Download Book Preface - McGraw Hill Higher Education

PREFACE
Essentials of Medical Language is designed for you, the student. The development of many medical terminology textbooks and learning programs begins with the question, “What topics should
this book or program cover?” This question has been the basis of a host of textbooks available
today. There is only one problem: where do you, the student, fit into this question?
To put the focus back on the student, a new question guided the design and writing of
Essentials of Medical Language:
What medical terminology knowledge and skills do students preparing
for careers in modern health care need to be successful?
Time and time again, instructors and students alike have indicated their belief that students
learn medical language best when it is connected to real life: real health professionals interacting with real patients in a real medical setting. Just as one of the best ways to learn a foreign
language is to be immersed in the language and culture of the country where it is spoken, one of
the best ways to learn medical language is to be immersed within a vibrant, authentic, modern
health care community.
Essentials of Medical Language helps students learn the terminology and language of modern
health care in a way that bridges the gap between the classroom and the clinical setting.
HOW STUDENT NEEDS ARE MET
This book was designed with your needs in mind. You are a student preparing for a career as an
allied health professional. You may have already had a few health care–related courses, or you
may just be beginning your studies in the field. While your background and interests may differ,
you share the need to understand medical terminology.
To make sure your needs were addressed in this book, we asked both students and experienced medical terminology instructors, “What helps students learn medical terminology?”
Overwhelmingly, the responses pointed to three common factors:
• motivation to learn
• retention of the material
• opportunities for application and practice
• readily available information
THIS TEXTBOOK INCORPORATES FEATURES DESIGNED TO ADDRESS THESE FOUR FACTORS.
Motivation to learn
Retention of the
material
Opportunities for
application and
practice
Readily available
information
xiv
➔
In order for students to be motivated to learn, what they are learning must be meaningful and
relevant. To ensure the chapters in Essentials of Medical Language fit these criteria, the student is
asked to step into the role of an allied health professional in each chapter. Authentic patient cases
are used to illustrate how medical language is used on the job.
➔
When students encounter new medical terms within the context of a patient case, they are able
to remember it more effectively. In addition, each chapter presents medical terms from one body
system or medical specialty, which further serves to “tie it all together” to help students retain the
knowledge and skills.
➔
➔
Practice makes perfect. This is especially true for learning medical terminology. This textbook
provides many opportunities for students to apply what they are learning. Exercises are included in
the lessons, as well as at the end of each chapter. Additional exercises are available on the student
Online Learning Center (www.mhhe.com/AllanEssMedLanguage).
In this book, all the information needed for a specific topic is presented in self-contained
two-page spreads. On the left-hand page, new medical terms are introduced. On the right-hand
page, for each new term, the pronunciation, color-coded word elements, and definition are
provided in a Word Analysis and Definition (WAD) Table.
HOW INSTRUCTORS’ NEEDS ARE MET
When you use Essentials of Medical Language, you will be supported at every point in the
program. Each chapter in the book is broken down into lessons, and the Instructor’s Manual provides lesson plans and additional materials for each lesson. Following are features
of the textbook designed to address student needs:
Lesson-Based Approach
Each chapter of Essentials of Medical Language is divided into lessons covering different
aspects of the overall chapter subject. Lessons within a chapter break down into topics.
Each topic is designed so your students will not have to flip back and forth when completing exercises or looking at figures, tables, and boxes. All main concepts and ideas
presented in topics begin and end within a two-page “spread.” These spreads help
learning flow smoothly by ensuring that valuable class and reading time is not wasted
on flipping pages.
You Are . . . Your Patient Is . . . Case Scenarios
Each chapter and most lessons begin by immediately placing your students in the role
of an allied health professional faced with a situation in which medical communication is necessary. Many different professional allied health and LPN-level nursing roles
are utilized so your students can “experience” various specialties and positions. The
patient cases introduced at the beginning of the chapters and lessons are referenced throughout
the lessons to further unify the students’ experience.
Chapter Outcomes and Lesson Objectives
The major learning outcomes for each chapter are previewed in the beginning so you and your
students can focus on what they need to know and be able to do by the end of the chapter. Each
lesson has outcome-based learning objectives. Accomplishing each lesson’s objectives helps ensure
students will be able to achieve the chapter outcomes and, ultimately, the goal of the textbook: to
help them learn the essential terminology and language of modern health care.
Word Analysis and Definition Tables (WAD)
Each lesson contains tables listing important medical terms and their pronunciation, elements,
and definition. Prefixes, suffixes, and combining forms are color-coded. These tables provide
your students with an at-a-glance view of the terms covered. The tables are excellent for reference
as well as for studying and reviewing.
End-of-Lesson and End-of-Chapter Exercises
At the end of each lesson is a series of exercises. The end-of-lesson exercises provide your students with immediate practice using the terms in the lesson. These exercises focus on basic
understanding and ability to apply the terms. They are an excellent foundation for the endof-chapter exercises, which are often based on authentic situations, such as interactions with
patients, physicians, or medical documentation. The end-of-chapter exercises will require your
students to understand, accurately apply, and think critically about the medical language they
use. Throughout the text, frequent opportunities for application and reinforcement of medical
language skills and concepts are provided to help your students build confidence and knowledge. A wide variety of exercises and activities are included to address different medical settings
and levels of learning (including knowledge, comprehension, application, analysis, synthesis,
and evaluation).
xv
TEACHING AND LEARNING SUPPLEMENTS
FOR THE INSTRUCTOR:
INSTRUCTOR’S MANUAL (007-335228-4)
The Instructor’s Manual (available in print and on the Instructor’s Productivity CD-ROM) is an
invaluable resource for new and experienced medical terminology instructors. All of the components of the Essentials of Medical Language textbook program are designed to be coherent and
connected in order to create a consistent environment in which students can learn. The Instructor’s Manual shows how each component of the textbook program works together to support
and reinforce the content and strengths of the other components, from art to exercises to content to test bank questions.
The Instructor’s Manual contains the following sections:
• Your Medical Terminology Course—An Introduction to Teaching Medical Terminology
The Instructor’s Manual contains a helpful introduction to teaching medical terminology, as
well as other helpful resources such as:
• information about student learning styles and corresponding instructor strategies
• innovative learning activities
• assessment techniques and strategies
• classroom management tips
• techniques for teaching limited-English-proficiency students
• Lesson Planning Guide
In addition, the Instructor’s Manual contains a Lesson Planning Guide with a complete and
customizable lesson plan for each of the 53 lessons in the book. Each lesson plan contains a
step-by-step 50-minute teaching plan and master copies of handouts. These lessons may be
used alone or combined to accommodate different class schedules. The lessons can easily be
revised to reflect your preferred topic or sequence or to add or delete topics entirely. Each of
the lesson plans is designed to be used with a corresponding PowerPoint® presentation that
is available on the Instructor Productivity Center CD-ROM.
• Internet-Based Research Activities
The Instructor’s Manual also includes Internet-based research activities for each chapter in
the book.
INSTRUCTOR PRODUCTIVITY CENTER CD-ROM
(packaged with the Instructor’s Manual)
The CD-ROM contains:
• Instructor’s Manual—written by Teleologic Learning Company.
• McGraw-Hill’s EZ-Test Test Generator—The flexible electronic testing program allows
instructors to create tests from book-specific items. It accommodates a wide range of
question types, and instructors may add their own questions. Multiple versions of the test
can be created and any test can be exported for use with course management systems such
as WebCT, BlackBoard, or PageOut. EZ-Test Online is a new service and gives you a place to
easily administer your EZ-Test–created exams and quizzes online. The program is available
for Windows and Macintosh environments.
• PowerPoint® Lecture Outlines—PowerPoint® lectures with speaking notes are available for
the chapters in the textbook. Each 50-minute lesson plan in the Instructor’s Manual Lesson
Planning Guide dedicates approximately 20 to 25 minutes to the use of the corresponding
xvi
ready-made PowerPoint presentations. The PowerPoint presentations, which combine art
and lecture notes, are designed to help instructors discuss with students the important
points of the lessons. The slides are customizable, allowing instructors to modify lectures to
ensure that the needs of their unique students and curricula are met.
• Image Bank—features selected textbook images.
COURSE DELIVERY SYSTEMS
With help from our partners, WebCT, Blackboard, TopClass, eCollege, and other course management systems, instructors can take complete control over their course content. These course
cartridges also provide online testing and powerful student tracking features.
HOW TO TEACH MEDICAL TERMINOLOGY
Online Course for Instructors to Support Essentials of Medical Language is found on the instructor resources of the Online Learning Center, www.mhhe.com/AllanEssMedLanguage.
The How to Teach Medical Terminology online course provides instructors with the introductory knowledge and resources they need to begin effectively using the Essentials of Medical
Language textbook and related materials. This course is designed to cover the “basics” of how
to effectively teach medical terminology.
How to Teach Medical Terminology allows instructors to choose for themselves which module they wish to take, or they may opt to take a self-assessment survey that will recommend one
of the three modules.
• Module 1 is designed for the inexperienced instructor.
• Module 2 is designed for the instructor who has previous classroom experience but who has
never taught Medical Terminology.
• Module 3 is designed for the experienced Medical Terminology instructor who has not used
a contextualized approach to teach before.
Upon completion of a given module, instructors will take a final assessment designed to demonstrate their understanding and achievement of the learning objectives for that module. Those
who score 70% or higher on the final assessment will receive a certificate that can be printed for
professional development purposes.
FOR THE STUDENT:
ONLINE LEARNING CENTER (OLC)
www.mhhe.com/AllanEssMedLanguage
The OLC offers an extensive array of learning and
teaching tools. The site includes quizzes for each
chapter, links to websites, and interactive activities. Students also will be able to access chapterspecific interactive exercises where they can apply
medical language to realistic patient scenarios.
These exercises provide multiple opportunities
for practice and the mastery of core concepts.
The exercises are designed to
• Help students learn medical terms, including
specifically their definitions, roots, prefixes,
and suffixes, plus accurate spelling.
• Help students understand the meaning and use of medical terms.
• Help students learn how and when to correctly apply medical terms in written and verbal
communication.
xvii
ACKNOWLEDGMENTS
The uniqueness, beauty, and high standards of this book are due to the skills and devotion of a team of people who worked
closely and happily together. The team includes: Adrianne Rippinger, William Thomas, and Kari Sandhass of the Teleologic
Learning Company; Patricia Gillivan of Triple SSS Press Media Development; and many talented people from McGraw-Hill
Higher Education editorial and production. Our deepest thanks to all of them.
We would also like to thank the dedicated staff of Greater Annapolis Medical Group, Annapolis, Maryland, for opening
their practice to our photography team.
David Allan
Karen Lockyer
For insightful reviews, criticisms, helpful suggestions, and information, we would like to acknowledge the following:
Vanessa J. Austin, RMA, CAHI
Clarian Health
Cynthia Bolse, MBA
Bradford School
William J. Burke, BA
Madison Area Technical College
Blackhawk Technical College
Jennifer Campbell, M.Ed., OT/L
Tulsa Community College
Carmen Carpenter, BSN, MS
South University
Marie Cissell, MN, RN
South Dakota State University, College
of Nursing
Christina Rauberts Conklin, AA, RMA
Keiser University
Brian E. Conroy, MD
Dean, Allied Health Dept,
Lehigh Valley College
Kimberly Corsi, LRCP, CCS
Davenport University
Patricia A. Dudek, Diploma in Nursing
McCann School of Business and
Technology
Jane W, Dumas, MSN
Remington College
Rhonda K. Epps, AS
National College of Business and
Technology
Jean Fennema, BA
Pima Medical Institute
Walter E. Flowers
Lamson Institute, San Antonio
Anna E. Fritz, MPH, MT (ASCP)
Medical Assisting Program Chair
South College, Knoxville, Tennesee
xviii
Tammy R. Gockman, CBCS, MA
Assistant Director of Education
American Professional Institute
Darlene S, Grayson, BS
Remington College
JoAnne E. Habenicht, MPA, RT,
(R)(T)(M)
Manhattan College
Elizabeth Hoffman, MA Ed., BS
Baker College Of Clinton Township
Diana Hollwedel, LPN
Career Institute of Florida
Janet Hunter, MS, MBA
Northland Pioneer College
Judith B. Johnson, RN
Nashville State Community College
Timothy J. Jones, BA, MA
Oklahoma City Community College
Judith Karls, RN, BSN, M.Ed.
Madison Area Technical College
Heather Lane, BS
Missouri College
Sandra A. Lehrke, RN, MS, CMA
Anoka Technical College
Leigh Ann Long, RN
Brookstone College of Business
Nelly Mangarova, MD
Ohlone College
Wilsetta McClain, MBA, ABD
Baker College of Auburn Hills
Pam McConnell, MA, AS
High Tech Institute
Sue B. Meeks, CPC-A
Milan Institute
Cathleen A. Murphy, DC
Katharine Gibbs College
Fred R. Pearson, Ph.D.
Brigham Young University Idaho
Adrienne L. Reaves, BS, M.Ed.
Westwood College Institute of Healthcare
Program Director
Shawn Marie Russell, BA, CPC
University of Alaska
Becky Schonberger, RN, CMA
Ivy Tech Community College
Rebecca L. Schultz, PhD
University of Sioux Falls
Gene Simon, RHIA, RMD
Florida Career College
Lynn G. Slack, BS CMA
Kaplan Career Institute—ICM Campus
Donna J. Slovensky, PhD, RHIA,
FAHIMA
University of Alabama at Birmingham
Gregory V. Smith, MSW
Brown Mackie College, Tucson
Catherine A. Teel, AST, Health Care
Technology, RMA
McCann School of Business and
Technology
Lynne A. Thomas, BA
Clarita Career College
Kathryn Whitley, RN, MSN, NP-C
Patrick Henry Community College
Kathy Wishon, RN
North Metro Technical College
Mindy Wray, CS, CMA, RMA
ECPI College of Technology
Daphne Zito, MS
Katharine Gibbs School
Susan K. Zolvinski, BS, MBA
Brown Mackie College
VISUAL GUIDE TO Essentials of Medical Language
Contextual Approach Promotes Active Learning
Chapters in the textbook are organized by body system in accordance with an overall anatomy and physiology (A & P)
approach. Lessons introduce and define terminology through the context of A & P, pathology, and clinical and diagnostic
procedures/tests. The organization of the body systems into chapters is based on an “outside to inside” sequence that reflects
a physician’s differential diagnosis method used during an examination.
To provide students with an authentic context, the medical specialty associated with each body area or system is introduced
along with relevant anatomy and physiology. Students actually step into the role of an allied health professional associated
with each specialty. Patient cases and documentation are used to illustrate the real-life application of medical terminology in
modern health care: to care for and communicate with patients and to interact with other members of the health care team.
The A & P organizational approach, used in conjunction with an authentic medical setting and patient cases, encourages
student motivation and facilitates active, engaged learning.
Innovative Pedagogical Aids Provide a Coherent
Learning Program
Each chapter is structured around a consistent and unique framework of pedagogic devices. No matter what the subject matter of a chapter, the structure enables students to develop a consistent learning strategy, making Essentials of Medical Language
a superior learning tool.
YOU ARE COMMUNICATING WITH
Each chapter opens by placing the student in the role of
an allied health professional
related to the specialty and
associated body systems/areas
covered by the chapter. The
student is also introduced to a
patient and given information
about the patient’s case.
CHAPTER
Bones and the Axial Skeleton
The Essentials of the Language of Orthopedics
You are
. . . an orthopedic technologist working for Kevin Stannard, MD, an orthopedist in the Fulwood Medical Group.
8
Learning Outcomes
You are
communicating with
. . . Mrs. Amy Vargas, a 70-year-old
housewife, who tripped going down
the front steps from her house. She
has severe pain in her right hip and is
unable to stand. An X-ray shows a hip
fracture and marked osteoporosis.
Dr. Stannard examined her in the Emergency Department, and Mrs. Vargas is
being admitted for a hip replacement.
LEARNING OUTCOMES
At the same time, Learning Outcomes are presented to let students know what they will learn
in the chapter. This technique
immediately engages students,
motivating them to read on to
learn how this patient’s case
(and their role in the patient’s
care) relates to the medical terminology being introduced in
the chapter.
CASE REPORT 8.1
In order for you to work with
Dr. Stannard to give optimal care
to Mrs. Vargas, and to help her
and her family understand the
significance of her bone disorder
and injury, you will need to be
able to:
8.1 Apply the language of
orthopedics to the structure
and function of bones.
8.2 Comprehend, analyze, spell,
and write the medical terms
of orthopedics so that you
can communicate accurately
and precisely.
8.3 Recognize and pronounce
the medical terms of
orthopedics so that you can
communicate verbally with
accuracy and precision.
8.4 Describe the causes,
appearances, methods of
diagnosis, and treatments
of common disorders of the
bones.
8.5 Discuss the axial skeleton and
its disorders.
268
Samlpe.indd 268-269
9/30/08 9:44:55 PM
xix
LESSON-BASED ORGANIZATION
The chapter content is broken down into chunks, or lessons, to help students digest new information and relate it to previously learned information. Rather than containing many various
topics within a chapter, these lessons group the chapter material into logical, streamlined learning units designed to help students achieve the chapter outcomes. Lessons within a chapter
build on one another to form a cohesive, coherent experience for the learner.
Each lesson is based on specific Lesson Objectives designed to support the students’ achievement of the overall chapter outcomes.
Each lesson in a chapter contains an Introduction, Lesson Objectives, Lesson Topics, Word
Analysis and Definition Tables, and Lesson Exercises. Within each lesson, all topics and information are presented in self-contained two-page spreads. This means students will no longer
have to flip back and forth to see figures on one page that are described on another.
LESSON
8.1
Bones of the Skeletal System
WORD ANALYSIS AND DEFINITION
S/ = Suffix
P/ = Prefix
R/ = Root
R/CF = Combining Form
BONES AND THE AXIAL SKELETON
WORD
O B J E C T I V E S
If you didn’t have a skeleton, you’d be like a rag doll, shapeless and unable to move. Your skeleton provides support, protects
many organ systems, and is the landmark for much of medical terminology. For example, the radial artery you use for taking a
pulse is so named because it travels beside the radial bone of the forearm. In addition, the surface anatomy of bones and their
markings enable you to describe and document the sites of symptoms, signs, and diagnostic and therapeutic procedures. The
information in this lesson will enable you to use appropriate medical terminology to:
• Recognize the different health professionals involved in the diagnosis and treatment of skeletal problems.
• Identify the tissues that form the skeletal system.
• Apply correct medical terminology to the structures and functions of the skeletal system.
• Classify the types of bones in the skeletal system.
• Describe the major problems and diseases that occur in the skeletal system.
Frontal bone
Zygomatic bone
Skull
Parietal bone
Temporal bone
Maxilla
Mandible
Pectoral
girdle
Clavicle
Scapula
Sternum
Thoracic
cage
Ribs
Humerus
Costal
cartilages
Health professionals involved in the diagnosis and treatment of problems in
the musculoskeletal system include the following:
• Orthopedic surgeons (orthopedists) are MDs in the medical specialty that
deals with the prevention and correction of injuries of the skeletal system and
associated muscles, joints, and ligaments.
• Osteopathic physicians have the degree Doctor of Osteopathy (DO). They receive
additional training in the musculoskeletal system and how it affects the whole
body.
• Chiropractors focus on manual adjustment of joints, particularly the spine, to
maintain and restore health.
• Physical therapists evaluate and treat pain, disease, or injury by physical
therapeutic measures, as opposed to medical or surgical measures.
• Physical therapist assistants work under the direction of a physical therapist
to assist in the application of physical therapy.
• Orthopedic technologists and technicians assist orthopedic surgeons in their
treatment of patients.
Pelvic
girdle
Os coxae
Ulna
Radius
Carpus
Metacarpal
bones
Phalanges
Femur
1.
2.
3.
4.
•
Patella
•
Fibula
Tibia
•
•
Metatarsal bones
Tarsus
Phalanges
▲ FIGURE 8.1
Adult Skeletal System, Anterior View.
270
•
•
The four components of the skeletal system (Figure 8.1) are:
Bones
Cartilage
Tendons
Ligaments
They provide the following functions:
Support: The bones of your vertebral column, pelvis, and legs hold up your
body. The jawbone supports your teeth.
Protection: The skull protects your brain. The vertebral column protects your
spinal cord. The rib cage protects your heart and lungs.
Movement: Muscles could not function without their attachments to skeletal
bones, and muscles are responsible for all your movements.
Blood formation: Bone marrow in many bones is the major producer of
blood cells, including most of those in your immune system (see Chapter 14).
Mineral storage and balance: The skeletal system stores calcium and
phosphorus.
Detoxification: Bones remove metals such as lead and radium from your blood,
store them, and slowly release them for excretion.
KAR-tih-lage
chiropractic
kye-roh-PRAK-tik
chiropractor
kye-roh-PRAK-tor
detoxification
(Note: same as
detoxication)
dee-TOKS-ih-fih-KAY-shun
ligament
muscle
musculoskeletal
MUSS-kyu-loh-SKEL-eh-tal
S/
R/
R/CF/
-al pertaining to
muscul/o- muscle
-skelet- skeleton
orthopedic
or-tho-PEE-dik
S/
R/CF
R/
-ic pertaining to
orth/o- straight
-ped- child
orthopedist
or-tho-PEE-dist
S/
osteopath
OSS-tee-oh-path
osteopathy
OSS-tee-OP-ah-thee
tendon
TEN-dun
DEFINITION
Latin gristle
Nonvascular, firm connective tissue found
mostly in joints.
-ic pertaining to
chir/o- hand
-pract- efficient, practical
-or a doer
Diagnosis, treatment, and prevention
of mechanical disorders of the
musculoskeletal system.
Practitioner of chiropractic.
-fication remove
de- from, out of
-toxi- poison
Removing poison from a tissue or
substance.
LIG-ah-ment
Latin band, sheet
Band of fibrous tissue connecting two
structures.
MUSS-el
Latin muscle
A tissue consisting of cells that can
contract.
Pertaining to the muscles and the bony
skeleton.
S/
R/CF
R/
S/
S/
P/
R/
R/
R/CF
S/
-ist specialist
Pertaining to the correction and cure of
deformities and diseases of the musculoskeletal system; originally, most of the deformities treated were in children.
Specialist in orthopedics.
-path disease
oste/o- bone
-pathy disease
Practitioner of osteopathy.
Latin sinew
Fibrous band that connects muscle to bone.
Medical practice based on maintaining the
balance of the body.
Abbreviations
DO Doctor of Osteopathy
MD Doctor of Medicine
EXERCISES
Orthopedic vocabulary: This exercise can be answered entirely by using medical terms that appear on the two pages open in front of
you. Mastering these terms will start you on your way to learning the language of orthopedics. From the description, identify the correct
medical terminology. Fill in the blanks.
Description
In addition to bones, which three terms are components of this
chapter’s body system?
Medical Term(s)
1.
2.
3.
Which three terms refer to medical occupations?
4.
5.
6.
Which term represents a medical practice based on maintaining
balance of the body?
7.
Which term has an element meaning poison?
8.
What is the name of the body system in this chapter?
9.
Which term has an alternative spelling that is also correct?
10.
To the student: Have you spelled and pronounced each term correctly?
CHAPTER 8 Bones and the Axial Skeleton
all74148_ch08_268-297.indd 270
ELEMENTS
cartilage
FUNCTIONS OF THE SKELETAL SYSTEM
Vertebral
column
PRONUNCIATION
LESSON 8.1 Bones of the Skeletal System
WORD ANALYSIS AND DEFINITION TABLES
9/13/08 12:26:00 AM
all74148_ch08_268-297.indd 271
271
9/12/08 10:27:39 PM
The medical terms covered in each lesson are introduced in context, either within a patient case
or in the lesson topics. To facilitate easy reference and review, the terms are also listed in tables
as a group. The Word Analysis and Definition (WAD) Tables list the term and its pronunciation, elements, and definition in a concise, color-coded, at-a-glance format.
xx
LESSON AND CHAPTER-END EXERCISES
EXERCISES
Each lesson within a chapter ends with exercises designed
to allow students to check their basic understanding of the
terms they just learned. These “checkpoints” can be used
by instructors as assignments or for self-evaluation by
students.
At the end of each chapter you will find 10–15 pages of
exercises that ask students to apply what they learned in all
lessons of a chapter. These chapter-end exercises reinforce
learning and help students go beyond mere memorization
to think critically about the medical language they use. In
addition to reviewing and recalling the definitions of terms
learned in the chapter, students are asked to use medical terms in new and different ways to ensure a thorough
understanding.
1. _________________________ / _________________________
Elements remain your best clue for understanding a medical term. In this exercise, the meaning of each element is given below the
line—this is your clue to constructing the term. Write the correct element on the line above its meaning. After you have constructed the
term, give its definition in the space provided.
cortex
Study Hint
More than one element
can have the same
meaning.
pertaining to
The term is _______________________________ and means
.
2. _________________________ / _________________________ / _________________________
around
bone
structure
The term is _______________________________ and means
.
3. _________________________ / _________________________ / _________________________
upon, above
growth
pertaining to
The term is _______________________________ and means
.
4. _________________________ / _________________________ / _________________________
middle
pertaining to
The term is _______________________________ and means
.
LESSON 8.1 Bones of the Skeletal System
all74148_ch08_268-297.indd 273
273
9/12/08 10:28:39 PM
STUDY HINT BOXES
Study Hint boxes are found throughout the
review exercises. They reinforce and remind
students to use basic study skills.
CHAPER 8 REVIEW
BONES AND THE AXIAL SKELETON
E. Terminology challenge: suture. Medical terms can have more than one meaning/usage. Use the Glossary, your library, or an online
medical dictionary if you need help answering these questions.
1. Define suture as it is used in this chapter.
_____________________________________________________________________________________________________________
CHAPER 8 REVIEW
_____________________________________________________________________________________________________________
2. Now use this meaning of suture in a sentence that is not a definition or taken directly out of the text.
BONES AND THE AXIAL SKELETON
P. Spelling demons: The following terms from this chapter are particularly difficult to spell and pronounce. Correct pronun_____________________________________________________________________________________________________________
ciation and spelling of medical terms is the mark of an educated professional. Circle the correct spelling, and then check (✓)
that you have practiced the pronunciation. Remember: Pronunciations are on the Student Online Learning Center
_____________________________________________________________________________________________________________
(www.mhhe.com/AllanEssMedLanguage).
_____________________________________________________________________________________________________________
Pronunciation ✓
Suture can also be a noun and a verb with another meaning. Can you identify them?
1. cockyx
cocyx
coccyx
coccyz
___________________________
3. Suture as a noun (person, place, or thing) can also mean (definition) _________________________________________________
.
2. cartiledge
cartilage
carrtilage
cartilege
___________________________
4. Write a sentence with suture having this meaning.
skoliosis
scolliosis
skolioses
___________________________
3. scoliosis
_____________________________________________________________________________________________________________
4. osteomyilitis
_____________________________________________________________________________________________________________
5. kiphosis
5. Suture as a verb (action) can also mean (definition)
_____________________________________________________________________________.
6. Write a sentence with suture having this meaning.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
See your medical vocabulary increase as you now know one term
with three different meanings!
osteomielitis
osteomyelitis
osteomyelites
___________________________
khyphosis
kyphosis
kyiphosis
___________________________
6. acondroplasea
achondroplasia
acondroplasia
achodroplasia
___________________________
7. ocipital
occipitel
ocippital
occipital
___________________________
Study Hint
8. sfenoid
First, read the sentences and underline or
9. epipysial
highlight any medical terms
(or
abbreviations) you will need to
chiropractic
explain. Then, rewrite10.
the sentence in non-medical language.
spenoid
sphenoid
phenoid
___________________________
epiphysial
epiphyseal
epifiseal
___________________________
chirropractic
chiropracctic
chiropractice
___________________________
Q. Chapter challenge: Circle the correct answer.
Study Hint
1. The medical term for low bone density is:
a.
F. Translate the following sentences into layperson’s language a patient can understand.
osteocyte
b. osteomyelitis
1. A patient with osteopenia is at risk for osteoporosis.
c.
Immediately cross off
any answer you know
is not correct. In your remaining
choices, there is only one best
answer.
d. osteomalacia
e. osteopenia
periosteum
_____________________________________________________________________________________________________________
2. The four classes of bones are determined by their:
_____________________________________________________________________________________________________________
a. length
d. weight
b. shape
_____________________________________________________________________________________________________________
e.
c.
284
CHAPTER 8 REVIEW Bones and the Axial Skeleton
number
size
As there is 3.noWhich term has a suffix meaning disease?
d. osteopath
study hint boxa. inorthopedist
b. periosteum
e. osteogenic
mentioned pages,
c. chiropractor
So we replaced
4. When a bone is fractured, blood vessels bleed into the fracture site and form a(n):
with study hinta. sarcoma
d. osteoblast
e. condyle
pages, pleaseb. osteosarcoma
c. hematoma
confirm it.
5. Find the pair of terms that are both diagnoses:
medullary
d. periosteum
osteoporosis
b. cortex
a.
achondroplasia
osteopathy
e.
rickets
c.
osteomyelitis
orthopedic
all74148_ch08_268-297.indd 284
osteomalacia
9/12/08 10:44:37 PM
290
CHAPTER 8 REVIEW Bones and the Axial Skeleton
all74148_ch08_268-297.indd 290
9/12/08 11:04:38 PM
xxi
VIVID ILLUSTRATIONS AND PHOTOS
Colorful, precise anatomical illustrations and photos lend a realistic view of body structures and correlate to the clinical
context of the lessons.
BONE FRACTURES (FXS)
TABLE 8.1 Classification and Definition of Bone Fractures
Comminuted
Incomplete
Complete
(a)
Impacted
Transverse
(b)
Spiral
Name
Description
Reference
Closed (also called
simple fracture)
A bone is broken, but the skin is not broken.
Figure 8.7g
Open (also called
compound fracture)
A fragment of the fractured bone breaks the skin, or a
wound extends to the site of the fracture.
Figure 8.7e
Displaced
The fractured bone parts are out of line.
Figure 8.7e
Complete
A bone is broken into at least two fragments.
Figure 8.7a
Incomplete
The fracture does not extend completely across the
bone. It can be hairline, as in a stress fracture in the
foot, when there is no separation of the two fragments.
Figure 8.7a
Comminuted
The bone breaks into several pieces, usually two major
pieces and several smaller fragments.
Figure 8.7b
Transverse
The fracture is at right angles to the long axis of the
bone.
Figure 8.7b
Impacted
The fracture consists of one bone fragment driven
into another, resulting in shortening -of a limb.
Figure 8.7c
Spiral
The fracture spirals around the long axis of the bone.
Figure 8.7d
Oblique
The fracture runs diagonally across the long axis of
the bone.
Figure 8.7d
Linear
The fracture runs parallel to the long axis of the bone.
Figure 8.7f
Greenstick
This is a partial fracture. One side breaks, and the
other bends.
Figure 8.7g
Pathologic
The fracture occurs in an area of bone weakened by
disease, such as cancer.
—
Compression
The fracture occurs in a vertebra from trauma or
pathology, leading to the vertebra being crushed.
—
Stress
This is a fatigue fracture caused by repetitive, local
stress on a bone, as occurs in marching or running.
—
Oblique
(c)
(d)
Normal bone
Osteoporotic bone
Healing of Fractures
Linear
Open,
displaced
(e)
(f)
When a bone is fractured, blood vessels bleed into the fracture site, forming a
hematoma. After a few days, bone-forming cells called osteoblasts move in and
start to produce new bone matrix, which develops into osteocytes (bone cells).
Eventually the new bone fuses together the segments of the fracture.
Surgical Procedures for Fractures
The initial goal of fracture treatment is to bring the ends of the bone at the break
back opposite each other so that they fit together as they did in the original bone.
This is called alignment.
Greenstick
External manipulation is used frequently. The bone is pulled from the distal end
back into alignment. This process is called reduction. Anesthesia may be used.
In external fixation, the alignment is maintained by immobilizing the bone
through the use of:
• Plaster casts.
• Splints.
• Traction, which is the gentle but continuous application of a pulling force
SKULL AND FACE
that can align a fracture, reduce muscle spasm, and relieve pain.
(g)
The Skull
• External fixators, by which the bone fragments are secured to a strong
The human skull (Figure 8.10) has 22
▲ FIGURE 8.7 Bone Fractures.
external steel rod by means of steel pins.
Frontal
bones, 8 of which make up the crabone
Parietal
bone
nium, the upper part of the skull that
encloses the cranial cavity and proEthmoid
Sphenoid
bone
tects the brain. The bones of the crabone
276
CHAPTER 8 Bones and the Axial Skeleton
Nasal
nium are the following:
LM 5
▲ FIGURE 8.4
Normal Bone and Osteoporotic Bone.
Occipital
bone
bone
Lacrimal
bone
Temporal
bone
all74148_ch08_268-297.indd 276
External
auditory
meatus
Maxilla
1. The frontal bone (1) forms the
forehead, the roofs of the orbits,
and part of the floor of the cranium
and contains a pair of right and left
above the orbits.
9/12/08frontal
10:29:28 sinuses
PM
2. Parietal bones (2) form the bulging
sides and roof of the cranium.
3. The occipital bone (1) forms the
back of and part of the base of the
Mandible
cranium.
4. Temporal bones (2) form the
sides of and part of the base of
the cranium.
5. The sphenoid bone (1) forms part of the base of the cranium and the orbits.
6. The ethmoid bone (1) forms part of the nose and the orbits and is hollow,
forming the ethmoid sinuses.
The bones of the cranium are joined together by sutures, joints that appear as
seams, covered on the inside and outside by a thin layer of connective tissue.
Zygomatic
bone
Mastoid
process
▲ FIGURE 8.10 Skull, Right Lateral View.
Nasal bone
Vomer
Palatine bone
Maxilla
Mandible
▲ FIGURE 8.11 Facial Bones.
The lower part of the skull comprises the 14 bones of the facial skeleton (Figure 8.11):
1. Maxillary bones (2) form the upper jaw (maxilla), hold the upper teeth, and
are hollow, forming the maxillary sinuses.
2. Palatine bones (2) are located behind the maxilla and cannot be seen on a lateral
view of the skull.
3. Zygomatic bones (2) are the prominences of the cheeks below the eyes.
4. Lacrimal bones (2) form the medial wall of each orbit.
5. Nasal bones (2) form the sides and bridge of the nose.
6. The vomer bone (1) separates the two nasal cavities.
7. Inferior nasal conchae (2) are fragile bones in the lower nasal cavity.
8. The mandible (1) is the lower jawbone, which holds the lower teeth. The
mandible articulates (joins) with the temporal bone to form the temporomandibular joint (TMJ).
The third component of the axial skeleton, the rib cage, is discussed in Chapter 7,
“Respiratory System.”
280
CHAPTER 8 Bones and the Axial Skeleton
xxii
all74148_ch08_268-297.indd 280
9/12/08 10:37:08 PM
In page 280 there
is no figure 8.12.
Please confirm
TABLES
BONE FRACTURES (FXS)
Meaningful tables aid in summarizing concepts and lesson topics.
TABLE 8.1 Classification and Definition of Bone Fractures
Comminuted
Incomplete
Complete
Transverse
(b)
(a)
Spiral
Impacted
Name
Description
Closed (also called
simple fracture)
A bone is broken, but the skin is not broken.
Figure 8.7g
Open (also called
compound fracture)
A fragment of the fractured bone breaks the skin, or a
wound extends to the site of the fracture.
Figure 8.7e
Displaced
The fractured bone parts are out of line.
Figure 8.7e
Complete
A bone is broken into at least two fragments.
Figure 8.7a
Incomplete
The fracture does not extend completely across the
bone. It can be hairline, as in a stress fracture in the
foot, when there is no separation of the two fragments.
Figure 8.7a
Comminuted
The bone breaks into several pieces, usually two major
pieces and several smaller fragments.
Figure 8.7b
Transverse
The fracture is at right angles to the long axis of the
bone.
Figure 8.7b
Impacted
The fracture consists of one bone fragment driven
into another, resulting in shortening -of a limb.
Figure 8.7c
Spiral
The fracture spirals around the long axis of the bone.
Figure 8.7d
Oblique
The fracture runs diagonally across the long axis of
the bone.
Figure 8.7d
Linear
The fracture runs parallel to the long axis of the bone.
Figure 8.7f
Greenstick
This is a partial fracture. One side breaks, and the
other bends.
Figure 8.7g
Pathologic
The fracture occurs in an area of bone weakened by
disease, such as cancer.
—
Compression
The fracture occurs in a vertebra from trauma or
pathology, leading to the vertebra being crushed.
—
Stress
This is a fatigue fracture caused by repetitive, local
stress on a bone, as occurs in marching or running.
—
Oblique
(c)
(d)
Reference
Healing of Fractures
Linear
Open,
displaced
(e)
(f)
Greenstick
(g)
▲ FIGURE 8.7
KEYNOTES AND ABBREVIATIONS
Keynotes and Abbreviations offer students additional
information correlating to the lesson.
276
Bone Fractures.
When a bone is fractured, blood vessels bleed into the fracture site, forming a
hematoma. After a few days, bone-forming cells called osteoblasts move in and
start to produce new bone matrix, which develops into osteocytes (bone cells).
Eventually the new bone fuses together the segments of the fracture.
Surgical Procedures for Fractures
The initial goal of fracture treatment is to bring the ends of the bone at the break
back opposite each other so that they fit together as they did in the original bone.
This is called alignment.
External manipulation is used frequently. The bone is pulled from the distal end
back into alignment. This process is called reduction. Anesthesia may be used.
In external fixation, the alignment is maintained by immobilizing the bone
through the use of:
• Plaster casts.
• Splints.
• Traction, which is the gentle but continuous application of a pulling force
that can align a fracture, reduce muscle spasm, and relieve pain.
• External fixators, by which the bone fragments are secured to a strong
external steel rod by means of steel pins.
CHAPTER 8 Bones and the Axial Skeleton
all74148_ch08_268-297.indd 276
Normal bone
9/12/08 10:29:28 PM
Osteoporotic bone
Case Report 8.1 (continued)
On questioning, Amy Vargas demonstrated many of the risk factors for
osteoporosis including family history, lack of exercise, cigarette smoking, inadequate diet, postmenopause, and increasing age.
Diseases of Bone
LM 5
▲ FIGURE 8.4
Normal Bone and Osteoporotic Bone.
Keynote
Osteomalacia occurs in some developing
nations and occasionally in this country
when children drink soft drinks instead of
milk fortified with vitamin D.
Osteoporosis results from a loss of bone density (Figure 8.4). It is more common
in women than in men, and its incidence increases with age. In the United States,
10 million people already have osteoporosis, and 18 million more have low bone
Abbreviations
density (osteopenia) and are at risk for developing osteoporosis.
BMD bone mineral density
In women, production of the hormone estrogen decreases after menopause, and
DEXA dual energy x-ray absorptiometry
its protection against bone loss is lost. This leads to fragile, brittle bones. In men,
FDA Food and Drug Administration
reduction in testosterone has a similar but less marked effect.
IU
international unit(s)
Women at risk for osteoporosis should have bone mineral density (BMD)
mg
milligram
screening using a DEXA scan. Men and women over 50 are often advised to take
1,200 milligrams (mg) of calcium daily and 400 to 600 international units (IU) of
vitamin D and to expose their bodies to the sun for 15 minutes
daily.
Suffixes:
The combining form oste/o means bone, and it is the main element in each of the following terms. You choose the correct
EXERCISES
There are several FDA-approved medications
availablesuffix
for tothe
treatment
complete
the term. of
Fill in the blanks.
osteoporosis.
peniainfection,
malacia
porosis
myelitis
Osteomyelitis is an inflammation of angenesis
area of bonegenic
due to bacterial
usually with a staphylococcus.
1. Disease caused by vitamin D deficiency
osteo/ _____________________________________________
Osteomalacia, known as rickets in children, is a disease caused by vitamin D
deficiency. When bones lack calcium, they
become
soft and flexible. They are not
2. Low
bone density
osteo/ _____________________________________________
3. Porous, brittle, fragile bones
osteo/ _____________________________________________
4. Most common malignant bone tumor
osteo/ _____________________________________________
5. Rare genetic disorder producing easily fractured bones, often in utero
osteo/ _____________________________________________
6. Inflammation of bone tissue
osteo/ _____________________________________________
Note: The meaning of the combining form never changes. The addition of six different suffixes has helped you learn six new terms in orthopedic
vocabulary!
all74148_ch08_268-297.indd 275
9/12/08 10:29:27 PM
xxiii
ONLINE LEARNING CENTER (OLC)
www.mhhe.com/AllanEssMedLanguage
This online resource offers an extensive array of quizzing and learning tools that will help students master the topics covered in their textbook.
xxiv