1. 5
Medical Terminology

2. Multimedia Directory
Slide 13 Medical Term Components Video Slide 14 Terms Involved With Medical Specialties Video
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3. Topics Medical Terminology The Language of Anatomy and Physiology
Anatomic Terms
Planning Your Time: Plan 45 minutes for this chapter.
Medical Terminology (20 minutes)
Anatomy and Physiology (10 minutes)
Anatomical Terms (15 minutes)
Note: The total teaching time recommended is only a guideline.
Core Concepts:
Medical terminology and how terms are constructed
Directional terms
Positional terms

4. Medical Terminology Teaching Time: 20 minutes
Teaching Tips: Set a standard for precision. In your class, the language spoken is "health care." Demand precision in discussions every day. Do not overwhelm students. New languages are not learned in one lesson. Teach basic concepts in this lesson, but remember that this learning process will continue throughout the entire course. Keep interpretation simple. This lesson is not necessarily about memorization, but rather about common sense word recognition.
Talking Points: In order to work in EMS, you must understand the basics of medical terminology. This understanding will make it easier to both receive and communicate to others information about the patient.

5. The Components of Medical Terms
Compounds are made up of two or more words
Smallpox
Covers Objectives: 5.2 and 5.3
Discussion Topics: Explain how knowing various common roots, prefixes, and suffixes can help you identify unknown medical terms. List and define common medical roots, prefixes, and suffixes.
Class Activity: Everyone in the class must use medical terminology from this point forward. This activity will continue throughout the length of the entire course. Have students practice using the terminology.
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6. The Components of Medical Terms
Words made from parts
Roots
Therm meaning "heat"
Roots with combining form
Therm-o + meter = thermometer
Prefixes
Dys-pnea, tachy-pnea
Suffixes
Arthr-itis, hemophil-iac
Covers Objectives: 5.2 and 5.3
Discussion Topics: Explain how knowing various common roots, prefixes, and suffixes can help you identify unknown medical terms. List and define common medical roots, prefixes, and suffixes.
Class Activity: Everyone in the class must use medical terminology from this point forward. This activity will continue throughout the length of the entire course. Have students practice using the terminology.

7. Word Component Example
tachy (fast)
cardia (heart)
Covers Objectives: 5.2 and 5.3
Point to Emphasize: Many medical terms can be broken down into roots, prefixes, and suffixes to identify their meaning.
tachycardia (fast heart rate)
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8. Word Component Example
hemo (blood)
thorax (chest)
Covers Objectives: 5.2 and 5.3
Point to Emphasize: Learning to recognize common roots, prefixes, and suffixes will aid comprehension of unknown terms.
hemothorax (blood in chest cavity)
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9. Word Component Example
Covers Objectives: 5.2 and 5.3
Knowledge Application: Assign homework. Provide students with a list of medical terms as well as a list of common roots, prefixes, and suffixes. Have students, using only these lists, define the medical terms. Discuss the results in class.
Cardiologist: An example of root and suffixes.

10. Abbreviations and Acronyms
Abbreviation made up of initials that can be pronounced as a word
CPAP (SEE-pap)
Continuous positive airway pressure
Covers Objective: 5.4
Point to Emphasize: Abbreviations and acronyms can be helpful, but they often lead to ambiguity and imprecision.
Discussion Topic: Discuss why abbreviations and acronyms might lead to imprecise documentation.
Critical Thinking: Present two situations. First, describe a situation in which using precise medical terminology may not be the best course of action. Next, describe a situation in which the precision of medical terminology (compared to common language) might be necessary.
Knowledge Application: Use random and unknown abbreviations and acronyms in the instructions for a homework assignment. Discuss the ensuing confusion.
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11. Abbreviations and Acronyms
Letters or symbols used in place of words or phrases
DNR
Do Not Resuscitate
Covers Objective: 5.4
Point to Emphasize: Abbreviations and acronyms can be helpful, but they often lead to ambiguity and imprecision.
Discussion Topic: Discuss why abbreviations and acronyms might lead to imprecise documentation.
Critical Thinking: Present two situations. First, describe a situation in which using precise medical terminology may not be the best course of action. Next, describe a situation in which the precision of medical terminology (compared to common language) might be necessary.
Knowledge Application: Use random and unknown abbreviations and acronyms in the instructions for a homework assignment. Discuss the ensuing confusion.

12. When and When Not to Use Medical Terms
Do not use when speaking to patients or family members.
Occasionally complex terms used in messages can cause confusion even among trained health care professionals.
If there is potential for ambiguity, do not be reluctant to return to simple terms.
Covers Objective: 5.4
Point to Emphasize: Abbreviations and acronyms can be helpful, but they often lead to ambiguity and imprecision.
Discussion Topic: Discuss why abbreviations and acronyms might lead to imprecise documentation.
Critical Thinking: Present two situations. First, describe a situation in which using precise medical terminology may not be the best course of action. Next, describe a situation in which the precision of medical terminology (compared to common language) might be necessary.
Knowledge Application: Use random and unknown abbreviations and acronyms in the instructions for a homework assignment. Discuss the ensuing confusion.

13. Medical Term Components Video
Covers Objective: 5.5
Video Clip
Medical Term Components
Why should an EMT use proper medical terms when communicating with other medical professionals?
What are the main components of a medical term?
Why is it necessary to memorize common term meanings?
What does the prefix in pericarditis mean?
Why should an EMT avoid using large medical terms when communicating with a patient?
Click on the screenshot to view a video on the topic medical term components.
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14. Terms Involved with Medical Specialties Video
Covers Objective: 5.3
Video
Terms Involved With Medical Specialties
What is a pediatrician?
To what does the term obstetrics refer?
Who specializes in the eye?
What is a cardiologist's specialty?
What is the definition of surgery?
Click on the screenshot to view a video on the topic of terms involved with medical specialties.
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15. The Language of Anatomy and Physiology
Teaching Time: 10 minutes
Teaching Tips: Provide a basic overview of anatomy and physiology. The text compares these concepts to an owner's manual. This is a helpful analogy.

16. Anatomy and Physiology
Study of body structure
Physiology
Study of body function
Covers Objectives: 5.1 and 5.2
Discussion Topic: Define anatomy and physiology.
Critical Thinking: Why is understanding normal functions of the body so important? What help does it give us as EMTs?
Knowledge Application: Explain why knowledge of anatomy and physiology might be helpful to you as an EMT in the areas of assessment and of treatment of your patients.

17. Anatomic Terms Teaching Time: 15 minutes
Teaching Tips: Set a standard for precision. In your class, students must use directional and positional terms when giving descriptions. Demand precision in every description. Visual learning is helpful in this section. Use a model to demonstrate directional and positional terms. Have students stand and demonstrate anatomical position.

18. Directional Terms Anatomic position Divide body into planes Midline
Facing forward
Hands at sides
Palms facing forward
Divide body into planes
Midline
Medial is closer to the midline.
Lateral is farther from the midline.
Covers Objective: 5.6
Points to Emphasize: Directional terms allow for precision of description. Anatomical position is the universal reference for directional terminology.
Discussion Topic: Discuss how a possessing a knowledge of external anatomy might assist you in locating internal structures.
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19. Directional Terms Bilateral Unilateral Mid-axillary line "Both sides"
One side
Mid-axillary line
Covers Objective: 5.6
Points to Emphasize: Directional terms allow for precision of description. Anatomical position is the universal reference for directional terminology.
Discussion Topic: Discuss how a possessing a knowledge of external anatomy might assist you in locating internal structures.
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20. Directional Terms Anterior (ventral) Posterior (dorsal) Superior
Front
Posterior (dorsal)
Back
Superior
Vertical, above
Inferior
Vertical, below
Covers Objective: 5.6
Points to Emphasize: Directional terms allow for precision of description. Anatomical position is the universal reference for directional terminology.
Discussion Topic: Discuss how a possessing a knowledge of external anatomy might assist you in locating internal structures.
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21. Directional Terms Proximal Distal Palmar Plantar Closer to torso
Farther from torso
Palmar
Refers to the palm of the hand
Plantar
Refers to the sole of the foot
Covers Objective: 5.6
Points to Emphasize: Directional terms allow for precision of description. Anatomical position is the universal reference for directional terminology.
Discussion Topic: Discuss how a possessing a knowledge of external anatomy might assist you in locating internal structures.

22. Body regions and anatomic position.
Directional Terms
Covers Objective: 5.6
Points to Emphasize: Directional terms allow for precision of description. Anatomical position is the universal reference for directional terminology.
Discussion Topic: Discuss how a possessing a knowledge of external anatomy might assist you in locating internal structures.
Body regions and anatomic position.

23. Directional Terms Directional terms. Covers Objective: 5.6
Discussion Topic: Discuss how using directional terms makes your descriptions more precise.
Knowledge Application: Have students work in small groups. Ask each group to provide directions for a simple task, using only anatomical directional terms. For example, one group might provide directions on how to walk to the bathroom; another might explain how to drink water from a cup.
Directional terms.

24. Directional Terms Mid-clavicular line Divides chest into regions
Since there are two clavicles, there are two mid-clavicular lines.
Covers Objective: 5.6
Points to Emphasize: Directional terms allow for precision of description. Anatomical position is the universal reference for directional terminology.
Discussion Topic: Discuss how a possessing a knowledge of external anatomy might assist you in locating internal structures.

25. Directional Terms The planes of the body. Covers Objective: 5.6
Discussion Topic: Discuss how possessing a knowledge of external anatomy might assist you in locating internal structures.
Class Activity: Have students, working with tape and a marker, use anatomical terms to label the student sitting next to them. (Do not allow this exercise to get out of hand or become inappropriate.)
Critical Thinking: How might using medical directional terms be confusing to your patient?
Knowledge Application: Use a skeleton or other anatomical model to demonstrate how external anatomy helps to identify internal structures.
The planes of the body.

26. Directional Terms Abdominal quadrants
Horizontal and vertical lines through navel
Right upper quadrant (RUQ)
Left upper quadrant (LUQ)
Right lower quadrant (RLQ)
Left lower quadrant (LLQ)
Covers Objective: 5.6
Discussion Topic: Discuss how possessing a knowledge of external anatomy might assist you in locating internal structures.
Class Activity: Have students, working with tape and a marker, use anatomical terms to label the student sitting next to them. (Do not allow this exercise to get out of hand or become inappropriate.)
Critical Thinking: How might using medical directional terms be confusing to your patient?
Knowledge Application: Use a skeleton or other anatomical model to demonstrate how external anatomy helps to identify internal structures.
continued on next slide

27. Directional Terms Abdominal quadrants. Covers Objective: 5.6
Discussion Topic: Discuss how possessing a knowledge of external anatomy might assist you in locating internal structures.
Class Activity: Have students, working with tape and a marker, use anatomical terms to label the student sitting next to them. (Do not allow this exercise to get out of hand or become inappropriate.)
Critical Thinking: How might using medical directional terms be confusing to your patient?
Knowledge Application: Use a skeleton or other anatomical model to demonstrate how external anatomy helps to identify internal structures.
Abdominal quadrants.

28. Positional Terms Supine Prone Recovery Patient lying on back
Patient lying on front
Recovery
Patient lying on side
Preferred for any unconscious nontrauma patient

29. Anatomic positions: Supine
Positional Terms
Covers Objective: 5.6
Point to Emphasize: Positional terms allow for precise and universal description of the patient's position.
Anatomic positions: Supine

30. Anatomic positions: Prone
Positional Terms
Covers Objective: 5.6
Anatomic positions: Prone

31. Anatomic positions: Lateral recumbent (recovery)
Positional Terms
Covers Objective: 5.6
Anatomic positions: Lateral recumbent (recovery)

32. Positional Terms Semi-Fowler position. Covers Objective: 5.6
Discussion Topic: Explain the following positional terms: supine, prone, semi-Fowler, lateral recumbent.
Semi-Fowler position.

33. Positional Terms Fowler Patient seated straight up Semi-Fowler
Leaning back in a semi-sitting position

34. Chapter Review

35. Chapter Review
Medicine has a language of its own. As an EMT, you will frequently communicate with medical professionals who speak this language.
Medical terms generally consist of a root with a prefix and/or suffix.
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36. Remember
Medical terminology is the language of health care. Roots, prefixes, and suffixes can lend clues to the meaning of many terms.
Understanding anatomy and physiology is like reviewing the owner's manual for the body.
Anatomical terminology brings precision and accuracy to descriptions.

37. Questions to Consider
Is my use of medical terms accurate and descriptive?
Can I identify critical organs and structures that reside in an area where a patient has a complaint or traumatic injury?
Talking Points: These questions point up the importance of this anatomy and physiology chapter. Being fluent with the language and being knowledgeable about the subject of the chapter will help EMTs not only assess and care for patients, but also relay information about the patient to other medical personnel and enable them to read medical records documenting the patient's medical condition.

38. Critical Thinking
You respond to a teenage boy who has taken a hard fall from his dirt bike. He has a deep gash on the outside of his left arm halfway between shoulder and elbow and another on the inside of his right arm just above the wrist. His left leg is bent at a funny angle about halfway between hip and knee.
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39. Critical Thinking
When you cut away his pants leg, you see a bone sticking out of a wound on the front side. How will you describe your patient's injuries over the radio to the hospital staff?
Talking Points: Remind students of the need to be precise in their language as well as to keep unnecessary words out of the radio message.