An Illustrated Guide to Veterinary Medical Terminology 4th Edition Romich Solutions Manual CONTEN TS Part I Teaching Tips / 2 The Supportive Classroom 3 Goals of Teaching Medical Terminology 3 Evaluation Criteria 4 Test Construction 4 Course Planning Suggestions 6 Part II Teaching Aids / 7 Student Study Suggestions 7 Flash Cards 7 Part III Answers to Text Review Exercises / 11 Chapter 1 11 Chapter 2 15 Chapter 3 21 Chapter 4 26 Chapter 5 34 Chapter 6 36 Chapter 7 42 Chapter 8 46 Chapter 9 50 Chapter 10 53 Chapter 11 56 Chapter 12 60 Chapter 13 63 Chapter 14 66 Chapter 15 69 Chapter 16 71 Chapter 17 74 Chapter 18 76 Chapter 19 79 Chapter 20 82 Chapter 21 83 Chapter 22 85 Chapter 23 88 Part IV Crossword Puzzles / 91 Chapter 1 Prefixes and Suffixes 92 Chapter 2 Organ Combining Forms 94 Chapter 3 Structural Support Terms 96 Chapter 4 Head to Toe (Animal Parts) 98 Chapter 5 Animal Names 100 Chapter 6 Digestive Organs and Diseases 102 Chapter 14 Eyes and Ears 104 Chapter 15 Hematologic, Lymphatic, and Immune System Terms 106 Chapter 16 Laboratory and Radiographic Terms 108 Part V Case Studies / 110 Testing Medical Term or Abbreviation Knowledge 110 Testing Definition Knowledge 113 PART I Teaching veterinary medical terminology is no different from teaching other subjects: instructors need to consider the reality that students learn differently. Some students learn by doing (kinesthetic learners); others, by hearing (auditory learners); and still others, by seeing (visual learners). It is important to recognize that most students learn through a combination of these styles, so using varied teaching techniques that address the different learning styles will help your students learn and retain information better. Your goal in lesson planning should be to have students actively participate in class and to fully involve as many senses as possible. This teaching format accommodates different learning styles, aids in holding students’ attention, and makes the class more interesting for students and for you. Generous use of a chalkboards, transparencies, or computer -based presen - tation programs help students see a medical term while it is being discussed. Pronouncing the term while presenting it visually helps students associate the two. As students progress in their understanding of medical terminology, it is helpful to pronounce the term and have students define it both in written and oral form. Remember that on the job, students will not always see the medical term written down so that they can analyze it. Learning medical terminology is similar to learning a foreign language. Seeing and analyzing foreign words is valuable in the learning stages, but using a foreign language in conversa - tion and communication is the ultimate goal. One would not want a student who took French only to be able to conjugate verbs and not be able to order food at a French restaurant. Medical terminology works the same way. Having students listen to a description of a case history and then asking them what is happening is very valuable. Sometimes, you may need to go through the history very slowly and stop at key words; but this helps students retain medi- cal terms and observe how those terms are used in context, and it improves students’ listening skills. Aids for developing good study skills and habits are also worthwhile to introduce in medical terminology courses. Using multiple colors of chalks or markers helps students group terms together and associate them with each other. For example, cardiovascular terms may be written in red, and urinary terms may be written in yellow. Then when you present the term hematuria , 2 3 Part I you can write hemat/o in red and -uria in yellow. Because red is a darker color than yellow, hematuria will present itself as yellow urine that has become discolored with red blood. Not all sam- ples of hematuria are red to the naked eye, but it does serve as a visual clue. When presenting the term uremia , ur/o may be written in yellow and -emia written in red. Since red is a darker color than yellow, the blood remains red but now has a yellow substance (urine or waste products) in it. Because students typ- ically confuse the terms hematuria and uremia , it is important to give them as many memory tools as possible. Word parts can also be written in different colors. Prefixes may be one color, root words another color, and suflxes still another color. If word parts are presented in three columns, stu- dents can mix and match them to make up their own terms. Even during the first few days of class, you will be amazed at how many accurate words students make. For students who learn better by doing, it is helpful to work with instructors of other courses to have them use medical terms in their classes. To reinforce their learning of directional terms, students should be using those terms in animal han- dling classes. Live animals may be brought to the classroom for demonstrating directional terms. While holding an animal, students may be quizzed on directional terms and planes of the body. Videotapes of actual medical cases and reenactment of those cases also help reinforce words from a particular body system. Students usually can come up with other hands -on activities as well. THE SUPPORTIVE CLASSROOM Students who are comfortable in their environment do better in their studies, and an important factor in students’ success is their knowing that the classroom provides a sup - portive environment. In this setting, students should feel free to learn without fear of ridicule or teasing. No question or comment is “stupid” during the learning process. The manner in which you structure class activities helps create such a setting. The use of teams and team activities in class gives students a chance to work together to solve problems and does not make weaker students stand out from stronger students. Most veterinary clinics are based on the team approach, and this is a good skill fo r students to develop early in their career. Some instructors believe that the team approach divides the class and forms cliques, but when handled correctly, that problem can be avoided. It is helpful to rotate groups throughout the semester. Assigning partners or groups is another way to get students to work with different classmates during the course. The assigning of captains and team players often help the teams focus on the activity because everyone has his or her own responsibilities. The competition that arises between teams may motivate stu - dents to perform better. Teaching Tips 3 Many class activities require students to work individually. Although some students are not comfortable working by them- selves, a supportive atmosphere will help students become more confident in their abilities. Sometimes it takes a while for students to become comfortable in this setting, but when they do, they begin to ask questions and participate in discussions. This is a great feeling for you and the students. Peer teaching is another way to help students learn and to build their self -confidence. Students may tutor each other in small groups or “team teach” with you on cert ain topics. If one student is having diflculty grasping the concept of medical word parts, another student can provide help and may pro - vide a new suggestion for remembering the material. In some class periods, you can assign students a medical term from a specific unit and ask them to think of a way to remember it. Then go around the classroom asking students how they remember the term. By sharing information, a student does not have to provide all of the answers for every term, but rather an answer for just one or two terms. Students usually come up with creative ways to remember a term. Peer teach - ing also gets students comfortable with talking and studying outside of class. Most instructors of medical terminology have developed mnemonics or other memory aids to help students remember diflcult information. You can use your creativity and sense of humor when creating these learning aids. Flash cards get stu - dents to “play” wit h medical terms. Students also find rhyming phrases and letter association to be effective for remember - ing medical terms. For example, students tend to confuse the choana and the cloaca of birds. If you tell students that the term with the h is closer to the head (h and h), they usually can dif- ferentiate the two. The aorta is an artery: both begin with a. The list goes on and on. GOALS OF TEACHING MEDICAL TERMINOLOGY Students must understand what is expected of them in a medi- cal terminology course. Without knowing the expected out - comes students become frustrated or overwhelmed with what is expected of them. They also need to know how they will be evaluated. When presented with all of the facts prior to starting the course, students can focus on learning the medical terms and not on trying to figure out the instructor’s expectations. In a medical terminology course, students must master the following foundational knowledge: ■ Describe the types of medical word parts and state how each type is used. ■ Spell and define commonly used medical word parts. ■ State the rules for use of the combining vowel in medical terminology. 4 Part II ■ Demonstrate the use of a medical dictionary in finding and defining medical terms. ■ Describe the major body systems, their organs, and their functions. In a medical terminology course, students are expected to master these competencies or end results: ■ Recognize, pronounce, spell, and define commonly used medical terms relating to the diagnosis, pathology, and treatment of each body system. ■ Given the definition of a medical term made up of medi - cal word parts, find the term and spell and pronou nce it correctly. ■ Given an unfamiliar medical term that can be broken down into medical word parts, provide a reasonable definition. ■ Use a medical dictionary and similar reference materials to find the meaning of medical terms and commonly used abbreviations. EVALUATION CRITERIA To evaluate competency in medical terminology, take into consideration the method of assessment, the decision as to whether the use of a medical dictionary is permitted, the time students have to complete the test, the passing score, and the number of attempts students are permitted. Methods of Evaluation A written test is the most eflcient way to evaluate medical ter- minology competencies in a classroom setting. Almost any type of question can be used. To test spelling, you can include a brief dictation section at the beginning of the test. Then students are allowed to proceed through the rest of the test at their own pace. A written test does not assess the pronunciation of terms. If time permits, you can test students on this by listening to each student pronounce a list of, for example, 10 terms. Or, you can evaluate their pronunciation throughout the course in a less formal manner. Use of a Medical Dictionary Because the ability to use a medical dictionary is one of the competencies being tested, you should include questions to assess this skill. Some instructors do not advocate the use of a dictionary because they fear students will not take time to study when they know they can look up answers. However, because stu - dents have a certain amount of time to complete the test, using a dictionary is a limited advantage. An alternative is to allow the use of a dictionary for only one section of the test that is given on a separate piece of paper. After you provide students with a specific time frame, they can complete this part of the test first. Or, you can assess dictionary use through a quiz on a separate day. If you still oppose the use of a dictionary on test day, include questions that test its use, such as: “Under what dictionary heading would you find bovine viral diarrhea ?” Time Limit A time limit is particularly important if students are allowed to use a medical dictionary. The amount of time allocated for a test depends on the number of items on the test and their format. Students should be informed of the time l imit before the test session. Point Value You should provide the point value of each test item so that students know which questions are more important and thus are weighted heavier. You also should give the total points for a section so that students are aware of how many points each section or question type is worth. Passing Score In an ideal world, only 100 percent performance by a medi - cal health professional is acceptable. However, in an academic setting, the level of a passing score is usually determined by school policy. Number of Attempts Permitted Some instructors permit only one attempt to demonstrate a competency. This relates to the theory that in the workplace, there is only one opportunity to “get it right.” Other instructors allow more than one attempt for cer - tain skills. These instructors believe that students should increase their skill with each attempt; therefore, if a student wants to improve a grade, he or she should be allowed to retest. However, there is usually some point penalty for each retest. This means that even if a student answers all of the questions correctly on a retest, the highe st possible score is less than 100. TEST CONSTRUCTION The first step in test construction is to review your course goals and determine the competency for which you are testing. Computerized test banks are useful, but unless you follow the textbook rigidly, some of the questions may not relate to the material you emphasized. Ask yourself what you want students to remember today, remember at the end of the course, remem - ber on the job, and remember five years from now. A good bal- ance of those types of questions will result in a good test.
