Constructing a Medical Term

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The purpose of the Module 2 DB is to introduce learners to the basic construction of medical terms using
prefixes, word parts, combining vowels, and suffixes. Likewise, they are able to practice basic skills of defining
terms and linking to their pronunciation using their glossary tool. Then, they capitalize on their skills by
identifying terms with the same word root and then using them in the context of five different sentences.
Moreover, they have the ability to practice defining, writing, and pronouncing terms related to their professional
goals. Similarly, they utilize required course technology (YouTube) before a major assignment is due. Please
note: DB has 4 parts.
Part One: Practice Constructing a Medical Term
Identify a prefix, suffix, and word root of your choice from Chapters 1-3 .
Define the prefix, word root, and suffix
Define the entire medical term
Provide a link to the pronunciation of the term from your glossary tool
An example would be to use the word hypo (prefix)+ derm +(word root) +ic (suffix)
Hypodermic-pertaining to below the skin tagged on the right hand side.
A free link to the pronunciation of the term can be found at http://c.merriamwebster.com/medlineplus/hypodermic
(Links to an external site.)
You may need to click on the icon that looks like a red audio button in order to hear it play. You would also post
this tag on the right hand side of the equation mark.
Part Two: Practice Using Medical Terms With the Same Word Root in Different Sentences
In part two, you will write five different sentences. In each sentence, you should use at least one medical term
with the same word root you identified in part one.(Using the example above, the word root was derm and
words with the same root are dermatologist, dermatitis, dermabrasion, dermatology, and dermis, respectively.)
Following that example, write out five different sentences using the same word root. (As an example of using
dermatologist in a sentence, one could write the following: The woman noticed an abnormal lesion on her
temple, so she went to the dermatologist fearing she might have skin cancer.)
Feel free to use your creativity. Just remember, using words in a sentence will help you better retain the
meaning of the words.
The sentences should be in your own language, and you should not copy the wording from your text, the
internet, or any other learners’ posts.
Part Three: Professional Personalization Using Medical Terms
Identify 25 words from your readings so far, which you feel will be relevant to your health profession. For
example, do you plan to be a health educator or run a health department? Otherwise, are you studying to be a
nurse, occupational therapist, dental professional, a chiropractor, or a doctor?
1. Identify the prefixes, suffixes, combining vowels, and word roots for each word (if applicable). Define each of
the four word parts. (See the example of word parts on pages 8 & 9 in the text; or an example – “microscopic’
on page 11)
2. Provide a definition for each word, which is found in the Wingerd (2018) Medical Terminology Complete text
and/ or dynamic lectures.
3. Use each term in a sentence; each learner should use his/her own language. You should write a sentence
that makes sense according to your occupational goals. You should NOT copy and paste a sentence from any
OTHER source or any other learner. However, please feel free to be creative.
4. Provide a link to the pronunciation of each term from your glossary tool.

 

Sample Solution

Another area of the brain that can predict criminal behavior is the amygdala. The amygdala is inside of the temporal lobe of the brain and functionally involves emotions particularly controlling fear, anger and pleasure. “The amygdala has received considerable attention, with numerous studies association psychopathy with abnormal size, shape, or activity of this subcortical structure that associates with structural and functional deficits” (Koenigs).

Even though neuroscience has developed immensely throughout the years, predicting criminal behavior through scans can produce a reverse-inference error. “The reverse-inference error is especially prevalent in the interpretation of brain activity in functional neuroimaging studies” (Choi). As previously stated, the reliance of electroencephalogram data may show the activity within the brain, but depending on the section, the brain may be overactive during such time. When looking at an individual’s amygdala that is characterized as abnormal and overactive can be argued to the point of reverse-inference error due to trying to distinguish what is a normal or abnormal sign of the brain’s fear center (Choi).

Brain Scans Versus Self-Report:

Brain scans provide more complexity to detect brain impairments in individuals despite a clinical psychologist’s findings. A common problem within neurolaw is the group to individual inference problem. Psychologists often identify associations of brain defects with impairments by comparing a group of subjects with a localized defect to a group of subjects without the defect; this can result in overlapping due to the idea that impaired patients may have better control over a specific area in r

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