Component 3 Unit 1 Application Activities
Component 3/Unit 1 Application Activities
Suggested Student Application Activities
Instructor Guidelines for Application Activities
Paper Activities
1. Word Building Exercise
2. Pluralizing Exercise
3. Medical Dictionary Exercise
Interactive Activities
1. Medical Words Tutorial
a. http://www.nlm.nih.gov/medlineplus/medicalwords.html This is a tutorial from the
National Library of Medicine that teaches about medical words. Students will learn
about how to put together parts of medical words. Students will also find quizzes to see
what they have learned.
Instructions to Instructors:
1. Word Building Exercise
Instructions: This activity enables the student to identify various word parts and
complete the medical term that best fits each definition given.
Distribute the Word Building Exercise to the students either as an in-class or homework
assignment.
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
2
Unit 1 Understanding Medical Words – Word Building Exercise
Using the following word parts, create the word that best fits each definition given
below. Word parts may be used more than once.
ambianti-algia
-asthenia
aut(o)
bacteri(o)
chrom(o)
cyt(o)
-cyte
gyn(o)
lith(o)
-lytic
mega
-megaly
path(o)
-pathy
phot(o)
-plasty
-rrhea
therm(o)
1. Nerve pain:
2. Bone repair:
3. Study of disease:
4. Nerve weakness:
5. Abnormally enlarged head:
6. Enlarged heart:
7. Dissolving of stones:
8. Caused by bacteria:
9. Of both sides:
10. Cell formed in lymph:
11. Agent that kills cells:
12. Repair of the nose:
13. Self-love:
14. Production of heat:
15. Pigmented cell:
16. Foot pain:
17. Female disease:
18. Drug reducing bleeding:
19. Sensitivity to light:
20. Nasal discharge:
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
3
Unit 1 Understanding Medical Words - Word Building Exercise - Key
Using the following word parts, complete the word that best fits each definition given
below. Word parts may be used more than once.
ambianti-algia
-asthenia
aut(o)
bacteri(o)
chrom(o)
cyt(o)
-cyte
gyn(o)
lith(o)
-lytic
mega
-megaly
path(o)
-pathy
phot(o)
-plasty
-rrhea
therm(o)
1. Nerve pain: neuralgia
2. Bone repair: osteoplasty
3. Study of disease: pathology
4. Nerve weakness: neurasthenia
5. Abnormally enlarged head: megacephaly
6. Enlarged heart: cardiomegaly
7. Dissolving of stones: litholytic
8. Caused by bacteria: bacteriogenic
9. Of both sides: ambilateral
10. Cell formed in lymph: lymphogenic
11. Agent that kills cells: cytocide
12. Repair of the nose: rhinoplasty
13. Self-love: autophilia
14. Production of heat: thermogenesis
15. Pigmented cell: chromocyte
16. Foot pain: podalgia
17. Female disease: gynopathy
18. Drug reducing bleeding: antihemorrhagic
19. Sensitivity to light: photophobia
20. Nasal discharge: rhinorrhea
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
4
2. Pluralizing Exercise
Instructions: This activity enables the student to appropriately identify the plural form
of the medical words given.
Distribute the Pluralizing Exercise to the students either as an in-class or homework
assignment.
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
5
Unit 1 Understanding Medical Words - Pluralizing Exercise
Give the plurals for the following terms.
1.
carcinoma______________________
2.
frenulum______________________
3.
serum______________________
4.
psychosis______________________
5.
virus______________________
6.
septum______________________
7.
femur______________________
8.
kidney______________________
9.
tongue______________________
10.
urethra______________________
11.
ureter______________________
12.
malignancy______________________
13.
leukocyte______________________
14.
nucleus______________________
15.
reflex______________________
16.
tremor______________________
17.
venogram______________________
18.
suture______________________
19.
macula______________________
20.
thrombus______________________
21.
tricuspid ______________________
22.
respiration______________________
23.
antibiotic ______________________
24.
fungus______________________
25.
palate______________________
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
6
Unit 1 Understanding Medical Words - Pluralizing Exercise - Key
Give the plurals for the following terms.
1.
carcinoma
2.
frenulum
3.
serum
4.
psychosis
5.
virus
6.
septum
7.
femur
8.
kidney
kidneys
9.
tongue
tongues
10.
urethra
urethrae or urethras
11.
ureter
12.
malignancy
13.
leukocyte
14.
nucleus
15.
reflex
16.
tremor
17.
venogram
18.
suture
19.
macula
20.
thrombus
thrombi
21.
tricuspid
tricuspids
22.
respiration
23.
antibiotic
24.
fungus
fungi or funguses
25.
palate
palates
Component 3/Unit 1
carcinomata; carcinomas
frenula
sera
psychoses
viruses
septa
femurs
ureters
malignancies
leukocytes
nuclei or nucleuses
reflexes
tremors
venograms
sutures
maculae or maculas
respirations
antibiotics
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
7
3. Medical Dictionary Exercise
Instructions: This activity enables the student to gain experience with using a medical
dictionary to correctly answer the various questions.
Distribute the Medical Dictionary Exercise to the students either as an in-class or
homework assignment.
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
8
Unit 1 Understanding Medical Words – Medical Dictionary Exercise
Group:__________________________________________________
Directions: Use a medical dictionary to answer the following questions.
1. What are the words parts of the term “hypervolemia” derived from?
2. What is the definition of laryngectomy? What is the combining form for this term?
What is the function of the body part described?
3. What is the phonetic pronunciation of “phlebitis?”
4. Break the word “cryalgesia” into syllables. Define the meanings of the word parts and
state their derivative languages.
5. What is the common name for Hansen’s disease?
6. Distinguish between “ilium” and “ileum.”
7. How do you pronounce “psoriasis?”
8. What language does the suffix in the term “neuralgia” derive from?
9. Where is the trigeminal nerve located?
10. If a physician describes skin as “peau d’orange, what does that mean?
11. What is a synonym for “pneumocele?”
12. How does a person who is “cyanotic” look? What causes this condition? What is
the correct form of the term to describe this condition (i.e., change suffix to denote
condition)?
13. A woman who has delivered two babies would be designated as ‘para __.”
14. What part of the blood is removed in leukapheresis?
15. What does the prefix in “aphasia” mean? What does the whole term mean?
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
9
Unit 1 Understanding Medical Words – Medical Dictionary Exercise - Key
Group:__________________________________________________
Directions: Use a medical dictionary to answer the following questions.
1. What are the words parts of the term “hypervolemia” derived from?
Hyper + Latin vol (umen) + Greek (-h) aimia (blood condition)
2. What is the definition of laryngectomy? What is the combining form for this term?
What is the function of the body part described?
Excision of the larynx
Laryng(o)
The larynx is the voice box; makes sounds for speech.
3. What is the phonetic pronunciation of “phlebitis?”
Fle  bi’  tis
4. Break the word “cryalgesia” into syllables. Define the meanings of the word parts and
state their derivative languages.
Cry  al  ge  sia
Kryos = icy cold, frost (Greek); algesis = sense of pain
5. What is the common name for Hansen’s disease?
Leprosy
6. Distinguish between “ilium” and “ileum.”
ilium = portion of hip bone
ileum = third portion of small intestine
7. How do you pronounce “psoriasis?”
So  ri  a  sis
What language does the suffix in the term “neuralgia” derive from?
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
10
Greek -algos, meaning pain
8. Where is the trigeminal nerve located?
The face
9. If a physician describes skin as “peau d’orange, what does that mean?
The skin is dimpled, much like the skin/peel of an orange. Generally found over a
carcinoma of the breast. The term derives from the French “orange peel.”
10. What is a synonym for “pneumocele?”
Pneumonocele
11. How does a person who is “cyanotic” look? What causes this condition? What is
the correct form of the term to describe this condition (i.e., change suffix to denote
condition)?
Blue color to skin, caused by deficient oxygenation of blood.
Cyanosis
12. A woman who has has delivered two babies would be designated as ‘para __.”
Para II or Para 2
13. What part of the blood is removed in leukapheresis?
The leukocytes
14. What does the prefix in “aphasia” mean? What does the whole trm mean?
A = not or without; + -phasis = speech (Greek). Inability to speak.
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
11
Interactive Activities
1. Medical Word Tutorial
Instructions: This activity reinforces the materials provided within Unit 1:
Understanding Medical Words.
Have the students either as an in-class or homework assignment complete this tutorial.
http://www.nlm.nih.gov/medlineplus/medicalwords.html This is a tutorial from the
National Library of Medicine that teaches about medical words. Students will learn
about how to put together parts of medical words. Students will also find quizzes to see
what they have learned.
Expected Outcomes for Student Activities
1. Word Building Exercise
This activity demonstrates the ability of the student to combine word roots, prefixes, and
suffixes to create proper medical terms.
2. Pluralizing Exercise
This activity demonstrates the ability of the student to correctly formulate the plural
forms of medical terms.
3. Medical Dictionary Exercise
This activity demonstrates the ability of the student to utilize a medical dictionary to
research and answer various questions about medical terms.
4. Medical Word Tutorial
This activity demonstrates and reinforces the ability of the student to combine word
roots, prefixes and suffixes to create proper terms.
Component 3/Unit 1
Health IT Workforce Curriculum
Version 2.0/Spring 2011
This material was developed by The University of Alabama Birmingham, funded by the Department of Health and Human Services,
Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000023.
12