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The Endocrine System 519
16. surgical puncture and aspiration of fluid from 14. surgical removal of hemorrhoids
thora_________________ ____________________ectomy
the pleural cavity 15. surgical creation of an opening into the colon ____________________ostomy
17. measurement of oxygen levels in the blood oxi_________________
16. endoscopic evaluation of the rectum proct____________________
17. endoscopic evaluation of the abdominal cavity ____________________oscopy
18. surgical repair of the tongue with sutures gloss____________________
Define the Combining Form
In the space provided, write the definition of the combining form, 19. surgical
followed removal
by one of a polyp
example of the combining polyp____________________
form used to build a medical term in Chapter 9.
Define the Combining Form Exercises Define the Combining Form
This review gives youDefinition
the opportunity In Use in a provided,
the space Term write the definition of the combining form, followed by one example of the combining
1. practice
bronch/o your new knowledge
_______________________________ form used to build a medical term in Chapter 10.
_______________________________
to in
2. laryng/o _______________________________ _______________________________
the definitions of combining forms Definition Use in a Term
3. ox/i _______________________________ _______________________________
found 1. gastr/o _________________________________ _________________________________
4. rhin/oin the chapter and provide
_______________________________ 2. _______________________________
cholecyst/o _________________________________ _________________________________
an example
5. atel/o of how a combining
_______________________________ 3. _______________________________
choledoch/o _________________________________ _________________________________
form may create a term
6. pleur/o (new to this
_______________________________ 4. _______________________________
enter/o _________________________________ _________________________________
edition).
7. pneum/o, pneumon/o _______________________________ 5. _______________________________
duoden/o _________________________________ _________________________________
8. pulmon/o _______________________________ 6. _______________________________
gingiv/o _________________________________ _________________________________
7. col/o _________________________________ _________________________________
8. pept/o _________________________________ _________________________________
vii
320 Chapter 10
8.
3. __________________
7.
4. __________________
6.
5. __________________
__________________
■■Figure 10.24
Organs of the digestive system. The Endocrine System 529
Medical Report Exercises
These scenarios combine
MEDICAL REPORT EXERCISES 1. ______________________________________________________________________________________________
Subjective:
“I’m really tired most of the day, mostly between meals, and getting behind in school. I get real thirsty a lot,
and it seems like I need to use the bathroom 20 times a day! Lately, I’ve also been getting headaches a lot and
have trouble falling asleep at night.”
M10_WING1226_04_SE_C10.indd 320 21/09/2017 23:17
13 y/o female complains of malaise, polydipsia, polyuria, cephalalgia, and insomnia. Although full of pep in
the clinic during her visit, her mother supports her complaints and is very concerned with her lack of energy.
No medical history available.
Objective:
Vital Signs: T: 98.6°F; P: 80; R: 22; BP: 120/75
Ht: 5¿1–
Wt: 90 lb
General Appearance: Skin appears healthy, with no apparent masses or discolorations.
Heart: Rate at 80 bpm. Heart sounds with auscultation appear normal.
Lungs: Clear without signs of disease.
AbD: Bowel sounds normal all four quadrants.
HEENT: No abnormalities present.
Lab: Ketone bodies elevated, mild acidosis pH 7.3; FBS 220 confirmed with GTT
Assessment:
Diabetes mellitus type 1
Plan:
Treat as type 1 DM with regular insulin injection regimen and enroll with parent in diabetes management class.
ix
How do Instructors Benefit?
■■ Save time by providing students with a comprehensive, media-rich study program.
■■ Track student understanding of course content in the program guidebook.
■■ Monitor student activity with viewable student assignments.
x
Preface
Medical Terminology Complete! presents the most current and accepted language of
health care in a programmed learning approach. It has helped prepare thousands of stu-
dents for careers in health professions by providing a self-guided tool for learning medi-
cal terminology. The book may be used as a text to support lectures and online courses or
as an independent student workbook. The flexibility of its application is made possible
by the book’s text-like format combined with its self-guided learning program, self-
assessment questions, and reinforcement exercises. To provide an optimum learning for-
mat, the text discussions are basic, clear, and concise. The programmed learning modules
are simple and easy to follow, and the self-assessment questions and exercises provide
reviews and clinical applications of the information at frequent intervals.
xi
An added benefit of this Key Terms answer column is that the terms are presented in
alphabetical order, which provides a way for students to quickly review the priority terms.
Other terms that are related to the Key Terms in the answer column, but not as vital for
the student to understand, are presented in the main frame section in boldface type.
The self-study features enable students to learn with a minimum of instructor guid-
ance. In addition to the programmed learning frames, other self-study features include
blocks of review questions (Practice) that are placed at frequent intervals throughout
each chapter. In these sections, students have the opportunity to test their understanding
by answering questions in The Right Match, Linkup, and Break the Chain activities.
Answers to these activities, along with those for the end-of-chapter review questions,
appear in Appendix E located at www.pearsonhighered.com/healthprofessionsresources.
The book also includes boxes intended to promote additional interest in medical ter-
minology. They include Did You Know? boxes, which reveal fascinating facts about the
Latin or Greek origins of a medical term and provide interesting and relevant facts and
figures that draw a connection between a particular term and its clinical point of interest,
and Words to Watch Out For! boxes, which provide tips about commonly misspelled or
error-prone terms and word parts.
Chapter Format
Each chapter begins with a brief list of Learning Objectives. In each chapter beginning
with Chapter 5, a brief review of the structure and function of the particular body sys-
tem discussed in the chapter follows the objectives. The section is titled Anatomy and
Physiology Terms, and it begins with an at-a-glance table with the major combining
forms and definitions for that body system. The Anatomy and Physiology section then
presents a limited number of learning frames—enough to give students an opportunity
to review essential anatomy and physiology, without overwhelming them or providing
redundancy to students who have already taken an anatomy course as a prerequisite. The
illustrations accompanying this section provide a visual review of anatomy.
The primary text of each chapter consists of a brief narrative introduction discussing
the pathophysiology of the body system, followed by numerous programmed learning
frames and Practice exercises that are divided into three sections:
■■ Signs and Symptoms
■■ Diseases and Disorders
■■ Treatments, Procedures, and Devices
An Abbreviations listing and a Practice exercise follow to conclude the teaching portion
of the chapter.
Finally, a Chapter Review section provides several review exercises, including Word
Building and Medical Report Exercises with two medical reports and case studies. New
to this edition are additional chapter review exercises, including Define the Combining
Form and Complete the Labels.
xii
Organization of the Book
The organization of this text is unique in that it provides a slow, building approach to
teaching medical terminology. Students can often be overwhelmed by this new language,
so here’s what we’ve done to address this and make the learning experience more com-
fortable for students:
■■ The text begins with three chapters devoted exclusively to word building and word
parts. Chapter 1 provides an introduction to medical terminology and to the pro-
grammed learning approach. Basic definitions of terminology and word construc-
tion are first described here. Also, the importance of learning the most common
Latin and Greek word parts is emphasized as a starting point. Chapter 2 provides
an opportunity for students to learn the common suffixes that are in frequent use in
building medical terms. Chapter 3 covers prefixes and their common uses in medi-
cal terms. We then present Chapter 4, which introduces anatomy and physiology
word roots and combining forms, both of which create the foundation for the major-
ity of medical terms. This chapter also introduces other foundational terms, such as
anatomical and directional terms. This allows the student to take a slow, logical
approach to learning word parts and word building.
■■ Then, the student can put that knowledge to work and learn about medical terms as
they apply to each body system. The body system chapters progress from the least
complex body system (integumentary) to the most complex body system (endo-
crine), with a sequence that parallels most courses in anatomy and physiology. This
approach enhances learning by allowing students to build confidence as they work
their way through the chapters.
Appendix A provides a complete glossary of all word parts that are presented in the
text, along with their definitions. Appendix B lists abbreviations commonly used in the
healthcare professions. Appendix C provides word parts for describing color, number,
and plurals. In Appendix D (online), common terms used in pharmacology are included
for your reference. Appendix E (online) provides the answers to the Practice exercises
and to the end-of-chapter Chapter Review questions. All online materials can be found at
www.pearsonhighered.com/healthprofessionsresources.
A glossary/index concludes the book, providing a quick and handy reference.
I invite and welcome your reactions, comments, and suggestions to be sent to me
directly so that subsequent editions may reflect your educational needs even better.
Bruce Wingerd
National University and San Diego State University
San Diego, CA 92037
Bruce.Wingerd@natuniv.edu
xiii
About the Author
Bruce Wingerd is a member of the Biol-
ogy Department at National University
in San Diego, California. Previously,
he has held teaching/administrative
positions at Edison State College (now
called Florida Southwestern State Col-
lege), Broward College, and San Diego
State University. Professor Wingerd’s
degrees are in the fields of zoology
and physiology, and he has taught
courses in medical terminology, human
anatomy, advanced human anatomy,
and anatomy and physiology for more
than 30 years. He has written numerous
textbooks, lab manuals, and multimedia
learning resources in medical terminol-
ogy, human anatomy, anatomy and physiology, histology, and comparative mammalian
anatomy. Professor Wingerd’s goal in teaching and writing is to provide students with
learning tools that will help them reach their potential through education. He enjoys
counseling students in the health sciences, developing novel approaches to teaching and
learning, and leading faculty in the drive for excellence in education.
xiv
xv
Our Development Team
The fresh, unique vision, format, and content contained within the pages of Medical Ter-
minology Complete! comes as a result of an incredible collaboration of expert educators
from around the United States. This book represents the collective insights, experience,
and thousands of hours of work performed by members of this development team. Their
influence will continue to have an impact for decades to come. Let us introduce the mem-
bers of our team.
xvi
xvii
Jean M. Krueger-Watson, PhD Lynette S. McCullough, MCH, Ann Wentworth, BAS, RT (R) (CT)
Clark College NREMT-P Jackson Community College
Vancouver, Washington Southern Crescent Technical College Jackson, Michigan
Trisha LaPointe, PharmD, BCPS Griffin, Georgia Kathy Zaiken, PharmD
Massachusetts College of Pharmacy and Donna Jeanne Pugh, BSN, RN Massachusetts College of Pharmacy and
Health Sciences Florida Metropolitan University Health Sciences
Boston, Massachusetts Jacksonville, Florida Boston, Massachusetts
Peggy Mayo, MEd MLT (ASCP) Linda Reeves, MD, FAAP
Columbus State Community College Virginia College Online
Columbus, Ohio Birmingham, Alabama
xviii
A Commitment to Accuracy
As a student embarking on a career in health care you probably already know how criti-
cally important it is to be precise in your work. Patients and coworkers will be counting
on you to avoid errors on a daily basis. Likewise, we owe it to you—the reader—to
ensure accuracy in this book. We have gone to great lengths to verify that the information
provided in Medical Terminology Complete! is complete and correct. To this end, here are
the steps we have taken:
1. Editorial Review—We have assembled a large team of developmental consultants
(listed on the preceding pages) to critique every word and every image in this book.
No fewer than 12 content experts have read each chapter for accuracy. In addition,
some members of our developmental team were specifically assigned to focus on the
precision of each illustration that appears in the book.
2. Medical Illustrations—A team of medically trained illustrators was hired to prepare
each piece of art that graces the pages of this book. These illustrators have a higher
level of scientific education than the artists for most textbooks, and they worked
directly with the author and members of our development team to make sure that
their work was clear, correct, and consistent with what is described in the text.
3. Accurate Ancillaries—The teaching and learning ancillaries are often as important
to instruction as the textbook itself. Therefore, we took steps to ensure accuracy and
consistency of these by reviewing every ancillary component. The author and editorial
team studied every PowerPoint slide and online course frame to ensure the context
was correct and relevant to each lesson.
Although our intent and actions have been directed at creating an error-free text, we have
established a process for correcting any mistakes that may have slipped past our editors.
Pearson takes this issue seriously and therefore welcomes any and all feedback that you
can provide along the lines of helping us enhance the accuracy of this text. If you identify
any errors that need to be corrected in a subsequent printing, please send them to:
Pearson Health Editorial
Medical Terminology Corrections
221 River Street
Hoboken, NJ 07030
Thank you for helping Pearson reach its goal of providing the most accurate medical
terminology textbooks available.
xix
xx
Chapter 4 The Human Body in Health and Disease 57
Learning Objectives 57
Organization of the Body 58
Anatomy and Physiology Introduction 58
Medical Terms Introduction 71
Understanding Medical Reports 76
Chapter Review 77
xxi
Chapter 8 The Cardiovascular System 192
Learning Objectives 192
Anatomy and Physiology Terms 193
Medical Terms of the Cardiovascular System 195
Signs and Symptoms of the Cardiovascular System 196
Diseases and Disorders of the Cardiovascular System 200
Treatments, Procedures, and Devices of the Cardiovascular System 212
Abbreviations of the Cardiovascular System 225
Chapter Review 226
Medical Report Exercises 229
xxii
Chapter Review 357
Medical Report Exercises 359
xxiii
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– Akad nekem még itt dolgom – okoskodik a czigány – minek
szaladjak el?
– Száz botot kapsz gazember, ha nem futsz! – mondja megint a
tiszt, mire aztán a czigány is megereszté a kantárt, hanem futás
közben is ráért gondolkozni, utóbb a nagy godolatok kifértek belőle,
és elég hangosan mondja:
– Jaj, be nagy bolond ez a világ, egyszer azért igértek száz botot,
mert el akartam futni; most meg azért igérnek százat, mert nem
akartam futni!
*
A nap leáldozott, de mielőtt végső sugarát elvetné, észrevették a
hibát a vezérek; hanem már oly nagy volt a hézag, hogy
tartományokkal kelle betapasztani; azon kívül pedig meg volt törve a
bizalom, s ennek foltját nem találta senki.
A kis Dunán Csallóköznek takarodott a rendes katonaság,
melynek utócsapatát Püspöky képezte, a mi untig elég volt arra,
hogy a franczia lovasság ne háborgassa őket: mert lángként futott
végig a hír a franczia sorokon, hogy a magyar lovasság új fegyverrel
küzd most.
A franczia vezér nézvén a rút sebeket, azt mondja
környezetének, mely a franczia kiáltványok eredményére várt:
– Uraim, itt van a felelet Napoleon császár kiáltványára!
– Ez az egyetlen nép, mely az igéretnek nem hisz! – mondja rá
valaki.
*
– Ne szomorkodjunk, régi történet ez, vigasztalásul azt is
mondhatnánk még, hogy tán nem is igaz!
II.
(A kezdetnek eleje.)