Medical Terms Medical Terminology Utah State Office of

Medical Terms Medical Terminology Utah State Office of Education

Overview l l l Medical terminology is a language in itself. Learning medical terminology can initially seem like studying a strange new language. Once you understand some of the basic ruls as to how medical terms are formed using word building, it will become much like piecing together a puzzle. Utah State Office of Education

Overview l l Rather than setting out to memorize thousands of words and phrases, you will analyze medical terms and begin to build a vocabulary or word parts. Learning the meanings of basic medical word parts will provide important tools and shortcuts for mastering this language of medicine, but the process of mastering medical terminology still requires significant amount of memorization. Utah State Office of Education

Overview l l l Most medical terms follow the general rule that there is a word root – fundamental meaning for the word, prefixes and suffixes – modify the meaning of the word root, and sometimes a combining vowel – connect other word parts. The parts combine to form a complete term that conveys a specific idea. There always exceptions to every rule, however. Utah State Office of Education

The Origins of Our Medical Language l l We owe most of the development of early medical language to the ancient Greeks and Romans. Hippocrates (460 – 370 BC) and other early Greek anatomists dissected cadavers and attempted to treat disease in living humans. Utah State Office of Education

The Origins of Our Medical Language l They named body structures using terms familiar to them. l l For example – they thought of the thyroid gland as shaped like a shield and named it with the Greek word for shield, thyreos. The eardrum looked to them like a tambourine, and they named it accordingly, with the Greek word tympanon, which is the source for our term tympanic membrane. Utah State Office of Education

The Origins of Our Medical Language l During the Roman Empire, Latin became the dominant language, and many new anatomy terms used Latin words. l For example, the term bowel (intestine) originated from the Latin botulus, meaning sausage. l In ancient times as now, sections of animal intestines were used as sausage casings. Utah State Office of Education

The Origins of Our Medical Language l Over subsequent centuries, German, French, and English researchers and physicians tended to dominate medicine in the Western world and gave names based in those languages to new discoveries about the body, diseases, and therapies. Utah State Office of Education

The Origins of Our Medical Language l For example: l l l The old English drogge gave us the word drug. French terms yielded fontanel (the soft spot in an infant’s skull), and tourniquet (a band pressed against an artery to stop bleeding). Trendelenburg position (a position in which the body is placed with the legs/feet higher than the head) is named after the German physician who first used it. Utah State Office of Education

The Origins of Our Medical Language l The result is a medical language that is 90% Greek and Latin in origin, with influences of several other cultures. Utah State Office of Education

Medical Terminology l l There are three areas you must concentrate on when you learn a new word element or medical term: l Pronunciation l Spelling l Meaning Each of these are essential to the correct use and understanding of medical terminology. Utah State Office of Education

Word Roots l Each body system has a set of word roots. l l l For example, many terms used to describe the cardiovascular system (the heart and blood vessels) derive from the roots cardi- (heart) and angi- (vessel). Many terms relating to the respiratory system (the lungs and airways) use the roots pneum- (air or lung), pulmon- (lung), or bronch- (airway). Many words related to the nervous system (the brain, spinal cord, and nerves) are formed from roots neur- (nerve) or cerebr- (brain). Utah State Office of Education

Word Roots l Sometimes two or three roots have the same meaning. l l You will use one root word in some contexts, and a different root word in other contexts. When there are two or more roots with the same meaning, they are not interchangeable – certain roots make specific words. l l Example: Kidney = “ren” (Latin) and “nephr” (Greek). Why do we have more than one root with the same meaning? l Because medical terminology grew in several places at once. Utah State Office of Education

Word Roots l l l Not all roots are associated with a specific body system. Some roots are used more broadly and can be applied to any body system. These terms may be used to describe something (adjectives or adverbs) or name something (nouns). Utah State Office of Education

Common Anatomical Roots Twelve body systems make up the human body: l 1. 2. 3. 4. 5. 6. 7. Integumentary Skeletal Muscular Nervous Endocrine Cardiovascular Lymphatic/Immune 8. 9. 10. 11. 12. l Respiratory Digestive Urinary Male Reproductive Female Reproductive These systems work together to perform all the necessary functions of life. Utah State Office of Education

Common Anatomical Roots Root Meaning Body As A Whole bi/o Life cephal/o Head cervic/o Neck cyt/o Cell hist/o; histi/o Tissue lip/o Fat path/o Disease viscer/o Internal organs Utah State Office of Education

Common Anatomical Roots Root Meaning Integumentary System cil/o; pil/o Hair derm/o; dermat/o; cutane/o Skin onych/o; ungu/o Nail Skeletal System arthr/o Joint chondr/o Cartilage oste/o Bone Utah State Office of Education

Common Anatomical Roots Root Meaning Muscular System my/o; muscul/o Muscle tend/o; tendin/o Tendon Nervous System, Ears, Eyes cerebr/o; encephal/o Brain myel/o Spinal cord; Bone marrow neur/o Nerve ophthalm/o; ocul/o Eye ot/o Ear Utah State Office of Education

Common Anatomical Roots Root Meaning Endocrine System aden/o Gland adren/o Adrenal gland pituitar/o Pituitary gland thyroid/o Thyroid gland Utah State Office of Education

Common Anatomical Roots Root Meaning Cardiovascular System angi/o; vascul/o; vas/o Vessel arteri/o Artery cardi/o Heart hem/o; hemat/o Blood ven/o; phleb/o Vein Utah State Office of Education

Common Anatomical Roots Root Meaning Lymphatic and Immune Systems lymphaden/o Lymph gland; node lymphangi/o Lymph vessel splen/o Spleen tonsill/o Tonsil Utah State Office of Education

Common Anatomical Roots Root Meaning Respiratory System bronch/o Bronchus laryng/o naso; rhin/o Larynx; Voice box pharyng/o Pharynx; Throat pneum/o; pneumon/o Lung thorac/o Chest tracheo/o Trachea; Windpipe Nose Utah State Office of Education

Common Anatomical Roots Root Meaning Digestive System abdomin/o Abdomen col/o Colon; Large Intestine enter/o Small Intestine esophag/o Esophagus gastr/o Stomach gloss/o; lingu/o Tongue hepat/o Liver or/o; stomat/o Mouth pharyng/o Pharynx, Throat Utah State Office of Education

Common Anatomical Roots Root Meaning Urinary System cyst/o Bladder ren/o; nephr/o Kidney ureter/o Ureters urethr/o Urethra Male Reproductive System orchid/o; test/o Testicle; Testis prostat/o Prostate vas/o Vas Deferens Utah State Office of Education

Common Anatomical Roots Root Meaning Female Reproductive System colp/o; vagin/o Vagina gynec/o Female mast/o; mamm/o Breast oophor/o; ovari/o Ovary salping/o Fallopian/Uterine Tube hyster/o Uterus Utah State Office of Education

Combining Forms l l l Add a connecting or combining vowel to a root word creates a word part called a combining form. Connecting forms make medical terms easier to spell and pronounce. They can also connect a root with another root when more than one root is used to form a term. l For example: Musculoskeletal. Utah State Office of Education

Combining Forms l In addition, a combining vowel may be used to join a word root and a suffix. l l l The most commonly used combining vowel is “o”. The second most common is “i”. Note that when combining forms are shown in medical terminology lists, there is usually a slash separating the root and the connecting vowel. l For example, carcin/o, abdomin/o, cardi/o. Utah State Office of Education

Combining Forms Describing Colors l Why learn combining forms about colors? l We use them in many areas of medicine. l l l Dermatologists apply them to skin lesions, cytologists use them to discuss various cell types, and all physicians use them to describe various conditions. Cyan/o blue cyanosis Erythr/o red erythrocytosis, erythroderma Leuk/o white leukocyte Melan/o black melanocyte Xanth/o yellow xanthochromia Utah State Office of Education

Suffixes l The language of medicine uses a large number of suffixes (at the end of words). l l l Every medical term must have a suffix. Many medical terms are formed by adding a suffix to a root or combining form. Pay particular attention to the spelling of suffixes since changing a single letter may change the meaning. l For example, -logy and –logist. Utah State Office of Education

Suffixes l Two or more suffixes can have the same meaning. l For example, suffixes meaning “related to” or “pertaining to”: l l l -ac (cardiac) -al (caudal) -ar (vascular) -e (melanocyte) -eal (congeal) -ic (pelvic) -ose (cellulose) -ous (callous) -ry (secretory) -tic (arthritic) Utah State Office of Education

Suffixes l Suffixes indicating a condition or process: l l l l -emia (anemia) -ia (insomnia) -ism (aneurism) -itis (phlebitis) -lysis (hemolysis) -oma (sarcoma) -osis (keratosis) -y (ambulatory) Utah State Office of Education

Suffixes l Suffixes indicating form, size, and formation: l l l -cle = small (auricle) -ole = small (arteriole) -ule = small (pustule) -ula = small (fistula) -megaly = enlargement (hepatomegaly) -penia = abnormal reduction (cytopenia) -form = shape or resembling (vermiform) -asis = formation, presence of (lithiasis) -plasia = formation (achondroplasia) -trophy = development (dystrophy) -poiesis = formation (hematopoiesis) Utah State Office of Education

Suffixes l Suffixes describing diagnostic procedures (identifying what the problem is): l l l l -gram = record (arteriogram) -graph = record, instrument (electrocardiograph) -graphy = process of recording (amniography) -meter = measure or measurement (sphygmometer) -metry = process of measuring (spectrometry) -scope = instrument used for viewing (arthroscope) -scopy = process of viewing with an instrument (colonoscopy) Utah State Office of Education

Suffixes l Suffixes indicating therapeutic procedures (curing or treating the problem): l l l l -centesis = puncture to withdraw fluid (abdominocentesis) -desis = stablization or binding (arthrodesis) -iatric = treatment (geriatric) -plasty = repair (angioplasty) -rrhaphy = suturing (hepatorrhaphy) -stomy or –ostomy = creating an artificial opening (traceostomy) -tomy = cut or incision (keratotomy) -tripsy = crushing (lithotripsy) Utah State Office of Education

Suffixes l Suffixes beginning with two Rs are referred to as the “Double RRs”. l l -rrhage / -rrhagia = bleeding, bursting forth, abnormal or excessive flow -rrhaphy = surgical suturing to close a wound -rrhea = flow or discharge -rrhexis = rupture Utah State Office of Education

Prefixes l l l A prefix is a word part that comes before the root or combining form and usually begins the term. Prefixes often give an indication of direction, location, number of parts, time, or orientation. Not every medical term will have a prefix. There can be several prefixes associated with one meaning. A few prefixes have more than one related meaning. Utah State Office of Education

Prefixes l Prefixes related to numbers or amounts: l l l uni- = one, single (unilateral) mono- = one (mononucleosis) bi- = two, both (bilateral) di- = two (diplegia) ambi- = both (ambivalent) tri- = three (trivalent) quadra- = four (quadraplegic) tetra- = four (tetralogy) pan- = all (pandemic) poly- = many (polycythemia) l l l l l multi- = many, several (multiphasic) mega- = large, excessive (megaloblasts) olig- = few, scant (oliguria) micro- = very small (microtension) hemi- = half (hemisphere) semi- = part of a whole (semifluent) a- = without (anemia) an- = without (anaerobic) tachy- = fast (tachicardial) brady- = slow (bradicardial) Utah State Office of Education

Prefixes l Prefixes that indicate position/direction: l l l ad- = toward, near (adhere) ab- = away from (absolve) anti- = against (anticoagulant) contra- = against (contraindicated) circum- = around (circumcision) peri- = around (peritectomy) de- = not, from, down (descending) dia- = across, through (diagonal) trans- = across, through (transverse) dis- = separate, apart (distal) epi- = upon, above (epiglottis) para- = along, beside (parathyroid) Utah State Office of Education

Prefixes l Prefixes that indicate amount or position/direction: Prefix Meaning: Example: Position/Direction Amount hyper- more, excessive hypertensive above hyperflexion hypo- less, deficient hypoglycemic below hypodermic infra- less than infrasonic under, below infrared sub- less than subnormal under, below substernal meta- change metastasize behind metacarpus super- excessive, more supernumerary above superimpose supra- excessive, outside supraliminal beyond suprarenal ultra- excessive ultramodern beyond ultraviolet Utah State Office of Education

Prefixes l Prefixes that indicate time or position/direction: Prefix Meaning Example: Time Example: Position/Direction per- through permanent percutaneous post- after postsurgical posterior pre- before precursor preaxial re- again, back revive recline retro- backward, behind retrospective retrobulbular Utah State Office of Education

Prefix + Suffix l Medical terms can also be built by combining a prefix directly with a suffix (without a word root). l For example, dystrophy (DIS troh fee), which means abnormal development, is built from the prefix dys- (meaning abnormal) and the suffix – trophy (meaning development). Utah State Office of Education

Word Building l l l Word building consists of putting together several word elements to form a variety of terms. Remember to break down every word into its components (prefix, word root/combining form, and suffix) when you are learning medical terminology. Figure out how the word is formed from its components. Utah State Office of Education

Med Term Tip l l To gain a quick understanding of a term, read the term from the end of the world (or the suffix) back to the beginning (the prefix), and then pick up the word root. For example, pericarditis reads inflammation (-itis) surrounding (peri-) the heart (cardi/o) this gives us the meaning – “inflammation of the membrane surrounding the heart”. Utah State Office of Education

Pronunciation l l l You will hear different pronunciations for the same terms depending on where people were born or educated. As long as it is clear which term people are discussing, differing pronunciations are acceptable. If you have any doubt about the term being discussed, ask for the term to be spelled. Utah State Office of Education

Pronunciation l l In the medical workplace, you will need to pronounce medical terms clearly and correctly so that others understand you precisely. Be particularly attentive to your pronunciation if you are speaking on the phone, recording a voicemail message, or dictating for someone else to transcribe. Utah State Office of Education

Pronunciation l Hints: l Ch sounds like k. l l Ps sounds like s. l l Psychiatric, Psychology, Psoriasis. Pn sounds like n. l l Chyme, Cholecystectomy, Chronic. Pneumonia, Pneumatic. C sounds like a soft s when it comes before e, i, and y. l Cycle, Cytoplasm, Centrifuge. Utah State Office of Education

Pronunciation l G sounds like j when it comes before e, i, and y. l l Giant, Gestation, Generic, Gyration. I sounds like “eye” when added to the end of a word to form a plural. l Glomeruli, Villi, Alveoli, Bacilli. Utah State Office of Education

Forming Plurals l l l In medical terminology, plural words can be confusing. Some plural terms are formed based on Greek and Latin rules, while others are formed using English language rules. Unfortunately, the rules are not applied consistently. l Whenever you are uncertain of the correct plural form of a term, consult your medical dictionary. Utah State Office of Education

Forming Plurals l English usually forms plurals by adding s or es to the singular form. l l The plural of vein is veins. Latin and Greek words form plurals by adding an ending based on the ending of the singular form. Utah State Office of Education

Forming Plurals l For example: l Singular words ending in a add the letter e to create the plural form. § l Singular words ending in um replace the um with an a to create the plural form. § l Stria (singular) = Striae (plural). Diverticulum (singular) = Diverticula (plural). Words ending in nx change the nx to nges in the plurals. § Larynx (singular) = Larynges (plural). Utah State Office of Education

Frequently Used Plural Forms Singular Ending Plural Apex -ex/-ices Appendix -ix/ices Appendices Bacterium -ium/-ia Bacteria Biopsy -y/-ies Biopsies Condyloma -a/-ata Condylomata Diagnosis -is/-es Diagnoses Fungus -us/-i Fungi Ganglion -on/-a Ganglia Thorax -ax/-aces Thoraces Phalanx -nx/-ges Phalanges Ovum -um/-a Ova Vertebra -a/-ae Vertebrae Utah State Office of Education

Sound-a-likes l l l The correct spelling of a word can be critical in patient care. In some instances, two or more words may sound alike but be spelled differently and have different meanings. The difference in even one letter can make a dramatic difference in meaning. Utah State Office of Education

Sound-a-likes l For example: l l l Ilium (a pelvic bone) and Ileum (the terminal portion of the small intestine). Osteal (bony or bonelike) and Ostial (relating to an ostium, an opening). Viscous (sticky) and Viscus (a hollow, multilayered, walled organ such as the heart). Utah State Office of Education

Guessing at Meanings l Even when you are able to guess at the meaning of a term on the basis of word parts that make it up, you must always double check for accuracy, because some terms have more than one meaning. l For example: l l Lithotomy = surgical incision for the removal of a stone. Lithotomy is also the name of an examination position in which the patient is lying on the back with the feet and legs raised and supported in stirrups. Utah State Office of Education

Spelling l l Whenever you are uncertain about the spelling of a term, consult a reliable medical dictionary or other reference book. If you are not sure how to spell a drug name, look it up in the Physicians’ Desk Reference or a similar drug reference book. Utah State Office of Education

Summary l l l If you have any doubt about the meaning or spelling of a word, llok it up in your medical dictionary. Medical personnel who have been practicing in their profession for many years still need to look up a few words. The student who is just learning medical terminology probably needs to look up words even more frequently. Utah State Office of Education