illusion qu’elle ne trouvait rien
à répondre, mais elle songeait :

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Acquiring Medical Language, 3e (Jan

31, 2022)_(1265246130)_(McGraw Hill)

Steven L. Jones, PhD

Steven L. Jones, PhD

This book is printed on acid-free paper.

Cover Image: oxygen/Moment/Getty Images

1. Introduction to Medical Language 1

2. Introduction to Health Records 55

3. The Integumentary System—Dermatology 125

4. The Musculoskeletal System—Orthopedics 182

5. The Nervous System—Neurology and Psychiatry 247

6. The Sensory System—Ophthalmology and Otolaryngology 314

7. The Endocrine System—Endocrinology 389

8. The Blood and Lymphatic Systems—Hematology and Immunology 446

9. The Cardiovascular System—Cardiology 508

10. The Respiratory System—Pulmonology 579

11. The Gastrointestinal System—Gastroenterology 630

12. The Urinary and Male Reproductive Systems—Urology 712

13. The Female Reproductive System—Gynecology, Obstetrics, and Neonatology 802

Appendix B: Suffixes 885

Appendix C: Roots Only Mentioned in Word Analysis 887

iii • Acquiring Medical Language • BRIEF CONTENTS

CHAPTER 1 Introduction to Medical Language 1

1.2 THE ORIGINS OF MEDICAL LANGUAGE 4

1.3 THE PRINCIPLES OF MEDICAL LANGUAGE 7

1.4 HOW TO PRONOUNCE TERMS ASSOCIATED

1.5 PARTS USED TO BUILD MEDICAL LANGUAGE 12

1.6 HOW TO PUT TOGETHER MEDICAL TERMS 45

1.7 HOW MEDICAL TERMS ARE TRANSLATED 48

CHAPTER 2 Introduction to Health Records 55

iv • Acquiring Medical Language • CONTENTS

2.5 ELECTRONIC HEALTH RECORDS 106

CHAPTER 3 The Integumentary System—Dermatology 125

Introduction and Overview of Dermatology 125

3.2 PATIENT HISTORY, PROBLEMS, COMPLAINTS 132

v • Acquiring Medical Language • CONTENTS

CHAPTER 4 The Musculoskeletal System—Orthopedics 182

Introduction and Overview of the Musculoskeletal System 182

4.2 PATIENT HISTORY, PROBLEMS, COMPLAINTS 192

4.5 TREATMENTS AND THERAPIES 218

4.6 ABBREVIATIONS OF THE MUSCULOSKELETAL SYSTEM 228

CHAPTER 5 The Nervous System—Neurology and Psychiatry 247

Introduction and Overview of the Nervous System 247

5.2 PATIENT HISTORY, PROBLEMS, COMPLAINTS 258

vi • Acquiring Medical Language • CONTENTS

CHAPTER 6 The Sensory System—Ophthalmology and Otolaryngology 314

Introduction and Overview of Sensory Organs 314

6.2 PATIENT HISTORY, PROBLEMS, COMPLAINTS 326

6.3 OBSERVATION AND DISCOVERY 335

6.4 DIAGNOSIS AND PATHOLOGY 347

6.5 TREATMENTS AND THERAPIES 358

6.6 ABBREVIATIONS 368

CHAPTER 7 The Endocrine System—Endocrinology 389

vii • Acquiring Medical Language • CONTENTS

CHAPTER 8 The Blood and Lymphatic Systems—Hematology

Introduction and Overview of Hematology and Immunology 446

8.2 PATIENT HISTORY, PROBLEMS, COMPLAINTS 457

8.4 DIAGNOSIS AND PATHOLOGY 475

CHAPTER 9 The Cardiovascular System—Cardiology 508

Introduction and Overview of the Cardiovascular System 508

viii • Acquiring Medical Language • CONTENTS

CHAPTER 10 The Respiratory System—Pulmonology 579

Introduction and Overview of the Respiratory System 579

CHAPTER 8 The Blood and Lymphatic Systems—Hematology