Curriculum to Accompany
Medical Assisting:
Administrative and Clinical Competencies,
6th Edition
Course:
Medical Terminology
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Curriculum to Accompany Medical Assisting: Administrative and
Clinical Competencies, 6th Edition
Course: Medical Terminology
Contents
Part A: Introduction to Medical Terminology
Part B: Prefixes, Suffixes, Word Roots and Combining Forms
Part C: Forming Plurals from Singulars
Part D: Understanding and Building Medical Terms of Body Systems
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Curriculum to Accompany Medical Assisting: Administrative and
Clinical Competencies, 6th Edition
Course: Medical Terminology
Course Overview
This chapter is an introduction to medical terminology that first introduces the concept
and importance of medical language followed by providing the learner with the basics of
word components such as prefixes, suffixes, word roots, and combining forms in addition
to forming plural words. The final unit of the module builds upon the basics to teach
word building and applications of medical terminology for each of the body systems.
Resource List
Textbook: Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical
Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy
Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-6633-8. Chapter 5.
Student CD-ROM: CD-ROM that accompanies Thomson Delmar Learning’s Medical
Assistant: Administrative and Clinical Competencies, Sixth Edition. This CD-ROM
contains StudyWARE, The Critical Thinking Challenge, and an Audio Library.
Workbook: Workbook to accompany Thomson Delmar Learning’s Medical Assistant:
Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise,
Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 14180-3267-0. Chapter 5.
Instructor’s Materials: Instructor’s Resource Manual to accompany Thomson Delmar
Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition,
by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007,
Thomson Delmar Learning, ISBN 1-4180-3268-9.
Instructor’s CD-ROM: Electronic Classroom Manager to accompany Thomson Delmar
Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition,
by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007,
Thomson Delmar Learning, ISBN 1-4180-3269-2.
The Internet: It is strongly recommended that faculty and learners alike have a working
knowledge of the Internet.
Equipment List
1. Multimedia projector
2. Computer with Internet access
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3. Multimedia equipment
4. AAMA credentialing information
5. AMT credentialing information
6. DVD player
CAAHEP content
III.C.1.b(1)
Basic structure of medical words
III.C.1.b(2)
Word building and definitions
III.C.1.b(3)
Applications of medical terminology
ABHES content
VI.B.1.b(3)(a)
Basic structure of medical words
VI.B.1.b(3)(b)
Combining form elements to form medical words
VI.B.1.b(3)(c)
Medical specialties and short forms
VI.B.1.b(3)(d)
Medical abbreviations
ABHES competencies
VI.B.1.a(2)(g)
Use appropriate medical terminology
Learning Activities
(HW) Terminology Notebook. Assign chapter for reading and have students define key
terms and retain in a key term notebook for future reference.
(ICA) Place additional medical terms on the board or projector; and have students
practice identifying word components and breaking them apart.
(HW) Chapter 5, Unit 1 Workbook Assignment Sheet.
(ICA) Compose flash cards of prefixes and suffixes and drill students by having them
draw from the “deck” and define.
(HW) Assign as a project for the students to make their own flashcards with the word
part on one side and the definition on the reverse.
(ICA) Have the students to demonstrate movements of certain parts of the body as you
call upon them.
(HW) Chapter 5, Unit 2 Workbook Assignment Sheet.
(HW) Chapter 5, Unit 3 Workbook Assignment Sheet.
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(ICA) Divide the class into two teams and play Championship from the StudyWare CD,
Chapter 5.
(ICA) Give spelling quizzes on each body system to emphasize the importance of
spelling.
(HW) The Critical Thinking Challenge, page 111.
(HW) Chapter 5, Unit 4 Workbook Assignment Sheet.
(HW) The StudyWare Challenge, Chapter 5. Have students take the Quiz in “Quiz
Mode” and either email their scores to the instructor, or print the scores to turn in.
(ICA) Following review of the chapter and homework assignments, give a quiz on this
chapter that includes the content and competencies listed for CAAHEP and ABHES as
well as items from the Certification Connection.
Part A: Introduction to Medical Terminology
Learning Objectives
Cognitive
1. Define the key terms presented in this unit.
2. Understand the basic principles behind medical terminology and its applications.
3. Gain an understanding of how to properly break medical terms apart to aid in their
definitions.
4. Understand how to build medical terms using word roots or combining forms as
well as modifying their meanings by adding prefixes and/or suffixes.
5. Receive an introduction to Greek and Latin origins of medical terms.
Key Concepts
References & Activities
Slides
Basic principles and history of medical
terminology
Page 86
3-4
How to break a term apart to define
Figure 5-1
5-6
Page 87
Spelling medical terminology
Page 88
(ICA) In-Class Activities
1. Place additional medical terms on the board or projector; and have students
practice identifying word components and breaking them apart.
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(ICD) In-Class Discussion
1. What is the difference in a prefix and a suffix?
The prefix goes to the left, or in front of the word root/combining form where the suffix
goes to the right or after the word root/combining form.
2. How do you break a medical term apart in order to define it?
Start with the suffix (if there is one), then define the prefix (if there is one), and then
define the word roots/combining forms.
(HW) Homework Assignments
1. Terminology Notebook. Assign Unit for reading and have students define key
terms and retain in a key term notebook for future reference.
2. Chapter 5, Unit 1 Workbook Assignment Sheet.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Chapter 5,
Slides 1-2
Introduce the course and unit.
Slides 3-4
Basic principles and history of medical terminology.
Slides 5-6
Breaking apart a medical term to discover its meaning.
Provide examples to help make the instructions for defining more
obvious.
Slide 7
Have students answer the checkpoint questions on the slide to review
the content in the unit.
Part B: Prefixes, Suffixes, Word Roots, and Combining Forms
Learning Objectives
Cognitive
1. Understand how prefixes alter the meaning of a medical term and be able to
appropriately use prefixes with combining forms.
2. Understand how suffixes change a medical term and be able to appropriately use
suffixes with combining forms.
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3. Define the difference between a combining form and a word root.
4. Demonstrate a basic knowledge in building medical terms.
Key Concepts
References & Activities
Slides
Common prefixes and definitions
Table 5-1
9-11
Pages 89-90
Common suffixes and definitions
Table 5-2
12-13
Pages 91-93
Difference in word roots and combining
forms
Table 5-3
14-16
Page 93
(ICA) In-Class Activities
1. Compose flash cards of prefixes and suffixes and drill students by having them
draw from the “deck” and define.
(ICD) In-Class Discussion
1. True or False? A prefix modifies a word root.
True
2. True or False? A suffix can never stand alone.
False
(HW) Homework Assignments
1. Terminology Notebook. Assign Unit for reading and have students define key
terms and retain in a key term notebook for future reference.
2. Assign as a project for the students to make their own flashcards with the word
part on one side and the definition on the reverse.
3. Chapter 5, Unit 2 Workbook Assignment Sheet.
Presentation Tools
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Note to Instructors: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Chapter 5,
Slide 8
Introduce the unit.
Slides 911
How prefixes alter word meaning & common prefixes in medical
terminology.
Slides 1213
How suffixes alter word meaning & common suffixes in medical
terminology.
Slides 1415
Combining forms and word roots.
Slide 16
Using the combining vowel.
Provide examples of different medical terms to illustrate how words
appear when combining form vowels are not dropped or not used.
Slide 17
Have students answer the checkpoint questions on the slide to review
the content in the unit.
Part C: Forming Plurals from Singulars
Learning Objectives
Cognitive
1. Define the key terms presented in this unit.
2. Determine whether a term is singular or plural.
3. Demonstrate knowledge of converting medical terms from singular to plural and
vice versa.
Key Concepts
References & Activities
Slides
Forming plurals
Page 94
19-21
(ICA) In-Class Activities
1. Put together a list of singular and plural words. Say the words aloud, and have
students write down whether each term is singular or plural. After you have read
all of the terms, have students hand in their lists to you.
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2. Using Table 5-4, say the singular endings out loud, and have students recall the
corresponding plural endings.
(ICD) In-Class Discussion
1. Why isn’t forming plurals as “easy” as adding an “s” at the end of a word?
Recall that medical terminology is derived from Greek and Latin words, and thus the
rules are more complex.
(HW) Homework Assignments
1. Terminology Notebook. Assign Unit for reading and have students define key
terms and retain in a key term notebook for future reference.
2. Chapter 5, Unit 3 Workbook Assignment Sheet.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Chapter 5,
Slide 18
Introduce the unit.
Slide 19
Determining whether a word is singular or plural—in regular English.
Slides 2021
Changing singular to plural—in medical terminology.
Slide 22
Have students answer the checkpoint questions on the slide to review
the content in the unit.
Part D: Understanding and Building Medical Terms of Body Systems
Learning Objectives
Cognitive
1. Define the key terms presented in this unit.
2. Demonstrate the ability to select and define combining forms for each body
system.
3. Demonstrate the ability to appropriately add prefixes to combining forms for each
body system.
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4. Demonstrate the ability to appropriately add suffixes to combining forms for each
body system.
5. Have the ability to break medical terms apart to define their meanings.
6. Appropriately use medical terms in applications.
Key Concepts
References & Activities
Slides
Anatomical position, body planes,
directional terms
Figure 5-3
24-26
Table 5-6
Pages 96-97
Word components related to the skin
Table 5-7
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Page 98
Word components related to the
musculoskeletal system
Table 5-8
Word components related to the
cardiovascular system
Table 5-8
Word components related to the
respiratory system
Table 5-9
Word components related to the
gastrointestinal system
Table 5-10
Word components related to the urinary
system
Table 5-11
Word components related to the nervous
system
Table 5-12
Word components related to the endocrine
system
Table 5-13
Word components related to the special
senses
Table 5-14
Word components related to the
reproductive systems
Table 5-15
27
Page 99
28
Page 101
28
Page 102
29
Pages 104-105
29
Page 106
30
Page 107
30
Page 108
31
Page 109
31
Page 110
10
Common medical abbreviations
Table 5-16
32-33
Page 111
(ICA) In-Class Activities
1. Have the students to demonstrate movements of certain parts of the body as you
call upon them.
2. Divide the class into two teams and play Championship from the StudyWare CD,
Chapter 5.
3. Give spelling quizzes on each body system to emphasize the importance of
spelling.
4. Following review of the chapter and homework assignments, give a quiz on this
chapter that includes the content and competencies listed for CAAHEP and
ABHES as well as items from the Certification Connection.
(ICD) In-Class Discussion
1. What is the first point of reference in the discussion of directional terms and/or
body planes? Define the position.
The anatomical position is the first point of reference; the body is upright, arms at the
sides with the palms facing forward.
2. How is the human body organized (from smallest unit to largest)?
Cell – tissue – organ – organ system – organism
3. When referring to the skin, which combining form comes to mind first?
Usually dermat/o although answers may vary.
4. Why is it important to learn the names of the bones for medical terminology?
The individual names of the bones form the basis for the combining forms.
5. How many chambers does the heart have?
Four. Two atria and two ventricles.
6. Name the structures of the respiratory system using medical terms and correct
pronunciation.
Nose/mouth, pharynx, larynx, trachea, bronchu (i), bronchioles, alveoli, lungs
7. True or False? The first section through which chyme passes upon exiting the
stomach is the large intestine.
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False – chyme first enters the duodenum of the small intestine after exiting through the
pyloric sphincter of the stomach.
8. What is probably the most common combining form associated with the urinary
system?
Ur/o
9. Name two combining forms that mean the “brain”.
Encephal/o and cerebr/o
10. What medical term is associated with diabetes and why?
Hyperglycemia; the term means blood that has an abnormally high concentration of
glucose that defines the condition of diabetes.
11. Which combining form do you associate with the eye?
Ocul/o or ophthalm/o although some may say opt/o from optometrist.
12. Which physician specialty concentrates on the female reproductive system?
Gynecology.
(HW) Homework Assignments
1. Terminology Notebook. Assign Unit for reading and have students define key
terms and retain in a key term notebook for future reference.
2. The Critical Thinking Challenge, page 111.
3. Chapter 5 Workbook Activities.
4. The StudyWare Challenge, Chapter 5. Have students take the Quiz in “Quiz
Mode” and either email their scores to the instructor, or print the scores to turn in.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Chapter 5,
Slide 23
Introduce the unit.
Slide 24
Anatomical position.
Slides 2526
Directional terms.
Give some additional examples of inferior and superior that are not
related to medical terminology. For example, an employee generally
answers to their superior, someone that is “over” them. The median of
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the highway is in the middle.
Slide 2731
Combining forms for each body system.
Slides 3233
Common medical abbreviations.
Slide 34
Have students answer the checkpoint questions on the slide to review
the content in the unit.
Slides 3536
The Keys to Career Success slides emphasize the relationship of the
material learned in the classroom to on-the-job success.
See Tables 5-7 to 5-16.
Have students to identify the abbreviations shown without using their
textbooks.
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