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A Programmed Learning Approach
to the Language of Health Care
Second Edition


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A Programmed Learning Approach
to the Language of Health Care
Second Edition

Marjorie Canfield Willis, CMA-AC
Program Director
Medical Assisting/Medical Transcription Programs
Orange Coast College
Costa Mesa, California


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Acquisitions Editor: Julie K. Stegman
Senior Managing Editor: Heather A. Rybacki
Managing Editor: Linda Francis
Marketing Manager: Hilary Henderson
Manufacturing Coordinator: Margie Orzech
Designer: Risa Clow
Compositor: Aptara, Inc.
Printer: RR Donnelley
Copyright © 2008 Marjorie Canfield Willis
Lippincott Williams & Wilkins

351 West Camden Street
Baltimore, MD 21201
530 Walnut St.
Philadelphia, PA 19106
All rights reserved. This book is protected by copyright. No part of this book may be reproduced
or transmitted in any form or by any means, including as photocopies or scanned-in or other
electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and
reviews. Materials appearing in this book prepared by individuals as part of their official duties as
U.S. government employees are not covered by the above-mentioned copyright. To request permission, please contact Lippincott Williams & Wilkins at 530 Walnut Street, Philadelphia, PA
19106, via email at or via our website at lww.com (products and services).
DISCLAIMER
Care has been taken to confirm the accuracy of the information presented and to
describe generally accepted practices. However, the authors, editors, and publisher are
not responsible for errors or omissions or for any consequences from application of the
information in this book and make no warranty, expressed or implied, with respect to
the currency, completeness, or accuracy of the contents of the publication. Application of
this information in a particular situation remains the professional responsibility of the
practitioner; the clinical treatments described and recommended may not be considered
absolute and universal recommendations.
Printed in the United States of America
First Edition, 2002
Library of Congress Cataloging-in-Publication Data
Willis, Marjorie Canfield.
Medical terminology : a programmed learning approach to the language of health care /
Marjorie Canfield Willis. – 2nd ed.
p. cm.
Includes index.
ISBN-13: 978-0-7817-9283-7
1. Medicine–Terminology. I. Title.
R123.W4758 2007

610.1’4–dc22
2007004818
The publishers have made every effort to trace the copyright holders for borrowed material. If they have
inadvertently overlooked any, they will be pleased to make the necessary arrangements at the first opportunity.
To purchase additional copies of this book, call our customer service department at (800) 638-3030
or fax orders to (301) 223-2400. International customers should call (301) 223-2300.
Visit Lippincott Williams & Wilkins on the Internet: . Lippincott Williams
& Wilkins customer service representatives are available from 8:30 am to 5:00 pm, EST.

07
1 2 3 4 5 6 7 8 9 10


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Dedicated to the memory of
Dell A. Canfield,
my father, my inspiration


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Preface to the Student

SUMMARY OF OBJECTIVES
Upon completion of this text, you will be able to:
Describe the origin of medical language.
Analyze the component parts of a medical
term and use basic prefixes, suffixes, and
combining forms to build medical terms.

completion. Follow the study path that this text
and/or your instructor provides, and work the
necessary study time into your personal
schedule.

MEDICAL

TERMINOLO


GY

Explain the common rules for proper medical term formation, pronunciation, and
spelling of medical terms.
Define basic terms and abbreviations used
in documenting health records.
Identify common pharmaceutical terms and
abbreviations used in documenting medical
records.
Identify the common forms used in documenting the care of a patient.
Identify common anatomical terms related
to the major systems of the body.
Identify common terms related to symptoms, diagnoses, surgeries, therapies, and
diagnostic tests related to the major systems
of the body.
Explain common terms and abbreviations
used in documenting medical records
related to the major systems of the body.

GETTING STARTED
Goals and Planning
To reach the goal of learning the language of
health care, you’ll need a reasonable plan for

Organizing the Starter Set of Flash Cards
A “starter set” of common prefixes, suffixes, and
a selected number of combining forms are provided on flash cards at the back of the text.
These cards are a base on which to build, and
you should review them often. Each component in the starter set is numbered and colors

coded according to division: prefixes are
printed on peach cards, combining forms
appear on purple cards, and suffixes are
found on green cards. The term component is
printed on the front of the card, and its meaning, including a term example, is on the back.
Reinforce your learning by drawing lines to
separate the components in each of the term
examples, and write definitions for each in the
margins.
Using a punch, put a hole in the top of each
flash card. Loop each card through a key chain
or ring holder to make a “rotary file.” This
method keeps groups of cards together and
prevents them from becoming lost or scattered.
Within this file, group together associated cards

vii


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PREFACE TO THE STUDENT


for components related to color, size, position,
direction, and so on.

Making Additional Flash Cards
It is highly recommended that you make flash
cards for all of the additional term components
introduced in each body system chapter. You can
even extend the use of the flash cards to include
abbreviations, symbols, and terms found throughout the text. The act of writing out your own cards
gives you an added memory boost.
To create additional flash cards, you can follow the example of the cards provided in the
starter set (using 3 ϫ 5Љ cards). If your stack of
flash cards becomes large and cumbersome,
you may want to try the frugal flash card
method illustrated below, so named because it
consolidates paper and is inexpensive.

the definition appears on the other side of
the paper. This allows you to flip from one
side to the other, “flashing” and reinforcing the meanings of the terms. Use the
other side of the paper in the same way.

Snatching Moments!
Carry your flash cards with you at all times.
During most days, there are times when you
can snatch a moment to use your flash cards.
You will feel less stress when waiting in a line or
for an appointment if you know that you can
use that time for studying.


STUDY TIPS
Using Your Senses
An effective memory depends on intricate
processes that recall mental images of sights,
sounds, feelings, tastes, and smells. For this reason, try to include as many senses as possible in
the process of reinforcing learning.

To create frugal flash cards:
1. Fold a piece of 81͞2 ϫ 11Љ lined paper in
half lengthwise, creating two columns.
2. Write the word component, symbol, or
term on the first line of the first column,
and write its definition on the same line
in the second column.
3. Skip a line and write the next word component, symbol, or term, and write its definition on the same line in the second
column.
4. Continue listing terms with their corresponding definitions until you reach the
bottom of the paper.
5. Fold the paper at the lengthwise crease so
that the word component, symbol, or
term is listed on one side of the paper and

SEE IT

Employ your visual sense (sight)
by making and repeatedly reviewing your flash cards.

SAY IT


Pronounce each component out
loud three times as you flash
each card to reinforce your auditory sense (hearing).

WRITE IT

Write and rewrite responses to
programmed review sections
before highlighting the correct
answers. Make flash cards by
hand using pleasant colored
paper and ink to satisfy your
kinesthetic sense (feeling).

Mnemonics Can Help
Mnemonics, referring to any device for aiding
memory, is named for the goddess of memory
in Greek mythology. Mnemonic techniques
link things to be remembered with clues for
their recall using the stimulus of images,
sounds, smell, touch, etc. Consider the following applications:


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PREFACE TO THE STUDENT

• Make up rhymes or stories that help to
differentiate between meanings. For
example: peri-, the prefix meaning
“around,” is often confused with para-,
the prefix meaning “along side of.” Use
the two components in a sentence to
compare their meanings; for example, I sat
para (alongside of) Sarah on the merryperi-go-around. Often the most absurd
associations can help you to remember. It
doesn’t matter if they don’t make sense to
anyone but you!
• Make up songs and rhythms to help
remember facts. Take a song you are
familiar with like “Row, row, row, your
boat . . .” and insert words with definitions
that are in tune with the song.
• Draw pictures depicting term components
for reinforcement.

Memory Drill
Give yourself a memory drill by listing word components, symbols, or terms on one side of a paper
and then filling in the definitions from memory.
Write corrections in red ink. Make a list of the
incorrectly defined components on a separate
paper, and complete the drill again. Repeat this
process until you have identified which terms you
most frequently get incorrect. Spend additional

time studying those troublesome terms.

ix

ADDITIONAL RESOURCES
Take advantage of the many fun and interactive
learning activities provided on the CD-ROM
included with this text. You’ll find a variety of
exercises to help you remember medical terminology and to reinforce what you’ve learned in
the text, including:
• Exercises by Chapter – unscored exercises allow you to choose the types of
activities that best suit your learning style,
including:
᭺ multiple choice, fill-in-the-blank, and true/
false questions to support learning
᭺ figure-labeling exercises to reinforce your
knowledge of both medical terms and
basic anatomy
᭺ matching games in which you match
combining forms or terms with definitions
᭺ spelling bee to help you recognize and
correctly spell medical terms
᭺ case studies that use actual medical
records so you can apply your learning
to real-world examples
• Review or Test Mode – study a single
chapter or multiple chapters in a Review or
Test environment to test your knowledge;
question types are randomized and
include multiple choice, fill-in-the-blank,

true/false, and spelling bee


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PREFACE TO THE STUDENT

• Pronunciation Drill – audio pronunciations organized both A-to-Z and by chapter; select individual terms to hear the
pronunciation, or “play all” terms from a
chapter sequentially
• Dictionary – electronic glossary of all key
terms from the book organized both A-toZ and by chapter; definitions provided
by Stedman’s
• Flash Cards – interactive flash cards that
can be reviewed electronically

• Answers to Medical Records For Additional Study questions

READY, SET, GO!
Everything is laid out for you to proceed with
your study. The techniques employed here have
proven beneficial in learning and are geared

toward efficient memorization. Be creative and
enjoy the learning process!


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Preface to the Instructor

The second edition of Medical Terminology: A
Programmed Learning Approach to the Language of
Health Care provides a sequential, programmed
process for learning medical language that is
intended to meet the needs of students working
independently or within a classroom. The approach is self-directed. Learning segments are
presented in self-study increments followed by
programmed review frames for immediate feedback and reinforcement. Diagrams, illustrations, and term tips support learning segments,
and practice exercises at the end of each
chapter provide additional reinforcement.
Learning builds from an understanding of the
origin of medical terms and basic term construction, to the comprehension of more difficult terms and concepts encountered in relation to the body systems and medical specialty
areas. The process culminates in applying the
knowledge to understanding selected medical
records.


TEXT OVERVIEW
The first two chapters deliver the basics for
understanding the language of health care.
Chapter 1 introduces basic term components
(prefixes, suffixes, and a selected number of
combining forms) and shows how these structures are combined to form medical terms.
Rules of pronunciation, spelling, and formation
of singular and plural forms are included.
Medical word components introduced in this
chapter are used repeatedly throughout the
text. They are included in the starter set of flash
cards for medical term components in the back
of the text. Chapter 2 explains how medical
terms will be learned and reinforced throughout the text using health records. Common
forms, formats, abbreviations, symbols, and

methods of documenting patient care are introduced. This helps students understand basic
communication between professionals, including physician/provider orders and prescriptions. This chapter prepares students for medical record analyses in succeeding chapters.
Chapters 3 through 15 cover terms related
to body systems. Additional combining forms
are introduced along with terms related to
symptoms, diagnoses, tests, procedures, surgeries, and therapies. After mastering the programmed portions and review exercises, completion of medical record analyses provides
further reinforcement of learning through
application of knowledge.
The Student CD-ROM included with the
text contains additional activities to reinforce
learning. The Exercises by Chapter module
presents a variety of activities, including multiple choice, true/false, figure-labeling, fill-inthe-blank questions, spelling bees, and matching games, so the student may choose those
that that best match his or her learning style.
The Review or Test Modes option allows the

student to simulate a true testing environment,
and allows them to study a single chapter at a
time or to study content from multiple chapters. Other activities include a pronunciation
drill with 2,000 terms (organized both alphabetically and by chapter), a glossary of terms
from Stedman’s Medical Dictionary, electronic
flash cards, and answers to the Medical Record
Analyses: For Additional Study included in the
text.

NEW TO THIS EDITION
• Chapter Checklists at the beginning of
each chapter outline learning tasks related
to the text and accompanying CD
xi


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PREFACE TO THE INSTRUCTOR

• Summary of Chapter Abbreviations and
Acronyms at the end of each chapter

• Summary of Chapter Terms with pronunciations and page references at the end of
each chapter
• New and revised photographs illustrating
pathologies and the latest health care
technology
• Addition and clarification of pertinent
terms throughout the text
• Expanded programmed review sections
• Addition of up-to-the-minute information regarding medical abbreviations and
symbols that are deemed to be error prone
and dangerous

SPECIAL FEATURES
• A Student CD-ROM with a variety of learning activities to reinforce understanding
• An online Faculty Resource Center for
instructors at thepoint.lww.com, with
PowerPoint slides, a ready-made testbank,
and additional activities and ideas for use
in the classroom
• A starter set of common medical term
components on flash cards
• Self-study instructional increments followed by programmed reinforcement
• A unique health record orientation in
Chapter 2
• Medical Record Analyses at the end of
each body system chapter
• Relevant, full-color illustrations
• Practice Exercises for each chapter to meet
all learning styles and needs
• Anatomy review with labeling exercises

• Term Tips related to spelling, common
pitfalls, and more
• Three valuable appendices, including:
᭺ a glossary of medical term components
(prefixes, suffixes, and combining forms)

᭺
᭺

listed both from term component to
English definition and from English
definition to term component
a glossary of medical abbreviations and
symbols
commonly prescribed drugs, including
therapeutic classifications

INSTRUCTOR RESOURCE CENTER
AT thePOINT
Visit
at />WillisProgrammed2e to access resources
designed specifically to help instructors teach
more effectively and save time. There you’ll
find:
• Instructor’s test generator with more than
500 questions, encompassing individual
chapter tests and a comprehensive exam
• PowerPoint slides for each chapter organized
by learning objectives
• Lesson plans for each chapter

• Sample course schedules
• Body system overviews
• Suggestions for classroom enhancement
• Our unique LiveAdvise tutoring service
• Image bank
• Customized course content for use with
your learning management system, such as
thePoint LMS (LWW’s exclusive learning
management system), WebCT, or
Blackboard
• and more!
A solid understanding of medical terminology
provides an essential foundation for any career
in health care. The Medical Terminology: A
Programmed Learning Approach to the Language of
Health Care, 2nd Edition, product suite makes
learning and teaching medical terminology a
rewarding and exciting process.


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User’s Guide


Medical Terminology: A Programmed Learning Approach to the Language of Health Care, Second Edition, is
not just a textbook – it is a complete learning resource that will help you understand and master
medical terminology. To achieve this, the author and publisher have included tools throughout the
text to help you work through the material presented. Please take a few moments to look through
this User’s Guide to familiarize yourself with the features that will enhance your learning
experience.

INTRODUCTORY CHAPTERS
The first two chapters set the stage for
learning throughout the text. Chapter 1
provides analysis of basic term components
and rules for forming, spelling, and
pronouncing medical terms.

Chapter 2 introduces the framework of
health care documents so that real-life
medical records can be used to reinforce the
understanding of terms presented in the
subsequent body system chapters.
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USER’S GUIDE

CHAPTER CHECKLIST
Use the chapter checklists at the beginning of
each chapter to orient you to the materials
and to help you set learning goals.

BODY SYSTEM OVERVIEW
Chapters 3 through 15 open with a body
system overview. The overview establishes
a basis for each chapter, introducing the
body system and laying the foundation
for your work.

Detailed illustrations present a visual
overview of each body system being
presented.


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xv

FRAMES
This book is broken into learning frames.
Two types of frames are used: SelfInstruction frames and Programmed
Review frames.
The Self-Instruction frames help you
memorize key terms and their
components.

The Programmed Review frames
feature fill-in-the-blank exercises to
help you apply what you’ve
memorized.

Use the Reveal Card to hide
material in the left column while
you complete the exercises in the
right column.


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USER’S GUIDE

Beautiful full-color art throughout the book
brings the content to life, illustrates the most
important information, and makes complex
details easy to understand.

CHAPTER ACRONYMS
AND ABBREVIATIONS
A comprehensive list of acronyms and
abbreviations appear at the end of each
chapter. Use this guide as a quick reference
as you work through each chapter.

SUMMARY OF
TERMS LISTS
Every term introduced in a
specific chapter is listed at
the end of that chapter.
Each is accompanied by
its written pronunciation,
abbreviation or acronym
(if applicable), and the
page number on which it
was introduced.


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xvii

PRACTICE EXERCISES
Practice Exercises are included at the end of
every chapter to help you completely understand
the content, assess your progress, and review and
prepare for quizzes and tests. Put your knowledge
to the test with word building, figure-labeling,
fill-in-the-blank, matching,
spelling, and medical record
exercises found throughout
the book.


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USER’S GUIDE

FLASH CARDS
A starter set of flash cards is
included to help you maximize your
study time. Use this system to make
additional flash cards as you learn
new term components and words
through the text.

CD-ROM
Have fun while you learn with the BONUS CD-ROM
packaged with this text! You’ll find additional exercises for every chapter (including multiple choice
questions, figure labeling, fill-in-the-blank questions,
spelling bees, case studies and much more!), pronunciation drills, a STEDMAN’S glossary, and electronic flash
cards. Use this interactive learning resource to test your
knowledge, assess your progress, and study and review for
quizzes and tests.


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Acknowledgments

It is very gratifying to know that the first edition
of this text was so well-received. The experience working with the programmed approach
to learning has made me a believer in the
method and its effectiveness, and has inspired
the work on this second edition.
I want to acknowledge the hard work and
dedication of the Lippincott Williams and
Wilkins staff members who were involved with
this revision. So many bright minds and careful
hands have transformed the material into the
informative pages of this text. It was exciting to
watch the teamwork in action. John Goucher,
the Executive Editor for the first edition, was
instrumental in organizing the revision plan,
and Julie Stegman, the Senior Publisher for this
edition, has capably guided its final phase.
Linda Francis was at the helm early in the
process, and worked tirelessly on organizing
materials. Behind the scenes, Jennifer Clements
was there for support in the search for quality
images, and Paul Montgomery did an exemplary job of updating permissions for them. It
has been amazing to observe the talent and skill
of Heather Rybacki, Senior Managing Editor.
She is detailed and dedicated to excellence, and
I consider myself very fortunate to have her
guidance. To all, I extend my heart-felt thanks!
I am also thankful for the continued support of my colleagues on the faculty of the

Orange Coast College School of Allied
Health Professions, and for my medical terminology students who inspire me with their
enthusiasm for learning and commitment to
worthy healthcare goals.
The reviewers for the second edition were
outstanding. My thanks go out to each of them
listed below. I especially want to recognize

Margaret Stinner for her extraordinary feedback and excellent suggestions.
M.C.W.

Reviewers
The author and publisher acknowledge the
contributions of the following reviewers for
their valuable comments and suggestions:
Diane L. Casdorph, RPh, PharmD, BCPS
University of Colorado at Denver and Health
Sciences Center
Denver, CO
Frances Fulton, MS, CAS, CASE
Loyola College of Maryland
Community College of Baltimore County
Baltimore, MD
LaToya Marsh, MSN, RN, BSN
North Carolina A&T State University
Greensboro, NC
Cora Newcomb
Technical College of the Lowcountry
Beaufort, SC
Patricia Nigro

Wright College
Chicago, IL
Margaret Stinner, RN, MS
Mount Carmel College of Nursing
Columbus, OH
Carla White-Harris, BS, RPh
University of North Carolina School of
Pharmacy at Chapel Hill
Chapel Hill, NC

xix


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Contents

Preface to the Student ........................................................................................................ vii
Preface to the Instructor ...................................................................................................... xi
User’s Guide .................................................................................................................... xiii
Acknowledgments .............................................................................................................. xix
CHAPTER 1

Basic Term Components ............................................................................ 1

CHAPTER 2

Health Care Records .................................................................................. 41

CHAPTER 3

Integumentary System .............................................................................. 99

CHAPTER 4

Musculoskeletal System.......................................................................... 145

CHAPTER 5

Cardiovascular System............................................................................ 207

CHAPTER 6

Blood and Lymphatic Systems................................................................ 273


CHAPTER 7

Respiratory System ................................................................................ 317

CHAPTER 8

Nervous System and Psychiatry ............................................................ 371

CHAPTER 9

Endocrine System .................................................................................. 441

CHAPTER 10

The Eye .................................................................................................... 481

CHAPTER 11

The Ear .................................................................................................... 525

CHAPTER 12

Gastrointestinal System ........................................................................ 559

CHAPTER 13

Urinary System ........................................................................................ 621

CHAPTER 14


Male Reproductive System .................................................................... 667

CHAPTER 15

Female Reproductive System ................................................................ 703

xxi


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CONTENTS
APPENDIX A

Glossary of Prefixes, Suffixes, and Combining Forms .............. 773

APPENDIX B

Abbreviations and Symbols .......................................................... 783

APPENDIX C


Commonly Prescribed Drugs ........................................................ 789

FIGURE CREDITS
INDEX

...................................................................................................... 799

...................................................................................................................... 803


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CHAPTER

1

Basic Term
Components

✓ Chapter 1 Checklist

LOCATION

Read Chapter 1: Basic Term Components and complete all programmed review
segments.

pages 1-30

Review the starter set of flash cards presenting term components.


back of book

Complete the Chapter 1 Practice Exercises.

pages 31-37

Complete the Chapter 1 Exercises by Chapter.

CD-ROM

Complete the Chapter 1 Review and Test Modes.

CD-ROM

Review the Pronunciation Drill for the Chapter 1 terms.

CD-ROM

INTRODUCTION
Most medical terms have Greek or Latin origins. These terms date back to the founding of modern
medicine by the Greeks and the influence of Latin when it was the universal language in the
Western world. Other languages, such as German and French, also have influenced medical terms.
Many new terms are derived from English, which is considered to be the universal language today.
Most of the terms related to diagnosis and surgery have Greek origin, and most anatomic terms
come from Latin.
Once you understand the basic medical term structure and know the commonly used prefixes,
suffixes, and combining forms, you can learn the meaning of most medical terms by analyzing their
component parts. Those mysterious words, which are almost frightening at first glance, will soon
seem commonplace. You will learn to analyze each term you encounter with your newfound
knowledge and the help of a good medical dictionary.

This chapter includes the most common prefixes and suffixes and a selection of common combining forms. More combining forms and other pertinent prefixes and suffixes are added in following chapters as you learn terms related to specific body systems. This chapter also provides basic
rules for proper medical term formation, pronunciation, and spelling.

1