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 Ba rba ra Ja nson Cohen, MEd
Ann DePetris, MSA, RN, CCRP
 Reviewers
FMT
M ike Aaron, PhD Timothy Jones, M A Angela Richter, RT(T), M M
Biology Instructor Adjunct Professor Instructor
N atural Science H ealth Professions Allied H ealth
Shelton State Community College O klahoma City Community College Gateway Community College
Tuscaloosa, Alabama O klahoma City, O klahoma N ew H aven, Connecticut

Jana Allen, BS, M O L James Lynch, M D Georgette Rosenfeld, PhD

Associate Professor Professor Program Director
H ealth Sciences School of N ursing and H ealth Sciences Respiratory Care
Volunteer State Community College Florida Southern College Indian River State College
Gallatin, Tennessee Lakeland, Florida Fort Pierce, Florida

Cindi Brassington, CM A (AAM A) Gordon M acGregor, M S, PhD Dr. M unir S. Syed

Professor of Allied H ealth Assistant Professor of Physiology Assistant Professor
Allied H ealth & M edical Assisting Biological Sciences Department of Biology
Q uinebaug Valley Community College University of Alabama in H untsville H artwick College
Danielson, Connecticut H untsville, Alabama O neonta, N ew York

Detri Brech, PhD, RD, LD, CDE Sandra M etcalf, M E Linda Tecklenburg, M Ed, ATC
Professor Professor Associate Professor
N utrition and Dietetics Business Division, O ffice & Computer Biology and Athletic Training
O uachita Baptist University Technology Wilmington College
Arkadelphia, Arkansas Grayson College Wilmington, O hio
Denison, Texas
M arion Bucci, M ed M echee Thomas, RDH , BSAS, M SPTE
H ealthcare Professions Faculty Christopher O livera, PhD Adjunct Faculty
H ealth Sciences Visiting Assistant Professor M edical Assisting, Dental H ygiene
M ontgomery County Community College Biology, Science, Core Basics Youngstown State University
M ontgomery County, Pennsylvania University of Redlands, Chaffey College, Youngstown, O hio
Platt College
Beth Chiariello, PhD, OTR/L
Rancho Cucamonga, California Christine Vicino, OTR/L
Associate Director
OTA Program Director
O ccupational Therapy
Elaine O swald, CH DS (CM T), CPC-A O ccupational Therapy
Touro College
Instructor Grossmont College
N ew York City, N ew York
M edical and H ealth Information El Cajon, California
M adison Adult Career Center
Dr. Gerard Cronin
M ansfield, O hio M ary Warren, AS
Associate Professor
Instructor
Science
N icole Palmieri, BSN , RN Allied H ealth
Salem Community College
Instructor Erwin Technical College
Salem County, N ew Jersey
M edical Technology Tampa, Florida
Elizabeth Dianda, BA, M A American Career Institute
Program Supervisor Eatontown, N ew Jersey Thomas Warren, M S
M edical Assistant, Phlebotomy Instructor
Gurnick Academy of M edical Arts Janet Peterson, DrPH , FACSM , DTR, Biology
San M ateo, California EM T-B, RCEP Snead State Community College
Associate Professor Boaz, Alabama
Susan Dooley, M H A, CM T, AH DI-F H ealth and H uman Performance and
Professor H ealth Sciences Alice M Weisz, M D
Allied H ealth Linfield College Assistant Professor
Seminole State College of Florida M cM innville, O regon H ealth Department
Sanford, Florida N orthern VA Community College
Diane Rapp, M S Springfield, Virginia
Suzanne Garrett, M S Instructor
FT H ealth Information Technology Professional Studies: Allied H ealth Kent Williston, M S
Instructor & N ursing Instructor
Business and Technology Bucks County Community College Business Technology
College of Central Florida N ewtown, Pennsylvania Traviss Career Center
O cala, Florida Lakeland, Florida

viii
User ’s GUid e
Medical Terminology: An Illustrated
Guide, 8th t on, wa c at
an v lop to h lp you ma t
th languag of m c n . Th
tool an f atu n th t xt
w ll h lp you wo k th ough th
mat al p nt . Pl a tak a
f w mom nt to look th ough th
U ’ Gu , wh ch w ll nt o uc
you to th f atu that w ll Ba rba ra Ja nson Cohen, MEd

nhanc you l a n ng xp nc . Ann DePetris, MSA, RN, CCRP

LWBK1507-FM_pi-xx.indd 3 12/4/15 12:37 P M

Learning Objectives
Chapt Cont nt , Obj ct v ,
After study of this chapter you should be able to:
1 Describe the composition of the blood
plasma. p206
7 Identify and use roots pertaining to blood
chemistry. p216
an P t t
2 Describe and give the functions of the three 8 List and describe three major disorders of the

Chapt Op n ng Ca s tu an
types of blood cells. p206 blood. p217
3 Differentiate the five different types of 9 Describe the major tests used to study
leukocytes. p208 blood. pp217
4
5
Explain the basis of blood types. p209
Define immunity, and list the possible sources
10 List and describe three major disorders of the
immune system. p221 Obj ct v h lp you nt fy l a n ng
11
goal an fam l a z you lf w th
of immunity. p211 Interpret abbreviations used in blood studies. p227
6 Identify and use roots and suffixes pertaining 12 Analyze medical terms in several case studies
to the blood and immunity. p214 involving the blood. pp205, 234

Case Study: Nurse Anesthetist M.R. with Latex Allergy
Chief Complaint
M.R., a 36-year-old certified registered
nurse anesthetist (CRNA), noticed that her
hands had a red patchy rash when she
removed her gloves following cases in
th mat al cov n th chapt .
allergic symptoms during surgical cases. During a recent
case, she experienced some tachycardia, urticaria (hives)
Chapt P t t qu z tu nt on
p v ou knowl g at th b g nn ng
and rhinitis when she came in contact with latex gloves.
Clinical Course
M.R. was diagnosed with a type I hypersensitivity, IgE,

of ach chapt . s tu nt houl tak

the OR. They began to itch after a few
minutes of donning the gloves, so she T cell-mediated latex allergy, as shown by both immuno-
figured she might have developed an logic and skin-prick tests. Although M.R. is a CRNA, she
was educated on the course of latex allergies. She was

ach Chapt P t t b fo ta t ng th
allergy to the latex they contained. When she began to have
a runny nose and itchy swollen eyes, she was worried and reminded that there is no cure and that the only way to
sought medical advice from her primary care physician, who prevent an allergic reaction is to avoid coming into con-
tact with latex.

chapt an aga n aft compl t ng th

referred her to an allergist.
Examination
The allergist examined M.R.’s hands and observed a localized
red crusty rash that stopped at the wrists. There were a few
blisters spread over the hand region. Along with the exami-
nation, a history indicated M.R. had noticed the contact
dermatitis for a while when she wore powdered latex gloves
in the OR, and she more recently had noted generalized
This chapter describes the composition and charac-
teristics of blood, the life-sustaining fluid that circulates
throughout the body. A discussion of immunity is included
because many components of the immune system are carried
in the blood. M.R.’s case of allergy is an example of immuno-
logic hyperactivity. One of the symptoms, tachycardia, was
chapt n o to m a u p og .
discussed in Chapter 9 and rhinitis will be introduced in the
next chapter on the respiratory system.

a Nc iLLa r ie s At-A-Glance
Visit to a cce ss t he fo llow ing re so urce s. Fo r g uid a nce in using t he re so urce s m o st e ffe ct ive ly, se e p p . ix–xvi.

Learning r e s o u r c e s Learning a c t iv it ie s
Tip s fo r Effe ct ive Stud ying Visua l Act ivit ie s
We b Fig ure : He m a to p o ie sis Kine st he t ic Act ivit ie s
We b Cha rt : Child ho o d Im m uniza t io ns Aud ito ry Act ivit ie s
We b Anim a t io n: He m o st a sis
We b Anim a t io n: Im m une Re sp o nse
Aud io Pro nuncia t io n Glo ssa ry

Chapter 10 Blood a n d Im m u n it y 205

LWBK1507-CH10_p204-235.indd 205 04/12/15 4:58 P M

ix
 duct
To pulmona ry
Alve oli ve in

Ca pilla rie s
B S e c tio n o f lung
e nlarg e d

Figure 11-2 The respiratory system. A. Overview. B. Enlarged section of lung tissue
showing the relationship between the alveoli (air sacs) and the blood capillaries.

In the bones of the skull and face near the nose are air- The tonsils, lymphoid tissue described in Chapter 9,

d eta le illustrat ons

filled cavities lined with a mucous membrane that drain into are in the region of the pharynx (Fig. 11-3):
the nasal cavity. These chambers lighten the bones and pro-
The palatine tonsils are on either side of the soft palate
vide resonance for speech production. These cavities, called
in the oropharynx.
sinuses, are named specifically for the bones in which they are Chapter 17 Th e Ne rvou s Sys t e m a n d Be h a viora l Dis ord e rs 423
located, such as the frontal, sphenoidal, ethmoidal, and max-
illary sinuses. Together, because they are near the nose, these
illustrat ons: d eta le , ull-color
cavities are referred to as the paranasal sinuses. Figure 11-2
shows the location of the frontal and sphenoidal sinuses.
S kin Dura l (ve nous )
s inus
Pe rios te um
S kull

raw ngs an photographs llum nate

P ha rynge a l Dura ma te r
Ara chnoid
tons il (a de noids ) Ara chnoid Me ninge s
villus
THE PHARYNX P ha rynx P ia ma te r
the chapters. These nclu e cl n cal
Inhaled air passes into the throat, or pharynx, where it
mixes with air that enters through the mouth and also with
food destined for the digestive tract. The pharynx is divided
Pa la tine
tons il

photographs an t ssue m crographs.

into three regions, which are shown in Figure 11-2:
The nasopharynx is the superior portion located behind
Lingua l
tons il

The many f gures ampl y an clar y the nasal cavity.

The oropharynx is the middle portion located behind 17
the mouth.
the text an are part cularly help ul The laryngopharynx is the inferior portion located
behind the larynx.
Figure 11-3 The tonsils. All of the tonsils are located in the
vicinity of the pharynx (throat).
Gray ma tte r Bra in

or v sual learners. White ma tte r tis s ue

Chapter 11 Th e Re s p ira t ory Sys t e m 239

LWBK1507-CH11_p236-269.indd 239 11/19/15 2:20 P M

Fronta l s inus
S phe noida l s inus
Na s a l cavity
Na s opha rynx
Oropha rynx P ha rynx
Figure 17-5 The meninges. The three protective layers and adjacent tissue are
La ryngopha rynx
shown in a frontal section of the head.
La rynx a nd voca l cords
Epiglottis
Es opha gus I or 1 olfa ctory bulb
Tra che a
Right lung Olfa ctory tra ct
Le ft lung
Right
bronchus Le ft bronchus
11 II or 2 optic n.
III or 3 oculomotor n.
IV or 4 trochle a r n.
A Me dia s tinum V or 5 trige mina l n.
(bra nche s ):
a . ophtha lmic
From pulmona ry b. ma xilla ry
a rte ry c. ma ndibula r
Te rmina l VI or 6 a bduce ns n.
Alve ola r bronchiole Dia phra gm
duct VII or 7 fa cia l n.
To pulmona ry
ve in VIII or 8 ve s tibulocochle a r
Alve oli (a cous tic) n.
IX or 9 glos s opha rynge a l n.

X or 10 va gus n.

XI or 11 a cce s s ory n.
Ca pilla rie s
B S e c tio n o f lung XII or 12 hypoglos s a l n.
e nlarg e d

Figure 11-2 The respiratory system. A. Overview. B. Enlarged section of lung tissue Chapter 10 Bloo d a n d Im m u n it y 207
showing the relationship between the alveoli (air sacs) and the blood capillaries.

Bo x 10 -1
In the bones of the skull and face near the nose are air-
filled cavities lined with a mucous membrane that drain into FO R YO UR REF ERENCE
The tonsils, lymphoid tissue described in Chapter 9,
are in the region of the pharynx (Fig. 11-3):
Figure 17-6 Cranial nerves. The 12 nerves are shown on one side in an inferior view.

the nasal cavity. These chambers lighten the bones and pro-
vide resonance for speech production. These cavities, called Blo o d c e lls
The palatine tonsils are on either side of the soft palate
in the oropharynx.
sinuses, are named specifically for the bones in which they are
located, such as the frontal, sphenoidal, ethmoidal, and max-
illary sinuses. Together, because they are near the nose, these
Number Per Microliter
cavities are referred to as the paranasal sinuses. Figure 11-2 Cell Type of Blood
LWBK1507-CH17_p418-459.indd 423 Description Function 12/1/15 12:30 AM

shows the location of the frontal and sphenoidal sinuses.

Erythrocyte (red blood cell) 5P million
ha rynge a l Tiny (7 mcm diameter), bicon- Carries oxygen bound to hemo-
tons il (a de noids )
THE PHARYNX cave disk without nucleus globin; also carries some carbon

Feature Boxes
P ha rynx
Inhaled air passes into the throat, or pharynx, where it (anuclear) dioxide and buffers blood
mixes with air that enters through the mouth and also with Pa la tine
Leukocyte (white blood cell) 5,000tons
to il10,000 Larger than red cell with Immunity; protects against
food destined for the digestive tract. The pharynx is divided
into three regions, which are shown in Figure 11-2: prominent nucleus that may pathogens and destroys foreign 10
Feature Boxes Call Out Important Information
Lingua l
tons il
be segmented (granulocyte) or matter and debris; located in
The nasopharynx is the superior portion located behind
the nasal cavity. unsegmented (agranulocyte); blood, tissues, and lymphatic
types vary in staining properties system
Focus on Wor s boxes prov e h stor cal or other nterest
Platelet (thrombocyte)
ng
The oropharynx is the middle portion located behind
the mouth.
150,000 to 450,000
The laryngopharynx is the inferior portion located Figure 11-3 The tonsils. All of the tonsils are located in the
Fragment of large cell (mega- Hemostasis; forms a platelet

n ormat on on select terms w th n a chapter.

behind the larynx. vicinity of the pharynx (throat). karyocyte) plug and starts blood clotting
(coagulation)

LWBK1507-CH11_p236-269.indd 239 11/19/15 2:20 P M

FO CUS O N W O RDS
a ro ny m s
Acronyms are abbreviations that use
the first letters of the words in a name
or phrase. They have become very popular
because they save time and space in writing
as the number and complexity of technical terms increases.
Some examples that apply to studies of the blood are CBC
(complete blood count) and RBC and WBC for red and white
blood cells. Some other common acronyms are CNS (central
nervous system or clinical nurse specialist), ECG (electrocar-
diogram) NIH (National Institutes of Health), and STI (sexually
transmitted infection).
If the acronym has vowels and lends itself to pronuncia-
tion, it may be used as a word in itself, such as AIDS (acquired
Bo x 10 -2
immunodeficiency syndrome); ELISA (enzyme-linked immu-
nosorbent assay); JAMA (Journal of the American Medical
Association); NSAID (nonsteroidal antiinflammatory drug), pro-
nounced “en-sayd;” and CABG (coronary artery bypass graft),
which inevitably becomes “cabbage.” Few people even know
that LASER is an acronym that means “light amplification by
stimulated emission of radiation.”
An acronym is usually introduced the first time a phrase
appears in an article and is then used without explanation. If
you have spent time searching back through an article in frus-
tration for the meaning of an acronym, you probably wish, as
do other readers, that all the acronyms used and their mean-
ings would be listed at the beginning of each article.

x
 in Figure 18-12. See also Box 18-3 for information on a sur-
gical technique to correct refractive errors.
INFECTION
Several microorganisms can cause conjunctivitis (inflam-
mation of the conjunctiva). This is a highly infectious dis-
ease commonly called “ pink eye.”
The bacterium Chlam ydia trachom atis causes tra-
choma, inflammation of the cornea and conjunctiva that
results in scarring. This disease is rare in the United States
and other industrialized countries but is a common cause of
blindness in underdeveloped countries, although it is easily
cured with sulfa drugs and antibiotics.
Gonorrhea is the usual cause of an acute conjunctivitis
in newborns called ophthalmia neonatorum. An antibiotic
on the retina. Vitamins C and E, beta carotene, and zinc
supplements may delay this process. In neovascular (“ wet” )
AM D, abnormal blood vessels grow under the retina, caus-
ing it to detach. Laser surgery may stop the growth of these
vessels and delay vision loss. M ore recently, ophthalmolo-
gists have had success in delaying the progress of wet AM D
with regular intraocular injections of a drug (e.g., Lucentis)
that inhibits blood vessel formation. M acular degeneration
typically affects central vision but not peripheral vision
(Fig. 18-14B). O ther causes of macular degeneration are
drug toxicity and hereditary diseases.
Circulatory problems associated with diabetes mellitus
eventually cause changes in the retina referred to as dia-
betic retinopathy. In addition to vascular damage, there is
a yellowish, waxy exudate high in lipoproteins. With time,
new blood vessels form and penetrate the vitreous humor,

c l in ic a l P e r s P e c t iv e s
e y s urg ry : A Glim p
Cataracts, glaucoma, and refractive errors are common eye
disorders. In the past, cataract and glaucoma treatments con-
centrated on managing the diseases. Refractive errors were
corrected using eyeglasses and, more recently, contact lenses.
Today, using laser and microsurgical techniques, ophthalmolo-
gists can remove cataracts, reduce glaucoma, and allow peo-
ple with refractive errors to put their eyeglasses and contacts
away. These cutting-edge procedures include:
n LASIK (laser in situ keratomileusis) to correct refractive
errors. During this procedure, a surgeon uses a laser to
reshape the cornea so that it refracts light directly onto the
retina, rather than in front of or behind it. A microkeratome
(surgical knife) is used to cut a flap in the cornea’s outer
layer. A computer-controlled laser sculpts the middle layer
of the cornea and then the flap is replaced. The procedure
takes only a few minutes, and patients recover their vision
quickly and usually with little postoperative pain.
LWBK1507-CH18_p460-493.indd 480
Bo x 18 -3
o f th c utting e d g
n Phacoemulsification to remove cataracts. During this pro-
Clinical Pe spectives boxes focus on
cedure, a surgeon makes a very small incision (~3 mm
long) through the sclera near the cornea’s outer edge. An body p ocessing as well as techniques
used in clinical settings.
ultrasonic probe is inserted through this opening and
into the center of the lens. The probe uses sound waves
to emulsify the lens’s central core, which is then suctioned
out. An artificial lens is then permanently implanted in the
lens capsule (see Fig. 18-15). The procedure is typically
painless, although the patient may feel some discomfort
for one to two days afterward.
n Laser trabeculoplasty to treat glaucoma. This procedure
uses a laser to help drain fluid from the eye and lower
intraocular pressure. The laser is aimed at drainage canals
located between the cornea and iris and makes several
70allow Part I In t r od u ct ion t o Me d ica l Te rm in ology
burns that are believed to open the canals and better
fluid drainage. The procedure is typically painless and takes
only a few minutes.
in ro d uc o n D re c o nal t e rm s
All healthcare fields require knowledge of body directions In describing the location or direction of a given point in
and orientations. Physicians, surgeons, nurses, occupa- the body, it is always assumed that the subject is in the
tional therapists, and physical therapists, for example, must anatomic position, that is, upright, with face front, arms
be thoroughly familiar with the terms used to describe body at the sides with palms forward and feet parallel. In this
locations and positions. Radiologic technologists must be stance, the terms illustrated in Fig ure 5-1 and listed in
able to position a person and direct x-rays to obtain suit- Box 5-2 are used to designate relative position.
able images for diagnosis, as noted in Box 5-1.
12/1/15 12:49 AM

Bo x 5 -1
He a l t H P r o f e s s io n s
Health P ofessions boxes focus on a Rad o lo g c t e c hno lo g s

va iety of health ca ee s, showing how Radiologic technologists help in the diag-

nosis of medical disorders by taking x-ray
interventional radiography, computed tomography, mammog-
raphy, magnetic resonance imaging, nuclear medicine, and

the knowledge of medical te minology is images (radiographs) of the body. They also use
CT scans and other imaging technology to perform exami-
nations on patients to aid physicians diagnosis. Following
applied in eal-wo ld ca ee s. institutional safety patient mobilization procedures; they must
prepare patients for radiologic examinations, place patients in
appropriate positions; and then adjust equipment to the cor-
rect angles, heights, and settings for taking the x-ray or other
diagnostic image. They must position the image receptors
correctly and, after exposure, remove and process the images.
They are also required to keep patient records and maintain
equipment. Radiologic technologists must minimize radiation
hazards by using protective equipment for themselves and
patients and by delivering the minimum possible amount of
radiation. They wear badges to monitor radiation levels and
keep records of their exposure.
Radiologic technologists may specialize in a specific
imaging technique such as bone densitometry, cardiovascular-
quality management. Some of these will be described in later
chapters.
The majority of radiologic technologists work in hospitals,
but they may also be employed in physicians’offices, diagnostic
imaging centers (e.g., doing mammograms), and outpatient
care centers. Radiologic technologists must possess a minimum
of an associate’s degree to qualify for professional certification.
A higher degree is necessary for a supervisory or teaching posi-
tion. The Joint Review Committee on Education in Radiologic
Technology accredits most of the education programs. The
American Registry of Radiologic Technologists (ARRT) offers
a national certification examination in radiography as well
as in other imaging technologies (CT, MRI, nuclear medicine,
etc.). ARRT certification is required for employment as a radio-
logic technologist in most U.S. states. Job opportunities in this
field are currently good. The American Society of Radiologic
Technologists has information on this career at www.asrt.org.

S upe rior
(cra nia l)

Chapter 10 Blo o d a n d Im m u n it y 207 P roxima l

Bo x 10 -1
FO R YO UR REFERENCE Ante rior Pos te rior
(ve ntra l) (dors a l)
Blo o d c e lls

Number Per Microliter

Fo You r efe ence boxes p ovide Dis ta l

Cell Type of Blood Description Function

Erythrocyte (red blood cell)
Leukocyte (white blood cell)
Platelet (thrombocyte)
5 million Tiny (7 mcm diameter), bicon-
cave disk without nucleus
(anuclear)
5,000 to 10,000 Larger than red cell with
prominent nucleus that may
be segmented (granulocyte) or
unsegmented (agranulocyte);
types vary in staining properties
150,000 to 450,000 Fragment of large cell (mega-
karyocyte)
supplemental info mation fo te ms
Me dia l
Carries oxygen bound to hemo-
globin; also carries some carbon within a chapte . La te ra l
dioxide and buffers blood
Immunity; protects against
pathogens and destroys foreign 10
matter and debris; located in
blood, tissues, and lymphatic Infe rior
system (ca uda l)
Hemostasis; forms a platelet Figure 5-1 Directional terms.
plug and starts blood clotting
(coagulation)

LWBK1507-CH05_p68-88.indd 70 11/10/15 11:44 AM

FO CUS O N W O RDS
a ro ny m s
Acronyms are abbreviations that use
the first letters of the words in a name
or phrase. They have become very popular
because they save time and space in writing
as the number and complexity of technical terms increases.
Some examples that apply to studies of the blood are CBC
(complete blood count) and RBC and WBC for red and white
blood cells. Some other common acronyms are CNS (central
nervous system or clinical nurse specialist), ECG (electrocar-
diogram) NIH (National Institutes of Health), and STI (sexually
transmitted infection).
If the acronym has vowels and lends itself to pronuncia-
tion, it may be used as a word in itself, such as AIDS (acquired
Bo x 10 -2
immunodeficiency syndrome); ELISA (enzyme-linked immu-
nosorbent assay); JAMA (Journal of the Am erican Medical
Association); NSAID (nonsteroidal antiinflammatory drug), pro-
nounced “en-sayd;” and CABG (coronary artery bypass graft),
which inevitably becomes “cabbage.” Few people even know
that LASER is an acronym that means “light amplification by
stimulated emission of radiation.”
An acronym is usually introduced the first time a phrase
appears in an article and is then used without explanation. If
you have spent time searching back through an article in frus-
tration for the meaning of an acronym, you probably wish, as
do other readers, that all the acronyms used and their mean-
ings would be listed at the beginning of each article.

xi
 Chapter 21 Th e In t e gu m e n t a r y Sys t e m 561

Word Part Tabl s Ro o

Chapter 21 Th e In t e gu m e n t a r y Sys t e m
P561r a n ng o h in g um n ary s y m
See Table 21-1.

Detailed
Ro o P r aTables
n ng o
See Table 21-1.
h in g um n ary s y m
t ab l 2 1-1 Roots Pertaining to the Skin and Associated Structures
Pr s nt roots, pr f x s, and su f x s
covt abrl d2 1-1in Roots
ach Pertaining
chapt rtointhean
Skinasy-to-
Ro o
and Associated Structures
d e r m /o,
M an ng
s kin
e xam p l
d e r m a bra s ion
D fn o n o f e xam p l
s u rgica l p roce d u re u s e d t o re s u r fa ce t h e s kin

r Ro o r ncM an ngormat (withe xamxampl

pl Dsf o
n o n o f e xam p l
d e r m a t /o
ke ra t /o ke ra t in , h orn y laye r of t h e s kin
derm -ah-BRA -z hun
ke ra t in ou s
a n d re m ove im p e rfe ct io n s
co n t a in in g k e ra t in ; h or n y 21
th ir us in m dical t rminology). Word keh-RAT-ih-nu s
d e r m /o, s kin d e r m a b ra s io n s u rgica l p roce d u re u s e d t o re s u r fa ce t h e s kin
d e r m a t /o derm -ah-BRA -z hun a n d re m ove im p e rfe ct ion s m e la n /o d a rk, bla ck, m e la n in m e la n os om e a s m a ll ce llu la r b o d y t h a t p ro d u ce s m e la n in
21 MEL-ah-no-som e
Part Knowl dg aids in th l arning and
ke ra t /o ke ra t in , h orn y laye r o f t h e s kin ke ra t in ou s
keh-RAT-ih-nu s
co n t a in in g k e ra t in ; h or n y
h id r/o sw e a t , p e r s p ira t io n a n h id ro s is
an-hi-DRO-sis
a bs e n ce of sw e a t in g

und rstanding o common t rminology.

m e la n /o d a rk , bla ck , m e la n in m e la n o s o m e a s m a ll ce llu la r bo d y t h a t p ro d u ce s m e la n in
MEL-ah-no-som e s e b/o s e b u m , s e ba ce o u s gla n d s e bo r rh e a e xce s s flow of s e bu m (a d je ct ive : s e borr h e ic)
seb-or-E-ah
h id r/o sw e a t , p e r s p ira t ion a n h id ro s is a bs e n ce o f sw e a t in g
an-hi-DRO-sis t rich /o h a ir t rich o m yco s is fu n ga l in fe ct io n o f t h e h a ir
trik-o-m i-KO-sis
s e b/o s e b u m , s e ba ce ou s gla n d s e bor rh e a e xce s s flow of s e bu m (a d je ct ive : s e borr h e ic)
seb-or-E-ah on ych /o n a il on ych ia in fla m m a t ion of t h e n a il a n d n a il be d (n ot a n
o-NIK-e-ah -itis e n d in g)
t rich /o h a ir t rich om ycos is fu n ga l in fe ct ion o f t h e h a ir
trik-o-m i-KO-sis
on ych /o n a il on ych ia in fla m m a t io n o f t h e n a il a n d n a il be d (n ot a n
o-NIK-e-ah -itis e n d in g)

EXERCISE 2 1-1

id n fy and d f n h ro o n h fo llo w ng w o rd .
EXERCISE 2 1-1
Ro o M an ng o f Ro o

id n fy and d f n h ro o n h fo llo w ng w o rd .
Ro o
1. hypodermis (hi-po-D ER -m is)

M an ng o f Ro o 2 . seborrheic (seb-o-R E-ik )

ex rcis s
3 . hypermelanosis (hi-per-m el-ah-N O -sis)
ex rcis s ar d sign d to t st
1. hypodermis (hi-po-D ER -m is)
2 . seborrheic (seb-o-R E-ik ) 4 . dyskeratosis (dis-k er-ah-T O -sis)

3 . hypermelanosis (hi-per-m el-ah-N O -sis) 5 . hypohidrosis (hi-po-hi-D R O -sis)

your knowl dg b or you
6 . hypertrichosis (hi-per-trih-KO -sis)
mov to th n xt l arning topic
4 . dyskeratosis (dis-k er-ah-T O -sis)
5 . hypohidrosis (hi-po-hi-D R O -sis) 7. eponychium (ep-o-N IK-e-um )

6 . hypertrichosis (hi-per-trih-KO -sis)

F ll n h b lank .
that ollows ach tabl .
7. eponychium (ep-o-N IK-e-um )
8 . Dermatopathology (der-m ah-to-pah-T H O L -o-je) is study of diseases of the .

F ll n h b lank . 9 . Keratolysis (k er-ah-T O L -ih-sis) is loosening of the skin’s .

8 . Dermatopathology (der-m ah-to-pah-T H O L -o-je) is study of diseases of the 10 . A melanocyte

. (M EL -ah-no-site) is a cell that produces .

9 . Keratolysis (k er-ah-T O L -ih-sis) is loosening of the skin’s 11. Trichoid .(T R IK-oyd) means resembling a(n) .

10 . A melanocyte (M EL -ah-no-site) is a cell that produces 12 . O nychomycosis

. (on-ih-k o-m i-KO -sis) is a fungal infection of a(n) .

11. Trichoid (T R IK-oyd) means resembling a(n) 13 . H idradenitis

. (hi-drad-eh-N I-tis) is inflammation of a gland that produces .

12 . O nychomycosis (on-ih-k o-m i-KO -sis) is a fungal infection of a(n) 14 . A hypodermic

. (hi-po-D ER -m ik ) injection is given under the .

13 . H idradenitis (hi-drad-eh-N I-tis) is inflammation of a gland that produces . (continu ed)

14 . A hypodermic (hi-po-D ER -m ik ) injection is given under the .

(continu ed)
Chapter 13 Th e Ur in a ry Sys t e m 309

LWBK1507-CH21_p556-580.indd 561 12/3/15 7:46 P M

t e rm ino lo g y Key Terms
glo m e ru la r ca p s u le Th e cu p -s h a p e d s t ru ct u re a t t h e begin n in g o f t h e n e p h ron t h a t s u r rou n d s t h e glom e r u lu s
LWBK1507-CH21_p556-580.indd 561 12/3/15 7:46 P M
glo-MER-u-lar KA P-sule a n d re ce ive s m a t e ria l filt e re d ou t o f t h e bloo d ; Bow m a n (BO-m an) ca p s u le

glo m e ru la r filtra te Th e flu id a n d d is s olve d m a t e r ia ls t h a t filt e r ou t o f t h e bloo d a n d e n t e r t h e n e p h ron t h rou gh

glo-MER-u-lar FIL-trate t h e glo m e ru la r ca p s u le

glo m e ru lu s Th e clu s t e r of ca p illa r ie s w it h in t h e glom e r u la r ca p s u le (p lu ra l: glom e ru li) (ro ot :

T rm Tabl s
glo-MER-u-lus glom e ru l/o)

k id n e y
KID-ne
An orga n of e xcre t ion (roo t s : re n /o, n e p h r /o); t h e t w o k id n eys filt e r t h e blo od a n d for m
u rin e , w h ich con t a in s m e t a bolic w a s t e p rod u ct s a n d ot h e r s u bs t a n ce s a s n e e d e d t o
13
re gu la t e t h e w a t e r, e le ct ro lyt e, a n d p H b a la n ce o f bod y flu id s

K y T rms includ th most

m ictu r itio n Th e vo id in g o f u rin e ; u rin a t ion
m ik -tu-RISH-un

n e p h ro n A m icros cop ic fu n ct ion a l u n it of t h e kid n ey; w or kin g w it h bloo d ve s s e ls , t h e n e p h ron filt e r s

commonly us d t rms. NEF-ron

re n a l co rte x
t h e bloo d a n d ba la n ce s t h e co m p os it io n o f u rin e

Th e k id n ey’s ou t e r p or t io n ; con t a in s p o rt ion s of t h e n ep h ron s

RE-nal KOR-tex

re n a l m e d u lla Th e k id n ey’s in n e r p or t ion ; con t a in s p o rt ion s of t h e n e p h ro n s a n d d u ct s t h a t t ra n s p or t

m eh-DUL-lah u rin e t ow a rd t h e re n a l p e lvis

re n a l p e lvis Th e e xp a n d e d u p p e r e n d o f t h e u re t e r t h a t re ce ive s u r in e from t h e kid n ey (Gre e k roo t pyel/ o

PEL-v is m e a n s “b a s in ”)

re n a l p y ra m id A t ria n gu la r s t r u ct u re in t h e re n a l m e d u lla ; com p os e d o f t h e n e p h ron s ’ loop s a n d colle ct in g

PERE-ah-m id d u ct s

re n in An e n zym e p rod u ce d by t h e k id n eys t h a t a ct iva t e s a n giot e n s in in t h e bloo d

RE-nin

tr igo n e A t ria n gle a t t h e ba s e of t h e bla d d e r fo rm e d by t h e op e n in gs of t h e t w o u re t e r s a n d t h e

TRI-gone u re t h ra (s e e Fig. 13-4)

tu bu la r re a b s o rp tio n Th e re t u rn of s u bs t a n ce s from t h e glo m e ru la r filt ra t e t o t h e blood t h ro u gh t h e p e rit u bu la r

TUBE-u-lar re-ab-SORP-shun ca p illa rie s

u re a Th e m a in n it roge n o u s (n it roge n -con t a in in g) w a s t e p ro d u ct in t h e u rin e

u-RE-ah

u re te r Th e t u b e t h a t ca r rie s u rin e from t h e k id n ey t o t h e bla d d e r (root : u re t e r /o )

U-re-ter

u re th ra Th e t u b e t h a t ca r rie s u rin e from t h e bla d d e r t o t h e o u t s id e of t h e bod y (root : u re t h r/o)

u-RE-thrah

u r in a r y b la d d e r Th e o rga n t h a t s t ore s a n d e lim in a t e s u r in e e xcre t e d by t h e kid n eys (roo t s : cys t /o, ve s ic/o )
u-rih-NA R-e BLA D-der

u r in a tio n Th e vo id in g o f u rin e ; m ict u r it io n

u-rih-NA -shun

xii u r in e
U-rin
Th e flu id e xcre t e d by t h e kid n eys ; it con s is t s of w a t e r, e le ct ro lyt e s , u re a , ot h e r m e t a bolic
w a s t e s , a n d p igm e n t s ; a va rie t y of o t h e r s u b s t a n ce s m ay a p p e a r in u r in e in ca s e s of d is e a s e
(ro ot : u r/o)

Go to the Audio Pronunciation Glossary in the Student

Resources on to hear these terms pronounced.
 410 Part III Bod y Sys t e m s

Chapter 9 Cir cu la t ion : Th e Ca rd iova s cu la r a n d Lym p h a t ic Sys t e m s 193

t e rm ino o g y Supplementary Terms ( Cont inued)
Sim m o n d s d is e a s e Hyp o fu n ct ion of t h e a n t e r io r p it u it a ry (p a n h yp op it u it a r is m ), u s u a lly b e ca u s e of a n t e rm ino lo g y Supplemen ry terms
in fa rct ion ; p it u it a ry ca ch e x ia (k a-KEK-se-a)

th y ro id s to r m A s u d d e n on s e t o f t h yrot oxicos is s ym p t om s o ccu rr in g in p a t ie n t s w it h

h yp e r t h yroid is m w h o a re u n t re a t e d o r p oo rly t re a t e d ; m a y be b ro u gh t on by illn e s s
or t ra u m a ; a ls o ca lle d t h yro id cris is
s uppl m nta y T m li t
lo o p d iu re tic Dru g t h a t in cre a s e s u rin e o u t p u t by in h ibit in g e le ct rolyt e re a bs or p t ion in t h e kid n ey
n e p h ron s (lo op s ) (s e e Ch a p t e r 13)

th y ro tox ico s is
thi-ro-tok -sih-KO-sis
vo n Re ck lin gh a u s e n d is e a s e
REK-ling-how -z en
Dia g no i and t re a m e n
fa s tin g p la s m a glu co s e (FPG)
fre e th y ro x in e in d e x (FTI, T 7 )
mo p cializ d t m .
n itro gly ce r in A d ru g u s e d in t h e t re a t m e n t o f a n gin a p e ct o ris t o d ila t e coron a ry ve s s e ls
Co n d it io n re s u lt in g from ove ra ct ivit y o f t h e t h yroid gla n d ; s ym p t om s in clu d e ni-tro-GLIS-er-in
a n xie t y, ir rit a bilit y, w e igh t los s , a n d sw e a t in g; t h e m a in e xa m p le of t h yrot oxicos is is
Gra ve s d is e a s e s ta tin s Dru gs t h a t a ct t o low e r lip id s in t h e blood ; t h e d ru g n a m e s e n d w it h -statin, s u ch a s
lova s t a t in , p ra va s t a t in , a n d a t or va s t a t in
Bo n e d ege n e ra t io n ca u s e d by e xce s s p ro d u ct io n of p a ra t h yro id h or m on e ; a ls o ca lle d
Re cklin gh a u s e n d is e a s e of bon e s tre p to k in a s e (SK)
strep-to-KI-nase
An e n zym e u s e d t o d is s olve bloo d clot s 9
tis s u e p la s m in o ge n A d ru g u s e d t o d is s o lve blood clot s ; it a ct iva t e s p rod u ct ion of a s u bs t a n ce (p la s m in ) in
Me a s u re m e n t o f blood glu cos e a ft e r a fa s t of a t le a s t e igh t h ou r s ; a re a d in g e q u a l t o a ctiva to r (tPA) t h e blo od t h a t n or m a lly d is s o lve s clot s
or gre a t e r t h a n 126 m g/d L in d ica t e s d ia be t e s ; a ls o ca lle d fa s t in g blo od glu co s e (FBG)
or fa s t in g blo od s u ga r (FBS) va s o d ila to r A d ru g t h a t w id e n s blood ve s s e ls a n d im p rove s blood flow
vas-o-di-LA -tor
Ca lcu la t ion b a s e d on t h e a m ou n t of T 4 p re s e n t a n d T 3 u p t a ke , u s e d t o d ia gn o s e
t h yroid d ys fu n ct io n

o ra l glu co s e to le ra n ce te s t (OGTT) Me a s u re m e n t o f glu co s e leve ls in blood p la s m a a ft e r a d m in is t ra t io n of a ch a lle n ge

d o s e o f glu cos e t o a fa s t in g p a t ie n t ; u s e d t o m e a s u re p a t ie n t ’s a bilit y t o m e t a b oliz e
glu cos e ; a va lu e e q u a l t o o r gre a t e r t h a n 200 m g/d L in t h e t w o-h ou r s a m p le
in d ica t e s d ia be t e s t e rm ino lo g y abbrevi ions
ra d io a ctive io d in e u p ta k e te s t A t e s t t h a t m e a s u re s t h yroid u p t a ke of ra d ioa ct ive iod in e a s a n eva lu a t ion o f
(RAIU) t h yroid fu n ct ion ACE An giot e n s in -con ve r t in g e n zym e CHD Coron a ry h e a r t d is e a s e

ra d io im m u n o a s s a y (RIA) A m e t h od o f m e a s u r in g ve ry s m a ll a m ou n t s of a s u bs ta n ce , e s p e cia lly h o rm on e s , in AED Au t o m a t e d e xt e r n a l d e fibr illa t or CHF Con ge s t ive h e a r t fa ilu re
blood p la s m a u s in g ra d ioa ct ive ly la be le d h orm on e s a n d s p e cific a n t ib od ie s
AF At r ia l fibr illa t ion CK-MB Cre a t in e kin a s e MB
th y ro id s ca n Vis u a liz a t io n o f t h e t h yroid gla n d a ft e r a d m in is t ra t ion of ra d ioa ct ive iod in e
AMI Acu t e m yoca rd ia l in fa rct ion CPR Ca rd iop u lm o n a ry re s u s cit a t io n
th y ro x in e -b in d in g glo bu lin (TBG) Te s t t h a t m e a s u re s t h e m a in p rot e in t h a t bin d s T 4 in t h e blood
te s t APC At r ia l p re m a t u re com p le x CRP C-re a ct ive p rot e in

tra n s s p h e n o id a l a d e n o m e cto m y
trans-sfe-NOY-dal ad-eh-no-MEK-to-m e
Re m ova l o f a p it u it a ry t u m or t h rou gh t h e s p h e n oid s in u s (s p a ce in t h e s p h e n oid AR Aor t ic regu rgit a t ion CTA Com p u t e d t om ogra p h y a n giogra p h y
bon e )
ARB An giot e n s in re cep t o r blocke r CVA Ce re brova s cu la r a ccid e n t
Go to the Audio Pronunciation Glossary in the Student AS Aor t ic s t e n os is ; a r t e r ios cle ros is CVD Ca rd iova s cu la r d is e a s e
Resources on to hear these terms pronounced.
ASCVD Ar t e r ios cle rot ic ca rd iova s cu la r d is e a s e CVI Ch ron ic ve n ou s in s u fficie n cy

ASD At r ia l s e p t a l d e fe ct CVP Ce n t ra l ve n ou s p re s s u re

Bo x 16 -6
c l in ic a l P e r s P e c t iv e s ASHD Ar t e r ios cle rot ic h e a r t d is e a s e DOE Dys p n e a o n e x e r t ion

AT At r ia l t a ch yca rd ia DVT De e p ve in t h rom b os is

s e a o na Affe c ive Di o rd e r: s o m e l ig h o n he s ub je c
AV At r iove n t r icu la r ECG (EKG) Ele ct ro ca rd iogra m , e le ct roca rd iogra p h y
We all sense that long dark days make us blue and sap our As light strikes the retina of the eye, it starts nerve impulses
motivation. Are these learned responses, or is there a physical that decrease the amount of melatonin produced by the pineal
Abb viation a li t d
BBB Bu n d le bra n ch block (le ft or righ t ) HDL High -d e n s it y lip op rot e in
basis for them? Studies have shown that the amount of light gland in the brain. Because melatonin depresses mood, the final
in the environment does have a physical effect on behavior. effect of light is to elevate mood. Daily exposure to bright lights BP Bloo d p re s s u re h s - CRP High -s e n s it ivit y C-re a ct ive p rot e in (t e s t )

fo common t m .
Evidence that light alters mood comes from people who are has been found to improve the mood of most people with SAD.
intensely affected by the dark days of winter—people who Exposure for 15 minutes after rising in the morning may be bp m Be a t s p e r m in u t e HTN Hyp e r t e n s ion
suffer from seasonal affective disorder, aptly abbreviated SAD. enough, but some people require longer sessions both morn-
CABG Coro n a ry a rt e ry byp a s s gra ft IABP In t ra a or t ic ba lloon p u m p
When days shorten, these people feel sleepy, depressed, and ing and evening. Other aids include aerobic exercise, stress
anxious. They tend to overeat, especially carbohydrates. management techniques, and antidepressant medications. CAD Coro n a ry a rt e ry d is e a s e ICD Im p la n t a ble ca rd iove r t e r d e fibrilla t or

CCU Coro n a ry/ca rd ia c ca re u n it IVCD In t ra ve n t ricu la r con d u ct io n d e la y

(continued)
Chapter 17 Th e Ne rvo u s Sys t e m a n d Be h a viora l Dis o rd e rs 451

e x t e Rn Al s u RFAc e o F t h e BRAin
LWBK1507-CH16_p396-417.indd 410 12/1/15 12:48 AM

Write the na me of ea ch numbered part on the corresponding line.

LWBK1507-CH09_p161-203.indd 193 11/19/15 12:42 P M
Cerebellum Parietal lobe
Frontal lobe Pons
Gyri Spinal cord 3
M edulla oblongata Sulci 1
O ccipital lobe Temporal lobe 4

1.
2.
3.
2 Chapt r vi w ex ci
4.
5.
6.
Chapt r vi w ex ci a
7.
5
d ign d to t t you knowl dg of
8.
9.
6
7
8
th chapt mat ial and app a at
10 . 9
10
th nd of ach chapt .
s Pin Al c o RD, l At e RAl v ie W
Write the na me of ea ch numbered part on the corresponding line.
Brain Lumbar enlargement
Brainstem Lumbar nerves
Cervical enlargement Sacral nerves 1
Cervical nerves Spinal cord
Coccygeal nerve Thoracic nerves 2

1.
2. 4 6
3.
4.
5. 3
6.
7.
8. 7
9.
10 .

9
10

xiii
LWBK1507-CH17_p418-459.indd 451 12/1/15 12:30 AM
 therapy, which included a bite plate, NSAIDs, and steroid
injections. She had also tried hypnosis in an attempt
to manage her pain but was not able to gain relief. Her
doctor referred her to an oral surgeon who specializes in
TMJ disorders. S.A. was scheduled for an arthroplasty of
the right TMJ to remove diseased bone on the articular
surface of the right mandibular condyle.
On the following day, she was transported to the
OR for surgery. She was given general endotracheal
anesthesia, and a vertical incision was made from
the superior aspect of the right ear down to the
base of the attachment of the right earlobe. After
appropriate dissection and retraction, the posterior–
superior aspect of the right zygomatic arch was
bluntly dissected anteroposteriorly. With a nerve
stimulator, the zygomatic branch of the facial nerve
made to the condyle. With a Hall drill and saline cool-
ant, a high condylectomy of approximately 3 mm of
bone was removed while conserving function of the
external pterygoid muscle. The stump of the condyle
was filed smooth and irrigated copiously with NS. The
lateral capsule, periosteum, subcutaneous tissue, and
skin were then closed with sutures. The facial nerve
was tested before closing and confirmed to be intact.
A pressure pack and Barton bandage were applied. The
sponge, needle, and instrument counts were correct.
Estimated blood loss (EBL) was approximately 50 mL.
S.A. was discharged on the second postoperative day
with instructions for a soft diet, daily mouth-opening
exercises, an antibiotic (Keflex 500 mg po q6h), Tylenol
no. 3 po q4h PRN for pain, and four weekly postoperative
appointments.

Ca e stud e and Case Study 19-2: Osteogenesis Imperfecta

M.H., a 3-year-old boy with osteogenesis imperfecta (OI) fixation (ORIF) of the left femur with intramedullary (IM)

Ca e study Que t on type III, was admitted to the pediatric orthopedic hos-
pital for treatment of yet another fracture. Since birth
he has had 15 arm and leg fractures as a result of his
rodding and application of spica cast.

congenital disease. This latest fracture occurred when he

twisted at the hip while standing in his wheeled walker.

Ca e s tud e and Ca e s tudy Que t on at
the end o eve y chapte p e ent te m nology
He has been in a research study and receives a bisphos-
phonate infusion every two months. He is short in stature
with short limbs for his age and has bowing of both legs.
M.H. was transferred to the OR and carefully lifted
to the OR table by the staff. After he was anesthetized,

n the context o a med cal epo t. The e a e he was positioned with gentle manipulation, and his
left hip was elevated on a small gel pillow. After skin
preparation and sterile draping, a stainless steel rod

an excellent ev ew tool a they te t you
cumulat ve knowledge o med cal te m nology
was inserted into the medullary canal of his left femur
to reduce and stabilize the femoral fracture. The muscle,
fascia, subcutaneous tissue, and skin were sutured
closed. Three nurses gently held M.H. in position on a
pediatric spica box while the surgeon applied a hip spica

and put te m nology nto a eal-wo ld context.
(body cast) to stabilize the fixation, protect the leg, and
maintain abduction. M.H. was transferred to the post-
anesthesia care unit (PACU) for recovery. The surgeon Osteogenesis imperfecta. X-ray of the upper extremity shows the thin
dictated the procedure as an open reduction internal bones and fractures that Chapter
result from19defective
Th e Skecollagen production.
le t a l Sys tem 529

Case Study Questions

Multiple Choice. Select the best answer, and write the letter of your choice to the left of each number.
LWBK1507-CH19_p494-529.indd 528 03/12/15 1:07 P M
1. A condylectomy is 4 . Another term for bow-legged is
a. removal of a joint capsule a. knock-kneed
b . removal of a rounded bone protuberance b . adduction
c . enlargement of a cavity c . varus
d . removal of a tumor d . valgus
2 . The articular surface of a bone is located 5 . An IM rod is placed
a. under the epiphysis a. inferior to the femoral condyle
19
b . at a joint b . into the acetabulum
c . at a muscle attachment c . within the medullary canal
d . at a tendon attachment d . lateral to the epiphysial growth plates
3 . The dissection directed anteroposteriorly
was done
a. posterior–superior
b . circumferentially
c . front to back
d . top to bottom

Write terms from the Case Studies that mean the following.
6 . pertaining to the cheek bone
7. the membrane around a bone
8 . a crescent-shaped cartilage in a joint

student r e ou ce and thePo nt 9 . plastic repair of a joint

10 . formation of bone tissue
11. a break in a bone
12 . present at birth
People lea n n d e ent way . s ome tudent lea n be t by ead ng.
13 . the thigh bone

Othe take n new n o mat on be t by l ten ng to the n t ucto .

Define the following abbreviations.
14 . DJD

You may p e e to w te down note . When you unde tand the

15 . NS
16 . TMJ
way that you p oce n o mat on mo t e ect vely, you can choo e
17. OI

e ou ce that f t you lea n ng tyle. ThePo nt a p act cal y tem that let you lea n a te ,
18 . ORIF
19 . EBL

emembe mo e, and ach eve ucce .

Getting Started with the Student Resources and thePoint

You jou ney beg n w th you textbook, Medical Terminology: An Illustrated Guide, 8th
LWBK1507-CH19_p494-529.indd 529 03/12/15 1:11 P M

ed t on. At many po nt n the textbook you w ll f nd h ghl ghted not ce that gu de you to
e ou ce and act v t e de gned o you pe onal lea n ng tyle.

Go to the p onunc at on glo a y on the s tudent r e ou ce to hea the e wo d p onounced.

in de the ont cove o you textbook, you w ll f nd you pe onal acce code. U e t to log
on to thePo nt—the compan on web te o th textbook. On the web te, you can acce
lea n ng act v t e n a va ety o lea n ng tyle and choo e the one that w ll help you
unde tand the mate al qu ckly and e f c ently.

xiv
Visit thePoint.lww.com/CohenMedTe m8e
on thePoint—the companion website
o Medical Terminology: An Illustrated
Guide, 8th edition, which will allow you
to sea ch and so t activities by lea ning
style to choose the most e ective way
o you to lea n the mate ial. r esou ces
and activities available to students
include the ollowing:

• Multiple choice, true–false, and

f ll-in-the-blank questions ht t p:/ / t hePoint .lww.com
Provides f exible learning solutions and resources or students
• Categories and aculty using Medical Terminology: An Illustrated Guide,
Eighth Edition
• Listen & Label and Look & Label
Resources for st udent s:
• Word Building • More than 15 types of interactive exercises
• Image Banks
• Animations
• Zooming In • Audio Glossary
Resources for inst ruct ors*:
• Pronounce It • PowerPoints
• Lesson Plans
• Spell It • Test Generator

• Sound It Log on t oday!

Visit ht t p:/ / t hePoint .lww.com to learn more about t hePoint ® and
• Hangman the resources available. Use the scratch off code to access the student
resources.

• Crossword Puzzles
*The aculty resources are restrict ed t o adopt ers o t he text. Adopters have t o be approved be ore
Note: Book cannot be returned accessing t he aculty resources.
once panel is scratched off.

• Quiz Show
• Concentration
• Case Studies and Case Study
Questions
• Dictionary and Audio Glossary
application
• Flashcards and Flashcard Generator
applications
• Animations
• Audio Drills (which allow for
chapte audio f les to be downloaded
as MP3 f les)
• Chapter Quizzes

xv
PrepU: An Integrated Adaptive Learning Solution
PrepU, Lippincott’s adaptive learning system, is an integral component
o Medical Terminology: An Illustrated Guide.

Pr pU us s r p t t v and adapt v qu zz ng to bu ld
mast ry o m d cal t rm nology conc pts, h lp ng
stud nts to l arn mor wh l g v ng nstructors th
data th y n d to mon tor ach stud nt’s progr ss,
str ngths, and w akn ss s. Th hundr ds o qu s-
t ons n Pr pU o r stud nts th chanc to dr ll
th ms lv s on m d cal t rm nology and support
th r r v w and r t nt on o th n ormat on th y’v
l arn d. each qu st on not only prov d s an xplanat on or th corr ct answ r, but also r r-
nc s th t xt pag or th stud nt to r v w th sourc mat r al. Pr pU or Medical Terminology
chall ng s stud nts w th qu st ons and act v t s that co nc d w th th mat r als th y’v l arn d
n th t xt and g v s stud nts a prov n tool to l arn m d cal t rm nology mor ct v ly. For
nstructors, Pr pU prov d s tools to d nt y ar as and top cs o stud nt m sconc pt on; nstructors
can us th s r ch cours data to ass ss stud nts’ l arn ng and b tt r targ t th r n-class act v t s
and d scuss ons, wh l coll ct ng data that ar us ul or accr d tat on.

A l arn ng xp r nc nd v dual z d
to ach stud nt. An adapt v l arn ng
ng n , Pr pU o rs qu st ons custom-
z d or ach stud nt’s l v l o und r-
stand ng, chall ng ng stud nts at an
appropr at pac and d f culty l v l,
wh l d sp ll ng common m sconc p-
t ons. As stud nts r v w and mast r
Pr pU’s qu st ons, th syst m automat -
cally ncr as s th d f culty o qu st ons,
ct v ly dr v ng stud nt und rstand-
ng o m d cal t rm nology to a mast ry
l v l. Pr pU not only h lps stud nts to
mprov th r knowl dg , but also h lps
ost r th r t st-tak ng conf d nc .

Pr pU works! Pr pU works, and not just b caus w say so. Pr pU f cacy s back d by data:
1. in an ntroductory nurs ng cours at C ntral Carol na T chn cal Coll g , stud nt cours
outcom s w r pos t v ly assoc at d w th Pr pU usag . Th stud nts who answ r d th most
Pr pU qu st ons n th class also had th b st ov rall cours grad s.
2. In a randomized, controlled study at UCLA, students using PrepU (for biology) achieved 62
p rc nt h gh r l arn ng ga ns than thos who d d not.
To s a v d o xplanat on o Pr pU, go to http://download.lww.com/wolt rskluw r_v talstr am_
com/mktg/pr puv d/pr pupromo01.html.

xvi
 Contents
Pre fac e vi
Ac kno w le d g m e nts vii
Re vie w e rs viii
Us e r’s Guid e ix

PART I Intro d uc tio n to Me d ic al Te rm ino lo g y 1

1 Concepts of Medical Terminology 2
2 Suffixes 14
3 Prefixes 30
4 Cells, Tissues, and Organs 48
5 Body Structure 68

PART II Dis e as e and Tre atm e nt 89

6 Disease 90
7 Diagnosis and Treatment; Surgery 112
8 Drugs 138

PART III Bo d y Sys te m s 161

9 Circulation: The Cardiovascular and Lymphatic Systems 162
10 Blood and Immunity 204
11 The Respiratory System 236
12 The Digestive System 270
13 The Urinary System 304
14 The Male Reproductive System 332
15 The Female Reproductive System; Pregnancy and Birth 354
16 The Endocrine System 396
17 The Nervous System and Behavioral Disorders 418
18 The Sensory System 460
19 The Skeletal System 494
20 The Muscular System 530
21 The Integumentary System 556
Ap p e nd ix 1 Commonly Used Symbols 581
Ap p e nd ix 2 Abbreviations and Their Meanings 582
Ap p e nd ix 3 Word Parts and Their Meanings 592
Ap p e nd ix 4 Meanings and Their Corresponding Word Parts 599
Ap p e nd ix 5 Word Roots 607
Ap p e nd ix 6 Suffixes 612
Ap p e nd ix 7 Prefixes 614
Ap p e nd ix 8 Metric Measurements 616
Ap p e nd ix 9 Stedman’s Medical Dictionary at a Glance 617
Answ e r Ke y 619
Fig ure Cre d its 648
Ind e x o f Bo xe s 653
Ind e x 654

xvii
 Expanded Contents
Pre fac e vi PART II Dis e as e and Tre atm e nt 89
Ac kno w le d g m e nts vii
Re vie w e rs viii 6 Disease 90
Us e r’s Guid e ix
Types of Diseases 92
Infectious Diseases 92
PART I Intro d uc tio n to Me d ic al
Responses to Disease 94
Te rm ino lo g y 1
Neoplasia 96
1 Concepts of Medical Terminology 2 Word Parts Pertaining to Disease 98

Introduction 4
7 Diagnosis and Treatment; Surgery 112
Word Parts 4
Word Derivations 6 Introduction 114
Pronunciation 6 Diagnosis 114
Abbreviations 7 Treatment 116
Medical Dictionaries 8 Alternative and Complementary
Medicine 120
2 Suffixes 14 Cancer 121
Word Parts Pertaining to Diagnosis and
Introduction 16 Treatment 123
Noun Suffixes 16
Adjective Suffixes 20 8 Drugs 138
Forming Plurals 22
Drugs 140
Herbal Medicines 141
3 Prefixes 30 Word Parts Pertaining to Drugs 142
Introduction 32 Drug Reference Information 145

4 Cells, Tissues, and Organs 48 PART III Bo d y Sys te m s 161

Body Organization 50
9 Circulation: The Cardiovascular
The Cell 51 and Lymphatic Systems 162
Tissues 53
Organs and Organ Systems 56 Introduction 164
Word Parts Pertaining to Cells, Tissues, The Heart 164
and Organs 58 The Vascular System 168
Roots Pertaining to the Cardiovascular
5 Body Structure 68 System 173
Clinical Aspects of the Cardiovascular
Introduction 70 System 175
Directional Terms 70 The Lymphatic System 184
Body Cavities 72 Roots Pertaining to the Lymphatic
Abdominal Regions 72 System 187
Positions 73 Clinical Aspects of the Lymphatic
System 188
Word Parts Pertaining to Body Structure 76

xviii
 Expanded Contents xix

10 Blood and Immunity 204 15 The Female Reproductive System;

Introduction 206
Blood 206
Immunity 211
Word Parts Pertaining to Blood and
Immunity 214
Clinical Aspects of Blood 217
Clinical Aspects of Immunity 221
11 The Respiratory System 236
Introduction 238
Upper Respiratory Passageways 238
Lower Respiratory Passageways and Lungs 240
Breathing 241
Gas Transport 242
Word Parts Pertaining to the Respiratory
System 244
Clinical Aspects of the Respiratory
System 247
12 The Digestive System 270
Introduction 272
Digestion 272
The Digestive Tract 272
The Accessory Organs 275
Roots Pertaining to the Digestive System 278
Clinical Aspects of the Digestive System 282
13 The Urinary System 304
Introduction 306
The Kidneys 306
Urine Formation 307
Roots Pertaining to the Urinary System 310
Clinical Aspects of the Urinary System 312
14 The Male Reproductive System 332
Introduction 334
The Testes 334
Transport of Spermatozoa 336
The Penis 336
Formation of Semen 336
Roots Pertaining to Male Reproduction 338
Clinical Aspects of the Male Reproductive
System 340
Erectile Dysfunction 342
Pregnancy and Birth 354
Introduction 356
The Female Reproductive System 356
The Mammary Glands 357
The Menstrual Cycle 357
Contraception 358
Roots Pertaining to the Female
Reproductive System 362
Clinical Aspects of Female Reproduction 365
Pregnancy and Birth 372
Roots Pertaining to Pregnancy and Birth 377
Clinical Aspects of Pregnancy and Birth 378
Congenital Disorders 380
16 The Endocrine System 396
Introduction 398
Hormones 398
The Endocrine Glands 398
Other Endocrine Tissues 401
Roots Pertaining to the Endocrine System 403
Clinical Aspects of the Endocrine System 404
17 The Nervous System and Behavioral
Disorders 418
Introduction 420
Organization of the Nervous System 420
The Neuron 420
The Brain 420
The Spinal Cord 424
The Autonomic Nervous System 426
Word Parts Pertaining to the Nervous
System 429
Clinical Aspects of the Nervous
System 433
Behavioral Disorders 437
18 The Sensory System 460
Introduction 462
The Senses 462
The Ear 464
Clinical Aspects of Hearing 468
The Eye and Vision 472
Word Parts Pertaining to the Eye and
Vision 476
Clinical Aspects of Vision 479
xx Expanded Contents

19 The Skeletal System 494 Associated Skin Structures 558

Introduction 496
Divisions of the Skeleton 496
Bone Formation 499
Structure of a Long Bone 499
Joints 499
Roots Pertaining to the Skeleton, Bones,
and Joints 502
Clinical Aspects of the Skeleton 504
2 0 The Muscular System 530
Introduction 532
Types of Muscles 532
Skeletal Muscle 532
Roots Pertaining to Muscles 539
Clinical Aspects of the Muscular System 540
2 1 The Integumentary System 556
Introduction 558
Anatomy of the Skin 558
Roots Pertaining to the Integumentary
System 561
Clinical Aspects of the Skin 562
Ap p e nd ix 1 Commonly Used Symbols 581
Ap p e nd ix 2 Abbreviations and Their
Meanings 582
Ap p e nd ix 3 Word Parts and Their Meanings 592
Ap p e nd ix 4 Meanings and Their Corresponding
Word Parts 599
Ap p e nd ix 5 Word Roots 607
Ap p e nd ix 6 Suffixes 612
Ap p e nd ix 7 Prefixes 614
Ap p e nd ix 8 Metric Measurements 616
Ap p e nd ix 9 Stedman’s Medical Dictionary at a
Glance 617
Answ e r Ke y 619
Fig ure Cre d its 648
Ind e x o f Bo xe s 653
Ind e x 654
Pa r t
Introduction to Medical Terminology
I

Chapt er 1 Concepts of Medical Terminology

Chapt er 2 Suffixes
Chapt er 3 Prefixes
Chapt er 4 Cells, Tissues, and Organs
Chapt er 5 Body Structure
CH a P t Er
Concepts of Medical Terminology
1 P e es
Multiple Choice. Select the best answer, and write
the letter of your choice to the left of each number.

1. The main part of a word is called the

a. origin
b. prefix
c. root
d. extension
2. A word part at the beginning of a word
is a
a. prefix
b. combining form
c. preview
d. root
3. A word part at the end of a word is the
a. vowel
b. adjective
c. insertion
d. suffix
4. The adjective form of cervix, meaning
“neck,” is
a. cervical
b. cervixal
c. cervous
d. cerval
5. The ch in the word chemical is pro-
nounced like the letter
a. s
b. h
c. k
d. f
6. The ps in the word psychology is pro-
nounced like the letter
a. p
b. s
c. j
d. k
7. The word below that has a hard g is
a. grip
b. page
c. gem
d. judge
8. The symbol ↓ means
a. start
b. turn
c. decrease
d. left
 Learning Objectives
After study of this chapter, you should be able to:
1 Explain the purpose of medical
terminology. p4
2 Name the languages from which most
medical word parts are derived. p4
3 Define the terms root, suffix, and
prefix. p4
4 Explain what combining forms are and why
they are used. p5
Case Study: J.V.’s Digestive Problems
Chief Complaint
J.V., a 22-year-old (y/o) college student, vis-
ited the university health clinic and stated
he had a four-month history of a burn-
ing pain in the middle of his chest.
He notices it more at night and has
difficulty sleeping because of the
pain. He also states that the pain seems to occur more
frequently following late-night college gatherings where
pizza, spicy chicken wings, and beer are served.
Examination
A well-nourished 22-year-old male complaining of (c/o)
epigastric (upper abdominal) pain no longer relieved by
antacids; orthopnea—currently sleeping with three pil-
lows to aid in breathing; occasional swallowing problems,
or dysphagia; ETOH (alcohol) consumption is six to eight
beers per week; nonsmoker; no neurologic, musculoskel-
etal, genitourinary, or respiratory deficits. Referred to a
An c il l ARie s At-A-Glance
Visit to a cce ss t he fo llo w ing re so urce s. Fo r g uid a nce in using t he re so urce s m o st e ffe c t ive ly, se e p p . ix–xvi.
Learning Re s o u Rc e s
Tip s fo r Effe ct ive St ud ying
We b Cha rt : “Do No t Use ” Ab b re via t io ns a nd Sym b o ls
Aud io Pro nunc ia t io n Glo ssa ry
5 Pronounce words according to the pronunciation
guide used in this text. p6
6 List three features of medical dictionaries. p8
7 Identify medical words and abbreviations in
case studies to review concepts of medical
terminology. pp3, 13
gastroenterologist for ↑ acid production and gastroesoph-
ageal reflux disease (GERD).
Clinical Course
The gastroenterologist saw J.V. and ordered an x-ray
study of his upper gastrointestinal (GI) system. Results
demonstrated reflux disease, and J.V. underwent an
esophageal gastroduodenoscopy (EGD) to visually exam-
ine his digestive organs from his esophagus to his small
intestine. Results showed no evidence of bleeding, ulcer-
ations, or strictures. The student was given educational
material on GERD, including dietary recommendations.
He was started on Prevacid and will be reevaluated in
six months.
In this chapter, you learn about how medical words
are constructed and also learn about the use of abbrevia-
tions and other types of shorthand in medical writing.
Later in the chapter, we revisit J.V. and see how he is
progressing under treatment.
Learning Ac t iv it ie s
Visua l Act ivit ie s
Kine st he t ic Ac t ivit ie s
Aud ito ry Ac t ivit ie s
Chapter 1 Co n ce p t s of Me d ica l Te rm in olo gy 3
4 Part I In t rod u ct ion t o Me d ica l Te rm in ology
in ro d uc o n
M edical terminology is a special vocabulary used by
healthcare professionals for effective and accurate
communication. Every health-related field requires an
understanding of medical terminology, and this book
highlights selected healthcare occupations in special
boxes (Box 1-1). Because it is based mainly on Greek and
Latin words, medical terminology is consistent and uni-
form throughout the world. It is also efficient; although
some of the terms are long, they often reduce an entire
phrase to a single word. The one word gastroduoden-
ostom y, for example, means “ a communication between
the stomach and the first part of the small intestine”
(Fig. 1-1). The part gastr means stomach; duoden repre-
sents the duodenum, the first part of the small intestine;
and ostom y means a communication.
The medical vocabulary is vast, and learning it may
seem like learning the entire vocabulary of a foreign lan-
guage. M oreover, like the jargon that arises in all chang-
ing fields, it is always expanding. Think of the terms
that have been added to our vocabulary in relation to
computers, such as softw are, search engine, flash drive,
app, and blog. The task may seem overwhelming, but
there are methods to aid in learning and remembering
words and even to help make informed guesses about
unfamiliar words. M ost medical terms can be divided
into component parts—roots, prefixes, and suffixes—that
maintain the same meaning whenever they appear. By
learning these meanings, you can analyze and remember
many words.
He a l t H P r o f e s s io n s
He al h info rm a o n t e c hn c ans
Patient medical records are used as
the basis for all medical care delivered.
Every time a patient receives medical treatment,
information is added to the patient’s medical record, which
includes the medical history, data about symptoms, test
results, diagnoses, treatments, and follow-up care. Health
information technicians (HITs) organize and manage these
records and work closely with physicians, nurses, and other
health professionals to ensure that they provide a complete
and accurate basis for quality patient care.
Accurate medical records are essential for administra-
tive purposes, third-party payers, and researchers. Health
information technicians assign a code to each diagnosis and
procedure a patient receives, and this information is used for
accurate patient billing. In addition, health information techni-
cians analyze medical records to reveal trends in health and
disease. This research can be used to improve patient care,
manage costs, and help establish new medical treatments.
To read and interpret medical records, health informa-
tion technicians need a thorough background in medical
Wo rd Par s
Word components fall into three categories:
1. The root is the fundamental unit of each medical word.
It establishes the basic meaning of the word and is the
part to which modifying word parts are added.
2 . A suffix is a short word part or series of parts added
at the end of a root to modify its meaning. This book
indicates suffixes by a dash before the suffix, such as
-itis (inflammation).
S toma ch
Duode num
Ga s troduode nos tomy
Figure 1-1 Gastroduodenostomy. A communication
(-stomy) between the stomach (gastr) and the first part of the small
intestine, or duodenum (duoden).
Bo x 1-1
terminology. Students planning to pursue this career may
obtain a certificate in health information technology or
complete an associate’s degree in health information tech-
nology at a community college. Those wanting to move into
an administrative role may complete advanced studies and
a bachelor’s degree in health informatics at a university. A
certification examination is required to become certified
as a registered health information technician (RHIT). Many
institutions prefer to hire individuals who are professionally
certified.
Most health information technicians work in hospitals
and long-term care facilities. Others may work in medical
clinics, government agencies, insurance companies, and con-
sulting firms. Because of the growing need for medical care,
health information technology is projected to be one of the
fastest growing careers in the United States.
For more information about this profession, contact the
American Health Information Management Association at
www.ahima.org.
 Chapter 1 Co n ce p t s of Me d ica l Te rm in olo gy 5

3 . A prefix is a short word part added before a root to N ote that the same root may have different meanings
modify its meaning. This book indicates prefixes by a in different fields of study, just as the words w eb, spam , 1
dash after the prefix, such as pre- (before). cloud, cook ie, and tw eet have different meanings in com-
mon vocabulary than they do in “ computerese.” The root
m yel means “ marrow” and may apply to either the bone
Pre fix Ro o t S uffix marrow or the spinal cord. The root scler means “ hard”
but may also apply to the white of the eye. Cyst means
“ a filled sac or pouch” but also refers specifically to the
urinary bladder. You will sometimes have to consider the
context of a word before assigning its meaning. H ealth
Pre fix Ro o t S uffix
information technicians must be skilled in the use of medi-
cal language, as described in Box 1-1.
Word A compound word contains more than one root. The
Words a re
Words areforme d from
formed fromroots,
roots, s uffixe
suffixes, s, prefixes.
and a nd pre fixe s. words eyeball, bedpan, frostbite, and wheelchair are exam-
ples. Some examples of compound medical words are
cardiovascular (pertaining to the heart and blood vessels),
The simple word learn can be used as a root to illus- urogenital (pertaining to the urinary and reproductive sys-
trate. If we add the suffix -er to form learner, we have “ one tems), and lymphocyte (a white blood cell found in the
who learns.” If we add the prefix re- to form relearn, we lymphatic system).
have “ to learn again.”
N ot all roots are complete words. In fact, most medi-
cal roots are derived from other languages and are meant COMBINING FOr MS
to be used in combinations. The Greek word k ardia, for When a suffix or another root beginning with a consonant
example, meaning “ heart,” gives us the root cardi. The is added to a root, a vowel is inserted between the root and
Latin word pulm o, meaning “ lung,” gives us the root pulm . the next word part to aid in pronunciation. This combin-
In a few instances, both the Greek and Latin roots are used ing vowel is usually an o, as seen in the previous example
for the same structure. We find both the Greek root nephr of gastroduodenostomy, but may occasionally be a, e, or i.
and the Latin root ren used in words pertaining to the
kidney (Fig. 1-2).
Ro o t O S uffix

Ro o t O S uffix

Word
A combining
A combining vowe
vowel maylbe
may be between
added a dde d be twe eand
a root n aa root
word apart
nd
that follows. a word pa rt tha t follows.

Thus, when the suffix -logy, meaning “ study of,” is

added to the root neur, meaning “ nerve or nervous system,”
a combining vowel is added:
neur + o + logy = neurology (study of the nervous system)
Kidne y
Roots shown with a combining vowel are called com-
Ure te r bining forms.
Bla dde r
Ure thra Ro o t O

Ro o t O

Figure 1-2 Structures named with more than one word Combining form
root. Medical terminology uses both the Greek root nephr and the A root withwith
a combining
A root a combiningvowe
vowell is ca lle da combining
is called a combining form.
form.
Latin root ren for the kidney, an organ of the urinary system.
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